Posted: April 24th, 2025

analysis report

complete analysis report. Use the inormation in the PDF document to assist. Some parts of the report are completed already

Human Performance Improvement Report

Client

Organization:

Sonoraville High

School

7340 Fairmount Hwy SE, Calhoun, GA 30701

Point of Contact at
Client

Organization:

Amy Stewart, Principal
Email: astewart@gcbe.org

Team Members: Team 1: Bonae Barrs, Ashley Brookshire, Madison Hardesty, Sanchetta
Ferguson, Bethani McNelly, and Carrie Rigdon

Do not delete this text until you submit Assignment 4
Your instructors will make comments directly on this document throughout the assignment! Do not

delete/resolve these comments. You should incorporate this feedback into your assignment as you move
from section to section (i.e., feedback made to Assignment 2 should be incorporated into your project

before you complete Assignment 3).

**Remember, if you have a question regarding a comment, don’t reply and ask your question.
Instead email the instructors.**

mailto:astewart@gcbe.org

Executive Summary

The performance problem identified and investigated for this project was conducted at

Sonoraville High School, a public school in Calhoun, Georgia. It was determined that teachers at

Sonoraville High School are not completing the required PLC meeting agenda paperwork in a

timely manner. While working with the school principal, the problem was identified.

Complete this section as the final component before you turn in Assignment 4! In this section, you
will essentially summarize the entire report below in no more than 2 double-spaced pages. This
condensed report should synthesize each of the below components (the other deliverables in this
assignment). We recommend using the following outline/format:

Paragraph 1 – Description of the performance problem your project investigated
Paragraph 2 – Description of the data you collected and why it was important
Paragraph 3 – Description of the performance gap and the potential causes of the problem
Paragraph 4 – Description of the proposed solutions and how they address the causes

Performance Systems Analysis Alignment Tables
Data with Assignment 2

Data Collection Alignment Table

Problem Statement

Data

For quantifying the
performance gap (e.g.,
Current and Ideal
Performances)

For understanding the
context or environment

For identifying potential
causes to the problem

Ninth-grade English
teachers at Sonoraville
High School are not
completing the required
PLC meeting agenda
paperwork in a timely
manner.

In each cell, briefly
describe the type of data
you’re collecting. Make
sure it is connected to the
appropriate heading (Ex:
Interviews with 8th
grade science teachers).

In each cell, briefly
describe the type of data
you’re collecting. Make
sure it is connected to the
appropriate heading (Ex:
Interviews with 8th
grade science teachers).

In each cell, briefly
describe the type of data
you’re collecting. Make
sure it is connected to the
appropriate heading (Ex:
Interviews with 8th
grade science teachers).

In the following table, provide a high-level overview of the HPI process. You will complete the following
sections along with the corresponding assignments as listed below.

Problem Statement with Assignment 1
Performance Gaps and Identified Causes with Assignment 3
Proposed Intervention(s) with Assignment 4

Solution Alignment Table

Problem Statement Performance Gaps Identified Causes Proposed Intervention(s)

Ninth-grade English
teachers at Sonoraville
High School are not
completing the required
PLC meeting agenda
paperwork in a timely
manner.

Include your identified
gap from your Gap
Analysis. (NOTE: One
gap is fine. Include a
maximum of two gaps.)

Identify the first potential
cause of your
performance gap.
(Ex: Lack of WiFi)

Identify the proposed
intervention that directly
targets the cause.
(Ex: Provide WiFi)

Assignment 1: Identified Performance Problem –
Module 1

Organization Description

Mission and Purpose

Sonoraville High School is committed to educating and empowering all students for them

to become caring and contributing citizens in an ever-changing world. Sonoraville High School,

as an organization, also believes that teachers are designers and leaders of engaging work.

Communication, collaboration, and connection are essential, and all community members are

vital to the organization’s success.

Physical Setup, Location, and Context

Sonoraville High School is one of two high schools in the Gordon County Schools

system. Sonoraville High School is located off a major highway in a rural part of Gordon County

in northwest Georgia. The school campus consists of seven buildings. These include a renovated

former middle school, which now houses high school classrooms, district offices, and the

Gordon County Gateway Virtual Learning Academy. Other facilities include two gyms, a band

facility, a theater/fine arts building, a CTAE building, the former middle school building, and the

main high school building. Sonoraville High School has over 1,100 students and just under 100

faculty and staff members. Feeder schools of Sonoraville High School include one middle school

and four elementary schools. The High School has been open since 2005, when the county

opened its doors to residents on the eastern side of Gordon County. This gave residents another

high school option. To accommodate the growing needs of Gordon County, the school district

built a new middle school in 2014 which closed the doors of Sonoraville Middle School.

Sonoraville High School acquired the former middle school building to expand its classroom

needs.

Gordon County Schools is a one-to-one technology district, meaning every student has a

device for instructional use. At Sonoraville High School, each teacher has an Apple TV in every

classroom, a MacBook, and an iPad. Students are provided with an iPad with access to Microsoft

suite products, digital learning tools, and the district’s LMS.

Employees and Clients

Sonoraville High School employs a diverse, dedicated, and experienced staff. The

employees at Sonoraville High School are dedicated individuals who come from diverse teaching

backgrounds. Forty-eight percent of Sonoraville’s teaching staff hold higher education degrees.

Teachers are highly qualified and are encouraged to earn endorsements in certifications such as

gifted, reading, computer science, and other fields. Approximately 79.4 percent of teachers have

five or more years of teaching experience and plan to remain in education for many more years.

The administrative team consists of the school principal and three assistant principals.

Sonoraville High School also has two guidance counselors on staff, a lead instructional teacher,

and a lead special education teacher. The school also has a new media specialist who is making

positive changes to how the media center is being utilized by staff and students. Stakeholders of

the school include a local governance committee comprising local business partners, parents, and

staff.

Sonoraville High School meets the needs of students with diverse learning needs and

serves many students with special learning needs. Students who receive special education

services due to a specific disability consist of 10 percent of the population; gifted students

represent 13.98 percent of the population; and students who receive services due to limited

English proficiency make up 2.73 percent of students. Additionally, 66.67 percent of the students

at Sonoraville High School were eligible for free or reduced meals during the 2023-2024 school

year.

Sonoraville High School Student Demographics

Student Race/Ethnicity Percentage of

Students

Asian/Pacific Islander 0.79

African American/Black 2.02

Hispanic 12.92

Native American/Alaskan Native 0.44

White 80.57

Multiracial 3.08

Student Sub-Groups Percentage

Students with Disabilities 10

English Language Learners 2.73

Gifted 13.98

Free and Reduced Meals 66.67

Problem Description

Current Performance

Ninth-grade English teachers at Sonoraville High School are not completing the required

PLC meeting agenda paperwork in a timely manner.

At the start of the 2018-2019 school year, the newly-appointed superintendent of the

Gordon County Schools System mandated all schools become acquainted with the PLC

(professional learning community) process and implement this collaborative effort. Sonoraville

High School’s principal assigned roles and responsibilities that each PLC grade level and content

area were expected to follow. As leadership at the district and school level changed within the

next five years, these expectations for the PLC process remained the same. However, within the

last year, fewer teachers have complied with the required procedures and expectations for

submitting PLC agendas and their accompanying minutes.

Problem Identification

Since her election as Sonoraville High School principal in 2021-2022, Mrs. Stewart noted

discrepancies in PLC engagement and participation from teachers. She has attempted to improve

engagement and participation in PLC meetings ever since. Mrs. Stewart has scheduled protected

time every Wednesday morning to be devoted solely to PLC meetings. She has also requested

teachers hold meetings in the media center, and that administrators attend these meetings to

support the teachers/answer questions. Furthermore, she provided a fillable PLC agenda template

for teachers to use, and created public submission folders on Schoology, the district’s LMS. In

the most recent school leadership meeting, she identified compliance issues related to proper

submission of PLC paperwork.

Parties Affected by the Problem
Affected parties for the incomplete agenda PLC paperwork include teachers,

administrators, the school as a whole, and students.

Teachers

The ninth-grade English teachers at Sonoraville High School meet weekly. However,

these teachers have not submitted their agendas and minutes to the proper channels. As a result,

these teachers are not able to demonstrate evidence of their instructional goals/efforts to meet

these goals, plans for interventions and enrichment, and assessment practices. This lack of

documentation could lead to questions about the collaboration of the teachers, as well as give the

impression that teachers are not fully compliant in the PLC process. Participation and proper

documentation are often part of teacher evaluation. Failure to document these agendas could

negatively impact their performance reviews. Without clear documentation, tracking teachers’

efforts and growth, which limits their ability to improve instructional practices and receive

professional development.

Administrators

Administrators hold teachers accountable for the expected duties and responsibilities,

especially regarding instruction. The administration at Sonoraville High School relies on PLC

documentation to monitor teacher collaboration, assess professional development needs, and

ensure alignment with school goals. With proper documentation, administration may be able to

provide appropriate guidance or support for teachers. PLC documentation is also a part of

meeting compliance requirements for the district; administrators may face scrutiny from their

superiors for not properly maintaining records. A lack of detailed insights from PLCs might

cause administrators to misallocate resources, professional development opportunities, and

instructional support.

School

PLCs play a role in Sonoraville High School’s school improvement plan. Failure to

submit documentation can undermine the efforts to demonstrate progress toward improvement

goals. This lack of documentation could also impact accreditation and funding for the school. If

these issues with PLC documentation become public, the community’s view of the school’s

reputation as a place of learning and collaboration might be affected.

Students

Finally, proper documentation of PLC meetings could positively impact the students of

Sonoraville High School. With adequate collaboration and reflection documentation through

PLCs, teachers may share effective teaching strategies and show consistent instruction across

classrooms. Since PLCs often focus on data-driven decisions to support student learning, a lack

of documentation may hinder tracking student progress and addressing achievement gaps.

Documentation often leads to targeted interventions; without it, students needing the extra

support may not receive the necessary attention or resources.

The problem of ninth-grade English teachers not submitting PLC paperwork can

negatively impact teachers’ professional accountability, administrators’ ability to support their

teachers and students, Sonoraville High School’s school improvement efforts, and ultimately, the

students’ learning experiences. As previously stated, teachers can face negative consequences in

their professional development, as well as collaboration with other educators, as a result of a

failure to complete PLC documentation. Administrators in turn, can insufficiently support their

teachers and students, with this lack of professional development knowledge, affecting the

proper resources. As a result of lack of support from teachers and administrators, students will

also be negatively impacted.

Assignment 2: Data Collection Plan – Module 2

Restated Performance Problem Description Sentence:
Ninth-grade English teachers at Sonoraville High School are not completing the required PLC meeting
agenda paperwork in a timely manner.

Data Source Type of
Data
(Qualitat
ive,
Quantitat
ive, or
Mixed)

Method of
Data
Collection

Data Collection
Purpose

Rationale for Data Collection Data Collection
Completion
Date*

9th Grade
English
Teachers (n=4)

Mixed Google
form Survey

Understand the
Context or
Environment

Quantify
Current
Performance

Quantify Ideal
Performance

Identify
Potential
Causes

Using a survey will provide the data we need in
order to determine exactly why teachers in this
category are not submitting proper paperwork on
time. The use of an electronic survey for this
small group of teachers will help us to quantify,
anonymously, the reasoning for incomplete
documentation. Since implementation is in the
form of a focus group, our survey will
incorporate traditional survey questions while
also using open-ended questions. This will allow
participants to answer questions employing more
thoughtful input than a traditional survey. This
will allow for better data collection and more
qualitative responses to give better insight as to
what might truly be causing the gaps we see. We
will utilize questions that will allow us to
determine if teachers are truly completing this
documentation as parts of other groups or not at
all. Some sample questions could include:

● What barriers prevent you from
completing your PLC documentation?

● How often do you meet with your
team (weekly, monthly, etc.)?

● What types of documentation do you
complete while in the meeting/after
the meeting?

This type of data collection will provide us
insight into what might truly be going on inside
the teacher’s classrooms/lives that might hinder
their abilities to complete proper documentation.

10/27/24

Instructional
Lead Teacher
and
Administration
(n=3)

Mixed Survey
1:1
Interview

Understand the
Context or
Environment

Quantify
Current
Performance

Incorporating the administration is crucial to
understanding the performance gap we are
seeing. Administrators are the stakeholders who
uphold the standards required for this task’s
completion. Therefore, their input is key to
understanding where particular gaps may occur
between educators and administration. We will
engage the ILT administrators in a survey that
will incorporate both traditional quantifiable

10/27/24

https://dictionary.apa.org/qualitative-research

https://dictionary.apa.org/qualitative-research

https://dictionary.apa.org/quantitative-research

https://dictionary.apa.org/quantitative-research

https://dictionary.apa.org/mixed-methods-research

Quantify Ideal
Performance

Identify
Potential
Causes

data collection, and also open-ended questions to
gather the qualitative information needed as
well. This data source will assist us in
understanding the environment that our
performance problem is occurring and what
context we might be missing. Also, the data will
inform us of what is expected in the ideal
scenario of PLCs and teacher performance and
how this is explained/distributed to teachers. We
will be able to quantify data through these
survey interviews to understand if the
environment is a positive one, where teachers
feel comfortable sharing and submitting their
concerns, and if their input is valuable to their
superiors. This will provide invaluable
information as to why these particular teachers
may not be turning in their PLC paperwork.

Leadership
Minutes

Qualitati
ve

Document
Analysis

Understand the
Context or
Environment

Quantify
Current
Performance

Quantify Ideal
Performance

Identify
Potential
Causes

Based on the problem statement, looking at
leadership minutes can provide insight into what
the administration is looking for in these
documented meetings, as well as the purpose for
which this documentation is utilized. This
documentation will provide us insight into the
true requirements of teachers and the in-depth
procedures required, and it might identify some
potential causes for incomplete/not turning in
paperwork. This could provide us with
information to recommend some potential
changes for our sample focus group of teachers.

10/18/24

Schoology
folders

Qualitati
ve

Document
Analysis

Understand the
Context or
Environment

Quantify
Current
Performance

Quantify Ideal
Performance

Identify
Potential
Causes

By looking at teacher Schoology folders, we can
identify and locate teachers’ lesson plans and
curriculum. We can identify any time spent on
coursework and what teachers may have on their
course load to look at their current performance
issues. By looking at this documentation, we can
analyze the volume of materials that teachers are
expected to maintain, along with how complex
their coursework may be. This information could
provide us with critical insight into a teacher’s
everyday work and what exactly might be
happening to prevent them from completing this
paperwork. This could also provide some
recommendations for potential changes for
teachers.

10/18/24

PLC minutes
document

Qualitati
ve

Document
Analysis

Understand the
Context or
Environment

Quantify
Current
Performance

Quantify Ideal
Performance

By looking at the actual documentation required
of teachers, we will be provided with the context
and understanding of what is to be completed
and what is required from the meetings (as well
as how often these PLC meetings occur).
Looking at the paperwork will provide insight as
to the depth of volume needed to complete the
required paperwork. We will also be able to
determine how frequently this document is to be
submitted by teachers. This instrument is crucial
to understanding what questions and

10/18/24

Identify
Potential
Causes

documentation teachers must complete in order
to meet administration requirements. It will
provide data for potential causes as to why
teachers cannot/are not completing this
documentation.

Operations
Guidance

Understand the
Context or
Environment

Quantify
Current
Performance

Quantify Ideal
Performance

Identify
Potential
Causes

Documentation for the school year and its
operations will provide insight as to what duties
are expected of teachers throughout the entire
school year. By looking at this piece of data, we
can determine what the environment is like for
our focus group, as well as the expectations set
for them by the administration. This data will
also be crucial for understanding if there might
be any potential reasons why the documentation
is not being completed by looking at the
requirements set forth by the school.

10/18/24

*Remember, all data should be collected by the end of Module 3.

Assignment 3: Analysis Report – Module 4

In this section of the report, you will conduct three different analyses. These analyses should build
directly on the data that was collected as part of your data collection effort. You should integrate your data
into Assignment 3 and include charts and figures as necessary.

Restated Performance Problem Description Sentence:
Ninth grade english teachers at Sonaraville High School are not submitting PLC documents in time.

Environmental Analysis
The purpose of an environmental analysis is for you to get a better understanding of the context where the
performance problem is occuring. When we consider the context of a performance problem, there are four
levels to consider (i.e., world, workplace, work, and workforce). For this project, we’re just focusing on
the last three. You should not conduct the environmental analysis only focusing on the performance
problem (e.g., identifying resources/tools that are only used in the tasks related to the performance).
However, you should be discussing these items through the lens of your identified performer group.
We have provided you with the outline for completing this portion of the assignment below. Do not
deviate from it.

Work

Environment
Sonoraville High School is a rural public high school located in northwest Georgia. The ninth-grade
English teachers work in an environment where collaboration is essential, especially through Professional
Learning Communities (PLCs). However, despite structured time for these meetings, documentation and
timely submission of meeting agendas are lacking.

Resources & Tools
Describe the resources and tools available to your performers in the environment. This can include
people, spaces, technology, etc.

Information & Feedback
Describe the types of information and policies that exist in the overarching workplace. Also, provide a
description of the feedback systems in place for the performers.

Consequences for Nonperformance & Incentives for Performance
Describe the consequences for nonperformance and the incentives in place for exemplary performance
within the organization.

Work

Give a high-level summary of the type of work that your performers complete as it relates to their
overarching job (a few sentences).

Job Tasks & Processes
The ninth-grade English teachers are responsible for delivering instruction aligned with the curriculum,
engaging students in meaningful learning experiences, and collaborating with colleagues through PLCs to
improve instructional practices. Their job involves preparing lessons, assessing student performance, and
participating in school improvement initiatives.

Workforce
Ninth grade english teachers at Sonaraville High School

Knowledge and Skills
Describe the knowledge and skills of your performer group. This will include information like their
education level, certifications, special endorsements, and so on.

Motivation
Describe the motivation level of your performers. Consider these questions: How motivated are they to
work? What motivates them to work? What does NOT motivate them?

NOTE: If you find that any components of this outline are missing, you should state that! Sometimes, the
absence of a piece in the environment can help explain what is going on!

Gap Analysis
Complete the table below. See the bullet list for details on what information should be included in each
column. You are only required to identify at least one performance gap (i.e., one row). You should only
include one or two gaps! If you feel like you’ve identified multiple (i.e., more than two) gaps and want
to include them, please let us know prior to submission.

● Actual Performance: Quantify what is actually happening. Use apples-to-apples language.
● Desired Performance: Quantify what the ideal scenario would be. Remember: Leadership or

official policy should establish the desired performance. Not the performers! Use
apples-to-apples language.

● Performance Gap:What is the quantifiable gap between what is CURRENTLY happening and
what SHOULD BE happening? (Do the math! Desired – Actual = Performance Gap) Use
apples-to-apples language.

● Data and Rationale: Explains which data sources you used to identify this gap and explain how
each data source informed your process.

● NOTE: Please do not use the template text in the sample table below verbatim. This is an
example. You are expected to draft content in your own words to populate the cells below.

Actual
Performance

Desired
Performance

Performance
Gap

Data and Rationale

30% of teachers (15
out of 50) are
incorporating
technology into their
classroom at least
three times a week.

70% of teachers (35
out of 50) are
incorporating
technology into their
classroom at least
three times a week.

40% more of
teachers (n=20)
should incorporate
technology into their
classroom at least
three times a week.

Teacher survey: The survey asked teachers to
indicate how often they used technology in their
classrooms. This established the Actual Performance.

Instr Coach interviews:We spoke with two
instructional coaches. These conversations gave us
insight to expectations of decision-makers and
established the Desired Performance.

Cause Analysis
In this section, you’re going to identify the potential causes of the performance gap that was identified in
the table above. In identifying these causes, you’re going to discuss all possible causes as they are related
to the environment and the individual performers. Additionally, you will incorporate your data to support
each of the causes identified.

Below is an outline for you to use in this section. The outline for ONE Cause Analysis section appears
between the dashed lines. If you have TWO gap statements (in the table above), you will repeat this
outline and conduct an additional analysis for it.
—-

Restated Performance Gap (as worded in the table above):
Please insert your performance gap statement. Use apples-to-apples language.

Potential Causes
Describe and list the potential cause you’ve identified. Provide a high-level overview. Remember,

you should discuss both individual and environmental causes as appropriate.

Potential Cause 1: [list the cause here; Example: Lack of Wifi] ([list the category from Gilbert’s
BEM here; Example: Instruments])

Draft a rationalization explaining what data you collected and how it is connected to the cause
(how it led you to identify this cause). This should be one or two robust paragraphs. Incorporate your data
to prove that this is, in fact, a potential cause for the identified performance problem.

Potential Cause 2: [list the cause here] ([list the category from Gilbert’s BEM here]).

Same as above.

—-
You will repeat the outline above for each performance gap you identified in your Gap Analysis table.

Assignment 4: Human Performance Improvement Report
– Module 5
This section is where you will suggest recommendations for solutions and interventions for each
identified cause. You should write your recommendations in narrative form.

Additionally, you will complete the Executive Summary (second page of this document) and respond to
all instructor feedback when you submit this document.

Use the following topics for your headings. If you have more than two recommendations, please
copy/paste the “Recommendation” section to capture your entire plan.
—-

Recommendation 1: list the recommendation here

Description
Describe what the recommendation looks like and what category it comes from in the HPI text.

For the category, you should use the Intervention Selector (pp. 203–206 in our textbook) and pick the
bolded heading to which your proposed intervention belongs.

Addressed Causes
Identify which performance gap(s) and which cause(s) this recommendation addresses. Make sure

it aligns with the identified BEM category.

Rationale
Discuss your rationale for using this intervention over other options. Incorporate data from your

analysis to bolster this claim. Additionally, consider building in external research that supports your
decision-making in settling on this recommendation. (NOTE: The textbook would not count as “external”
research, but you’re free to use it!)

Recommendation 2: list the recommendation here

Description
Same as above.

Addressed Causes
Identify which performance gap(s) and which cause(s) this recommendation addresses. Make sure

it aligns with the identified BEM category.

Rationale
Same as above.

—-
Barriers to Success

Describe the barriers that you may potentially encounter if you were to implement your suggested
interventions. What may hinder success? We encourage you to utilize your data within this section.

Checklists/Assessment Criteria

Assignment 1: Identified Performance Problem-Ashley and Carrie
● Submitted a professional document, with characteristics including

○ In narrative form, no typos, consistent formatting, professional language, no grey
instructional text, no bullets, met page limit, APA style (double-spaced, NTR, black font)

● Completed appropriate portion of the Alignment table
○ Problem statement
○ Succinct language (one sentence)

● Applied system thinking in describing the organization, including
○ Purpose and mission
○ Physical setup, location, and contextual factors
○ Employees and clients

● Described an observable performance problem experienced by adult performers that can be
addressed through HPI, including

○ Current performance: Began with a clear performance problem statement
○ Current performance: Provided context surrounding that problem without identifying

causes or solutions
○ Problem identifier(s)
○ Parties impacted

Pass: Met expectations for 9–10 hollow bullets (100%)
Pass with Revisions: Met expectations for 7–8 hollow bullets (80%)
Revise & Resubmit: Met expectations for 5–6 hollow bullets (60%)
Unsatisfactory:Met expectations for 4 or fewer of the hollow bullets (25%)

Assignment 2: Data Collection Plan- Bethani
● Submitted a professional document, with characteristics including

○ In narrative form, no typos, consistent formatting, professional language, no grey
instructional text, no bullets, APA style (NTR, black font)

● Completed appropriate portion of the Alignment table
○ Data
○ Succinct language (no full sentences)

● Included all components of the Data Collection table, including
○ Data source and sample size
○ Type of data
○ Method of data collection
○ Rationale for data collection: Why the source and method are most appropriate
○ Rationale for data collection: How the source and method will achieve the Data

Collection Purpose(s) tagged to it
○ Data collection purpose
○ Data collection completion date

Pass: Met expectations for 9–10 hollow bullets (100%)
Pass with Revisions: Met expectations for 7–8 hollow bullets (80%)
Revise & Resubmit: Met expectations for 5–6 hollow bullets (60%)
Unsatisfactory:Met expectations for 4 or fewer of the hollow bullets (25%)

Assignment 3: Analysis Report -Bonae and Sanchetta
● Submitted a professional document, with characteristics including:

○ In narrative form, no typos, consistent formatting, professional language, no grey
instructional text, no bullets, APA style (double-spaced, NTR, black font)

● Completed appropriate portions of the Alignment table
○ Performance gap and identified causes
○ Succinct language (no full sentences)

● Applied systems thinking in completing the Environmental Analysis, including a thorough
overview of the following from the perspective of the Performers

○ Workplace
○ Work
○ Workforce

● Quantified and supported the Gap Analysis, including
○ Aligned language throughout Actual Performance, Ideal Performance, and Gap Statement

cells (i.e., “apples-to-apples” language)
○ Quantified a performance gap
○ Data and Rationale for establishing the gap: Which data sources were used to identify the

performance gap
○ Data and Rationale for establishing the gap: How you used each data source in your gap

analysis process
● Applied systems thinking in completing the Cause Analysis, including

○ Aligned and appropriately categorized (based on the BEM) potential cause(s)
○ Addressed both environmental and individual causes (as appropriate)
○ Relevant and supporting data for identifying the cause
○ Clear rationale for identifying the cause

Pass: Met expectations for 13–14 hollow bullets (100%)
Pass with Revisions: Met expectations for 10–12 hollow bullets (80%)
Revise & Resubmit: Met expectations for 7–9 hollow bullets (60%)
Unsatisfactory:Met expectations for 6 or fewer of the hollow bullets (25%)

Assignment 4: Human Performance Improvement Report (Executive
Summary and Recommendations) -Madison

● Submitted a professional document, with characteristics including
○ In narrative form, no typos, consistent formatting, professional language, no grey

instructional text, no bullets, APA style (double-spaced, NTR, black font)
● Completed appropriate portion of the Alignment table

○ Proposed Interventions
○ Succinct language (no full sentences)

● Concisely summarized the project in client-friendly language through an executive summary,
including

○ A description of the problem
○ A summary of the data collected
○ A summary of the results of your team’s analysis
○ A summary of the proposed interventions
○ Limited Executive Summary to a maximum of two double-spaced pages

● Applied systems thinking in describing recommended solutions, including
○ Aligned and appropriate recommendations that address the identified cause(s)
○ Clear, thorough description of

recommendations

○ Recommendations backed by project data
○ Recommendations backed by literature from the field (not including the Van Tiem

textbook)
○ Identification of barriers that span organizational system
○ Thorough discussion of how those barriers that could impact the success of the

recommendations

High Pass: Met expectations for 13–14 hollow bullets (100%)
Pass: Met expectations for 10–12 hollow bullets (80%)
Needs Improvement: Met expectations for 7–9 hollow bullets (60%)
Unsatisfactory:Met expectations for 6 or fewer of the hollow bullets (25%)

Thumbnails/thumbnail

Assignment 3: Analysis Report – Module 4

In this section of the report, you will conduct three different analyses. These analyses should build directly on the data that was collected as part of your data collection effort. You should integrate your data into Assignment 3 and include charts and figures as necessary.

Restated Performance Problem Description Sentence:

9th English teachers at Sonaraville High School are not submitting PLC documents in time.

Environmental Analysis

The purpose of an environmental analysis is for you to get a better understanding of the context where the performance problem is occuring. When we consider the context of a performance problem, there are four levels to consider (i.e., world, workplace, work, and workforce). For this project, we’re just focusing on the last three.
You should not conduct the environmental analysis only focusing on the performance problem (e.g., identifying resources/tools that are only used in the tasks related to the performance). However, you should be discussing these items through the lens of your identified performer group. We have provided you with the outline for completing this portion of the assignment below. Do not deviate from it.

Work Environment

Sonoraville High School is a rural public high school located in northwest Georgia. The ninth-grade English teachers work in an environment where collaboration is essential, especially through Professional Learning Communities (PLCs). However, despite structured time for these meetings, documentation and timely submission of meeting agendas are lacking.

Resources & Tools

Describe the resources and tools available to your performers in the environment. This can include people, spaces, technology, etc.

Information & Feedback

Describe the types of information and policies that exist in the overarching workplace. Also, provide a description of the feedback systems in place for the performers.

Consequences for Nonperformance & Incentives for Performance

Describe the consequences for nonperformance and the incentives in place for exemplary performance within the organization.

Work

Give a high-level summary of the type of work that your performers complete as it relates to their overarching job (a few sentences).

Job Tasks & Processes

The ninth-grade English teachers are responsible for delivering instruction aligned with the curriculum, engaging students in meaningful learning experiences, and collaborating with colleagues through PLCs to improve instructional practices. Their job involves preparing lessons, assessing student performance, and participating in school improvement initiatives.

Workforce

Ninth grade english teachers at Sonaraville High School

Knowledge and Skills

Describe the knowledge and skills of your performer group. This will include information like their education level, certifications, special endorsements, and so on.

Motivation

Describe the motivation level of your performers. Consider these questions: How motivated are they to work? What motivates them to work? What does NOT motivate them?

NOTE: If you find that any components of this outline are missing, you should state that! Sometimes, the absence of a piece in the environment can help explain what is going on!

Gap Analysis

Complete the table below. See the bullet list for details on what information should be included in each column. You are only required to identify at least one performance gap (i.e., one row).
You should only include one or two gaps! If you feel like you’ve identified multiple (i.e., more than two) gaps and want to include them, please let us know prior to submission.

• Actual Performance

  : Quantify what is actually happening. Use apples-to-apples language.

• Desired Performance

  : Quantify what the ideal scenario would be.
  Remember: Leadership or official policy should establish the desired performance. Not the performers! Use apples-to-apples language.

• Performance Gap

  : What is the quantifiable gap between what is CURRENTLY happening and what SHOULD BE happening? (Do the math! Desired – Actual = Performance Gap) Use apples-to-apples language.

• Data and Rationale

  : Explains which data sources you used to identify this gap and explain how each data source informed your process.

• NOTE: Please do not use the template text in the sample table below verbatim. This is an example. You are expected to draft content in your own words to populate the cells below.

Instr Coach interviews: We spoke with two instructional coaches. These conversations gave us insight to expectations of decision-makers and established the Desired Performance.

Actual Performance	Desired Performance	Performance Gap	Data and Rationale
30% of teachers (15 out of 50) are incorporating technology into their classroom at least three times a week.	70% of teachers (35 out of 50) are incorporating technology into their classroom at least three times a week.	40% more of teachers (n=20) should incorporate technology into their classroom at least three times a week.	Teacher survey: The survey asked teachers to indicate how often they used technology in their classrooms. This established the Actual Performance.

Cause Analysis

In this section, you’re going to identify the potential causes of the performance gap that was identified in the table above. In identifying these causes, you’re going to discuss all possible causes as they are related to the environment and the individual performers. Additionally, you will incorporate your data to support each of the causes identified.

Below is an outline for you to use in this section. The outline for ONE Cause Analysis section appears between the dashed lines. If you have TWO gap statements (in the table above), you will repeat this outline and conduct an additional analysis for it.

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Restated Performance Gap (as worded in the table above):

Please insert your performance gap statement. Use apples-to-apples language.

Potential Causes

Describe and list the potential cause you’ve identified. Provide a high-level overview. Remember, you should discuss both individual and environmental causes as appropriate.

Potential Cause 1: [list the cause here; Example: Lack of Wifi] ([list the category from Gilbert’s BEM here; Example: Instruments])

Draft a rationalization explaining what data you collected and how it is connected to the cause (how it led you to identify this cause). This should be one or two robust paragraphs. Incorporate your data to prove that this is, in fact, a potential cause for the identified performance problem.

Potential Cause 2: [list the cause here] ([list the category from Gilbert’s BEM here]).

Same as above.

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You will repeat the outline above for each performance gap you identified in your Gap Analysis table.