CPT-Application Final Portfolio

Certified Performance Technologist
CPT APPLICATION
Copyright ©2008, 2011, 2012, 2013 by the International Society for Performance
Improvement (ISPI).These materials or any part thereof may not be reused or
reproduced in any form, except by applicants for the purpose of applying for the

CPT Application
certification as Certified Performance Technologists, known now or hereafter created,
without written permission of the International Society for Performance Improvement.
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CPT Application
CONTENTS
PREPARING TO APPLY ............................................................................................................................V
Part I................................................................................................................................................................................1
PART I INSTRUCTIONS ...........................................................................................................................2
APPLICATION PAYMENT FORM.................................................................................................................3
CPT CODE OF ETHICS............................................................................................................................4
DECLARATION AND RELEASE....................................................................................................................6
APPLICATION AGREEMENT......................................................................................................................8
CANDIDATE INFORMATION....................................................................................................................10
EMPLOYER NOTIFICATION.....................................................................................................................10
EXPERIENCE.......................................................................................................................................10
ATTESTER DOCUMENTS........................................................................................................................11
Part II.............................................................................................................................................................................14
PART II INSTRUCTIONS.........................................................................................................................15
CANDIDATE CONTACT INFORMATION.......................................................................................................17
PROJECT AND STANDARD IDENTIFICATION FORM........................................................................................18
WORK DESCRIPTION FORM ..................................................................................................................19
WORK DESCRIPTION FORM...................................................................................................................25
Updated: 4/2013
International Society for Performance Improvement
PO Box 13035, Silver Spring, MD 20910 USA
301.587.8570; Fax 301.587.8573;
certification@ispi.org
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CPT Application
Preparing to Apply
1.Read Parts I and II of the Certification Application.
•Part I contains administrative forms.
•Part II includes two forms and the work description questions you must answer to provide the
evidence you meet the competency requirements for each of the 10 CPT Standards.
The following chart describes each form.
Application Contents
Part I Mail, fax, or submit electronically to certification@ispi.org
Application Payment
Provides the data required to pay ISPI’s processing fee for granting
certification.
CPT Code of Ethics A document you sign to affirm you will follow the CPT Code of Ethics.
Declaration and Release
A document you sign that declares you agree with rules that govern the CPT
application process. It also releases ISPI from specified responsibilities.
Application Agreement
A document you sign affirming that you met the certification requirements
and grant permission to reproduce part of the work descriptions.
Candidate Information Provides your contact information.
Employer Notification
You complete this form if you want ISPI to notify your supervisor you have
been certified.
Experience
A brief description of your three years of performance improvement work
experience.
Attester Contact
Information
Describes who will confirm the accuracy of the statements made by the CPT
candidate regarding his/her involvement with every project included in the
work description.
Attestations
A knowledgeable third party confirms (or attests to) your role during each
project included in the work description.
Part II Submit electronically to certification@ispi.org
Candidate Contact
Information
Reviewers do not see this. The Director of Certification uses it to assign a
number to your Part II Application projects to ensure proper control and
processing.
Projects and Standard
Identification
Your description of each project submitted. It identifies which Standards
were met.
Work Descriptions
Your answers the questions for each required project that clearly
demonstrate your proficiency for each of the 10 CPT Standards.
2.You will need to complete Part II before completing Part I.
Application Instructions Page v

CPT Application
3.Review the 10 CPT Standards document to understand the outcomes for each Standard and examples
of actions associated with each one.
4.Using the Part II, Project and Standard Identification Form, identify projects within the last 10 years
where you had (1) a significant role and (2) can describe how you met all ten Standards at least 3
times.
• Identify at least three projects with a large enough scope to demonstrate that you met the first
four Standards and at least three other Standards.
• If your first three projects do not cover Standards 5-10 three times, identify up to four additional
projects that demonstrate the remaining standards.
5.Identify the individual(s) who will attest that the work you described for every project was done by
you and it was of value to the organization.
6.Discuss the project(s) and your role with the Attester you have selected for each project.
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CPT Application
CPT APPLICATION
PART I
Part I Page 1

CPT Application
Part I Instructions
This is the first part of the two-part Application. You complete these forms after you have completed
Part II before submitting your completed application.
1.Complete the Candidate Information Form.
2.Complete the Employer Notification Form if you want ISPI to send your supervisor a notification letter
about your certification.
3.In the Experience section, briefly describe your three years of performance improvement experience.
• Example: I was the director of performance improvement for two years and an organization
development specialist for two years at a telecommunications firm. Prior to that I was an
instructional developer for a retail firm.
4.Read, print, sign, and date the Application Agreement.
5.Complete the Attester Contact Information Form.
• Ensure you have an attester for each project to cover all 10 Standards 3 times.
6.Work with your attester(s) to complete the Attestation Form for the projects you describe.
• To complete the attestation you need to send a copy of the Project Identification Forms and
Work Descriptions to a third party that is knowledgeable about the work and your role in its
completion.
• Edit the Sample Letter to Attester and include a copy of the Attestation Form (both located in
Part I) to send to your attester(s).
• Send the Attestation Form and a copy of the Project Identification and Work Description to the
attester.
• Complete a separate Attestation Form from Part II of the Application for each project.
• You may have multiple Attesters for a project and up to seven projects to complete the
application
• The Attester reads your work, completes the Attestation Form(s), and sends it back to ISPI per
Attester Form instructions.
• Once completed, the Attester should forward the completed and signed Attestation Form to ISPI
by mail, fax, or e-mail to the addresses or numbers listed in the Submission section that follows.
7.Include or confirm your payment using the Application Payment Form at Part I.
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CPT Application
Application Payment Form
Applicant's Name:
There are four ways to pay your CPT Application fee. See ISPI’s website (www.ispi.org) for latest
application fees.
1.Payment by Check: Make the check payable to ISPI. Mail checks with this application to the address
provided in the submission instructions of this document.
2.Payment by Credit Card: ISPI accepts VISA, Master Card, American Express and Discover. See
payment form below.
3.Wire Transfer: Contact ISPI at info@ispi.org for wire transfer details.
4.Pre-paid Workshop: If you attended an ISPI CPT Certification Workshop that included your CPT
Application payment, include a copy of your workshop completion certificate with your completed
CPT Application.
All payments must be made in U.S. dollars.
Check payment option completed. Application review will not begin until payment has been confirmed.
Check Enclosed for Payment
Credit Card Payment
Wire Transfer
Pre-Paid Workshop Certificate enclosed
For credit cards, please provide the following payment information.
[ ] American Express [ ] Discover [ ] Master [ ] Visa
Credit Card No.:
Expiration Date:
Name on Card:
Amount Paid:
Signature of Card
Holder
Credit card information may be submitted electronically as part of your application or faxed to ISPI at
301-587-8573. You may also call ISPI at 301-587-8570 and provide the above payment information.
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CPT Application
CPT Code of Ethics
The Code of Ethics is intended to promote ethical practice in the profession. As human performance
professionals, we are responsible for adding value to the organizations we serve and ethically
contributing to their success. We accept personal responsibility for our individual decisions and actions.
We also advocate for the profession by engaging in activities that enhance its credibility and value.
To be certified, recertified or reinstated as a Certified Performance Technologist (CPT), you must sign a
statement agreeing to conduct yourself in ways that adhere to the following seven core principles on
which the code is based.
Core Principles
I will:
1. Add Value
Strive to conduct myself and manage my projects and their results in ways that add value to
my clients, customers, and communities they serve and the global environment.
2. Promote Validated Practice
Use validated best practices in performance technology strategies and implementation of
the CPT Standards.
3. Collaborate
Work collaboratively with diverse clients and users, functioning as a trustworthy strategic partner.
Treat people with dignity, respect, and compassion to foster an inclusive and diverse work
environment.
4. Engage in Continuous Improvement
Pursue professional development to improve my proficiency in the practice of performance
technology and attain the highest standards of competence.
5. Exhibit Integrity
Be honest and truthful in my representations to clients, colleagues, and others with whom I
may come in contact while practicing performance technology.
6. Preserve Confidentiality
Maintain client confidentiality and consider and protect the rights of individuals, especially in the
acquisition and dissemination of information, while ensuring truthful communications and
facilitating informed decision making.
7. Cultivate Trust
Maintain a high level of trust with my clients, colleagues, and others with whom I may come
in contact by avoiding activities that create actual, apparent, or potential conflicts of
interest.
General Guidelines
Intent
• To build respect, credibility, and strategic importance for the performance technology
profession within our organizations, the business community, and the communities in which we
serve
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CPT Application
• To assist the organizations in which we work to achieve their objectives and goals
• To protect the interests of our stakeholders as well as the integrity of the profession
• To inform and educate current and future practitioners, the organizations we serve, and the
general public about principles and practices that help the profession
• To create and sustain environments that encourage all individuals and ISPI to reach their fullest
potential in a positive and productive manner
• To build trust among all constituents by maximizing the open exchange of information, while
eliminating anxieties about inappropriate or inaccurate acquisition and sharing of information
• To prioritize professional obligations by identifying conflicts of interest or the appearance
thereof when conflicts arise and to disclose them to relevant stakeholders
• To act as role models in leadership situations as an example for maintaining the highest
standards of ethical conduct
• To collaborate with team members and foster a spirit of open communication with adherence to
ethical conduct
• To encourage professional decision making and social responsibility
Examples of Practices
1. Adhere to the highest standards of ethical and professional behavior. Report to appropriate
authorities within or external to the client organization any instances of malfeasance, dangerous
behavior, illegal or unethical activities.
2. Comply with all applicable laws where we work.
3. Act in a responsible manner and practice sound management in the countries in which clients or
customer organizations operate.
4. Support decisions made by our clients and professional organizations that are both ethical and
legal.
5. Perform work consistent with the values and principles of the profession.
6. Strive to achieve the highest levels of service, performance, and social responsibility. Respect
the rights of consulting colleagues and consulting firms’ intellectual property.
I affirm that I have read and agree to be bound by the following Code of Ethics.
I agree in my practice to conduct myself in ways that are in keeping with the statement of
expectations and the principles in the Code of Ethics and agree to a set of rules related to
accurately representing the credential to employers, client, and customers.
Sign
Print Name
Date
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CPT Application
Declaration and Release
I attest that I have read and agree to be bound by the following Declaration and Release.
I understand the information gathered in the certification process may be used by the International
Society for Performance Improvement (ISPI) for statistical purposes for the evaluation of the certification
program or for other research or study.
I understand that ISPI staff and CPT Reviewers will follow security procedures (determined by
Certification and Accreditation Governance Committee) to keep the information in their possession
confidential.
I understand that ISPI reserves the right to contact me to discuss the possibility of publishing parts of my
description of one or more of the projects I submit (while keeping the names of individuals,
organizational entities, etc., confidential) as a way of promoting the principles of performance
improvement and hereby provide copyright permission for that publication. I further understand that I
will be notified in writing of the intention to publish.
I agree to immediately inform ISPI of any changed circumstances that may affect this application and the
information that has been provided by me or that may affect my continuing eligibility.
I authorize ISPI to include my name and contact information in any publicly available lists or directories
in which the names of Certified Performance Technologists are published, and hereby waive any rights of
objections to such listings.
I understand and agree that ISPI owns all right, title, and interest in and to all names, trademarks, logos,
copyrights, applications, and other materials related to the Certified Performance Technologist Program,
and I agree that I shall only use such intellectual property in accordance with policies promulgated by
ISPI and agree to cease using such intellectual property upon the expiration, suspension, or termination
of my certification.
I understand and agree that ISPI makes no claims, warranties, guarantees, or promises regarding the
content or performance of any applicant, and I agree not to misrepresent my certification status and its
meaning.
I do hereby attest to the accuracy and validity of, and assume full responsibility for, the content of the
application and all materials and information used by me in support of the application, and all use
thereof by third parties.
In consideration of my application to and participation in the Certified Performance Technologist
Program, I do hereby:
• Release, discharge, and hold harmless, individually and collectively, ISPI and their officers, directors,
employees, committee members, members, subsidiaries, agents, successors, and assigns, from any
and all liabilities that may arise, directly or indirectly, now or in the future, by reason of or in
connection with any decision, action, or omission relating to this application, the failure to grant
certification or recertification, the revocation of certification, or the certification standards;
• Indemnify, save, and hold harmless, individually and collectively, ISPI and their officers, directors,
employees, committee members, members, subsidiaries, agents, successors, and assigns, from any
and all liabilities that may arise, directly or indirectly, now or in the future, by reason of or in
connection with any acts or omissions of mine. The foregoing release and waiver of liability, and the
foregoing indemnification, shall be binding on me and my heirs, executors, administrators,
successors, and assigns.
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CPT Application
I also understand and agree that in considering this application, ISPI may make inquiry of such persons or
entities, inspect such records, and make and retain copies of such materials as they deemed appropriate.
Without limiting the generality of the foregoing, I hereby authorize to make such inquiries regarding my
fitness for certification and authorize any persons or entities contacted to respond to such inquiries and
provide copies of any relevant and non-confidential information to the requesting organization.
I further authorize ISPI to provide a copy of this Declaration and Release to those entities contacted in
connection with this application.
Sign
Print Name
Date
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CPT Application
Application Agreement
I attest that the work described as a part of this application process was done within the
last ten years. I attest that the work described as a part of this application process was
performed by me. If any of the projects that I have cited were done by a team, I attest
that my contributions to the effort were significant enough for me to demonstrate
proficiency in the applicable Standard(s).
I further understand that:
1. ISPI may revise the Standards of Performance Technology and process for achieving
and maintaining the CPT designation. (Note: Be certain that the application you are
completing is the most current edition located at the ISPI website).
2. I must sign and send all parts of this application to ISPI before CPT Reviewers will
evaluate my Work Descriptions.
3. ISPI shall not be responsible for lost or damaged application materials.
4. This application and all accompanying and subsequently submitted materials shall
become the property of ISPI upon submission.
5. ISPI will return any application if it does not meet writing standards expected of a
professional certification application. ISPI will explain why the application was
returned.
6. Applications that contain erroneous or misleading information may result in denial
of the application, revocation of certification, and forfeiture of the application fee.
7. Certification may be revoked for the following reasons (among others):
•Any misrepresentation in the application, whether intentional or unintentional;
•An individual no longer meets one or more of the Standards of Performance
Technology for certification; or
•Nonpayment issues.
8.If I do not meet one or more Standards, I will be notified in writing which Standard(s)
was/were not met and why. This will include written feedback from the CPT
Reviewers. I will have three options for my original application available to me at
this point:
•I may resubmit a revised application to meet the identified Standard(s) within the
next 24 months without additional charge beyond the balance of the original
submission fee.
•I may choose not to resubmit a revised application. ISPI will refund the certification
fee less $250 that is used to pay for the reviews.
•I may appeal the decision to ISPI within two weeks of receipt. If I appeal, I
understand that another impartial reviewer will evaluate my application.
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CPT Application
9.After the original submission and one resubmit, I may be charged an additional review
fee of up to $200, depending on the amount of work needed.
10.I hereby authorize ISPI to contact the individuals who will attest to the authenticity
and quality of the work I describe as a part of the application process.
11.I hereby grant ISPI or its agent copyright clearance to publish my project
description(s) should ISPI choose to do so.
12.I affirm that I have read and agree all information contained this Application
Agreement including the Code of Ethics, Declaration and Release, and the permission
to publish. My signature below constitutes my agreement with all information
contained in this document.
Sign
Print Name
Date
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CPT Application
Candidate Information
Name:
Organization:
Job Title:
Address (where certificate can be sent):
City/State/Province/Country:
Zip/Postal Code:
Phone:
E-mail Address:
Name as it should appear on CPT certificate:
Employer Notification
Provide this information if you want ISPI to send your supervisor a letter letting your supervisor know
you have been certified.
Supervisor's Name:
Organization:
Job Title:
Address:
Zip/Postal Code:
Phone:
E-mail Address:
Experience
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CPT Application
Attester Documents
Contact Information Form
Attester Contact Information Form
Project Name:
Name of Attester:
Relationship:
Title:
Organization:
Address:
Zip/Postal Code:
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CPT Application
Attestation - Project Name: ____________________________________________
International Society for Performance Improvement
Human Performance Technology Standards
Standard Comments
1.Focus on Results or Outcomes
2.Take a Systemic View
3.Add Value
4.Work in Partnership with Clients and Stakeholders
5.Determine Need or Opportunity
6.Determine Cause
7.Design Solutions including Implementation & Evaluation
8.Ensure Solutions’ Conformity and Feasibility
9.Implement Solutions
10.Evaluate Results and Impact
I have read the above CPT Standards.
I have also read the Work Descriptions and examined the exhibits for each Standard that the candidate
listed below submitted to me to attest to for CPT Certification.
I have sufficient knowledge of the project and can judge the quality of the work performed.
I, therefore, attest that:
•The work described was done by the candidate.
•The work description is accurate.
•If the candidate was a member of a team, his or her contributions were significant enough to
demonstrate the Standard.
•Throughout the process the candidate’s conduct was ethical and professional. (S)he was:
-Honest in how he or she presented information.
-Honest in how he or she represented his or her capabilities.
My signature below affirms that the CPT candidate met the Standards cited above.
Signature
Printed Name of
Attester
Date Signed
Name of
Candidate
Disposition of the Completed Form
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CPT Application
Please e-mail the completed form to certification@ispi.org with the name of the CPT Candidate
in the subject line. The Certification Candidate will provide you with the mailing address or fax
number if you are unable to e-mail this form.
Sample Letter from Candidate to Attester
Date
Attester’s Name
Address
City/State/ZIP
Dear _______________:
I am applying to receive the designation of Certified Performance Technologist (CPT) from the
International Society for Performance Improvement (ISPI). There are a total of 10 professional Standards
I must demonstrate that I have successfully performed in my work.
As part of the application process, I need you to attest to the work I have done with you. I have enclosed
the necessary forms describing the work I performed and the related Standards. Please review and sign
the form attesting to the fact that I completed the work as described. There is also a place for any
comments you would like to make. Please return the completed forms to certification@ispi.org with my
name in the subject line.
Thank you for your assistance in reviewing my performance in light of these professional Standards. This
certification is an important part of my professional development because it recognizes the work that I
have done in the past and evaluates that work against the Standards for my profession.
Very truly yours,
(Candidate name)
(Contact information)
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CPT Application
Part II Instructions
This is the second of two parts of the CPT Application. It includes the Project Identification and Work
Description Forms. These forms are intended to provide a description of the work you did to meet the
10 CPT Standards.
To complete the forms, do the following.
1. Complete the Candidate Contact Information.
• This form is for identification purposes only and will not be sent to a reviewer.
• Please do not add your name to the footer of the form or the following two forms.
2. Complete the Project and Standard Identification Form for each project you are using for this
application.
• Think of this form as an abstract of your work for the reviewer.
• Project Number: Leave Blank. Your application will be assigned a number prior to sending to
reviewers.
• Project Name: Provide a descriptive name for your project.
• Year Work Competed: List the year the project was completed. The project must have been
completed within the last ten years.
• Standards Met: Mark Standards 1-4 for your first three projects and at least three others from
Standards 5-10 during that program. (To check a box, double-click the left mouse button over a
box, click on properties, and click the checked button under Default to convert it to a checked
box)
-You must demonstrate in all 10 Standards three times.
-The first three projects must meet Standards 1-4 plus at least three others.
-If the first three projects do not meet all 10 Standards, you can use up to four additional
projects to describe the missing Standards (5-10).
-A maximum of seven projects may be used for the application.
• Project Description: Describe the performance gap; need or opportunity; intervention(s); and
its effect on the organization, community, or government. Include the project scope in terms of
dollars required, number of people or locations involved, and the results achieved.
- You should be able to show change in a measurable way.
- The scope should be in terms of dollars required; number of people or locations involved;
and the impact on the organization, successful or not.
• Your Role: Briefly describe your role on this project.
- Your role should be significant.
3. Complete a Work Description Form covering the 10 Standards for each project.
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CPT Application
• Refer to the overview of the 10 CPT Standards to guide your thoughts while answering the
questions for each standard.
• Answer the questions listed under each Standard’s description.
• Write clear concise descriptions of how you demonstrated the respective Standards.
• Try to limit your narrative responses to about 250 words for each Standard.
• Add artifacts or other evidence to support your descriptive narratives for each Standard.
4. Once you have completed your documentation for one project, repeat the process for your
additional projects.
• The first three projects are required to include Standards 1 through 4 and at least three process
Standards.
• If the first three projects include all 10 Standards, you are done.
• If the first three projects do not include all 10 Standards, you can document up to four
additional projects to demonstrate Standards 5 through 10 a total of three times each.
5. Save the document as a Microsoft® Word .doc or .docx using the following name:
• CPT Project ID and Work Description <insert your initials here>
• For example: If your name was Chris Lee Sample, your document name would be: CPT Project ID
and Work Description CLS.doc
6. E-mail the completed form to certification@ispi.org as a Microsoft® Word document. No other
format will be accepted.
• Use the following subject line for the email: CPT Project ID and Work Description<insert your
name here>.
• Example: If your name was Chris Lee Sample, your subject line would be: CPT Project ID and
Work Description Chris Sample.
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CPT Application
Candidate Contact Information
Name
Street Address
City/State/Province
Country Zip/Postal Code
Phone Email
Part II Page 17

CPT Application
Project and Standard Identification Form
Project and Standard Identification Form
Project Number:
Project Name:
Year Work Completed:
Standards Met*: Principles: 1 2 3 4
Process: 5 6 7 8 9 10
Project Description:
Your Role:
*To check a box, double-click the left mouse button over a box, click on properties, and click the
checked button under Default to convert it to a checked box
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CPT Application
Work Description Form
Project Name: Project 1: ED7675 Return on Investment Impact Proposal
Standard 1: Focus on Results or Outcomes
Describe what you did to ensure your clients and stakeholders were focused on the desired results or outcomes.
In Project #1 I ensured that the stakeholders were focused on outcomes by doing the following: presenting
to the direct sales company the possible the business results that are required in order to be effective. I
calculated the potential business results in the form of Benefits to Cost Ratio. In the following excerpt, I state
that for every $1 invested into my proposed performance intervention, the business result is a $3 return to the
client:
“to produce an increase in sales output for ABC Products within the 12 month learning program; the stakeholders
hope to arm their learner participants with the knowledge and capacity to increase sales by 50%. For the evaluation
(at the level four evaluation), the calculation of benefits to cost involves contrasting the “economic benefits of the
program to the costs of the program.” If, for example, each sales rep increased their sales by an average 50% more, the
total benefit over one year would be 50 multiplied by [$180 X 52 weeks]; the resulting Program benefit is $468000. The
Cost Estimating Worksheet stated that the total cost of the program is $176,000. The following equations and caused to
find the benefit to cost:
->Benefits to Cost Ratio (BCR) =
=the contrast of {estimated ABC Products values} to {definite ABC Products costs}
BCR = Program Benefits / Program Costs
=$468,000/ $176,000
= 3 /1
=3: 1
Project Name: Project 2: ED7652 Evaluation of Training and Performance Improvement Systems
Describe what you did to ensure your clients and stakeholders were focused on the desired results or
outcomes.
Project #2 is where I focused on the outcome by testing the overall satisfaction and
confidence of the learner-participants. Here the stakeholders/clients have completed their two
required learning courses; they then participated in a satisfaction survey. The focus of this
survey was to measure learners’ satisfaction and confidence. The use of a measurement tool
---the 4-point rating Likert scale---provides the client with early quantifiable results on the
effectiveness the intervention (Combs & Falletta, 2000). These early results help the client to
remain cost effective; decisions can be made toward either repeating the courses or
continuing the project.
Project Name: Project 3: ED7672 Preparing Synchronous and Asynchronous Learning Courses
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CPT Application
Describe what you did to ensure your clients and stakeholders were focused on the desired results or
outcomes.
Project # 3 exhibits a focus on results in the form of a gap analysis chart. As the Table 1
below is examined, it becomes obvious that there is a gap in the sales reps’ 3rd
quarter
performance abilities. The desired level of performance is at least a $200 sales rate on per
week earnings. The actual level of sales performance displayed by these five new reps is their
average output of less than $200 per week. Therefore, the expected business results --after
intervention implementation-- is that most of the sales reps will meet or surpass their weekly
sales goals.
Table 1: Gap Analysis
Desired Level of Performance Present Level of Performance Gap
Earn $200 per week in sold
products/recruitment efforts
Earning less than $200 per week in
sold products/recruitment efforts
Earning less than $200 per week in
sold products/recruitment efforts
Generate 21 appointments or contacts
per week
Generating less than 21 appointments
or contacts per week
Generating less than 21 appointments
or contacts per week
I would encourage the stakeholders to focus on gap analysis by preparing a one page written
report, a report that contains the above analysis chart and a brief explanation of how the
proposed interventions close that gap.
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CPT Application
Standard 2: Take a Systemic View
Describe what you did to ensure your clients and stakeholders took a systemic view.
I have ensured that my clients and stakeholders took a systemic view within project #1 by adhering the following t
performance of the entire ABC Products organization and then (2) meeting with stakeholders to discuss how that rese
picture of how and when production problems impact the company. The chosen methodology was the Behavioral Eng
activities for learner development were a synchronous sales knowledge training and an asynchronous job aid course; t
stakeholders were the sales representatives (rep) employees, the immediate sales manager, and the account executive;
executive was given an extensive Return on Investment Summary Report.
As the performance manager I ensured systemic view by leading meetings with stakeholders, meetings that allow th
own perspective of the performance issue. Then, after reviewing ABC’s background information, their cause analysis,
concerns’, the current output of the workers, and how the workers’ performance issue fits into the Behavior Engineeri
stakeholders again in order educate them about the resulting performance gap. Both I and the stakeholders communica
agreed that this performance gap is caused by the employees’ level of Knowledge and level of Capacity. After interve
a systemic view is further utilized by the performance manager through the following methods: proposal of objective
the account executive, data collection planning with the immediate manager, isolation methods, a benefits/cost calcula
immediate manager’s support , and extensive Return on Investment Forecasting. (The Behavior Engineering Model an
chart are demonstrated below).
Appendix A: Behavior Engineering Model (BEM) for ABC products team:
Information Do the new sales reps have access online self-training modules
that allow them to learn at their own pace at home? Is it the
most accurate information and easy to navigate?
Answer YES
Knowledge and Skills Do the reps have the competence and instincts needed to
survive difficult periods? Do they know how? Do they know
the importance of meeting these goals and consequences if not
met?
AnswerNO
Tools Do the sales reps have access to the all of the tools required to
be successful?
AnswerYES
Capacity Do the reps have the confidence needed to survive difficult
period? Are the reps capable of improving their skills?
Answer NO
Incentives Are the sales reps offered rewards and incentives if they meet
and/or exceed the weekly sales goals?
Answer YES
Motives Is the sales group’s unit leader offering supportive methods and
demonstrations for proving to the reps that they can meet and
exceed weekly goals?
Do the reps care if they improve?
Answer YES
Adapted from the Gilbert text (2007), retrieved from Human competence: Engineering worthy performance
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CPT Application
Appendix B. Cause Analysis Chart
-------------------------------------------------------------------------------
Note: For example, only immediate managers are required to attend all learning courses; sales reps
are not required. This difference causes sales reps to lose out on development. One root cause of
poor performance is that the managers and trainers have not been coaching employees toward
developing their skills. These reps simply remain inexperienced; inexperience leads to mistakes and
decreased confidence. Reps become convinced that they cannot improve. Then this perception then
leads to complacency and improper work methods.
Within Project #2, in order to ensure that all clients and stakeholders involved have taken a systemic view, I encouraged
full participation, sharing of interests and goals, and assigned roles for all stakeholders. The chosen methodology was the
Behavioral Engineering Model; the activities for learner development were a synchronous sales knowledge training and an
asynchronous job aid course; and the involved stakeholders were the sales rep employees, the immediate sales manager, and
the account executive.
As the performance manager I ensured systemic view by leading meetings with stakeholders, meetings that allow them to
define their own perspective of the performance issue. Then, after reviewing ABC’s background information, their cause
analysis, stakeholders’ concerns’, the current output of the workers, and how the workers’ performance issue fits into the
Behavior Engineering Model, I met with stakeholders again in order educate them about the resulting performance gap.
Both I and the stakeholders communicated our ideas; we agreed that this performance gap is caused by the employees’ level
of Knowledge and level of Capacity. After interventions are proposed , a systemic view is further utilized by the
performance manager through the following methods: proposal of objectives in collaboration with the account executive,
data collection planning with the immediate manager, isolation methods, and a benefits/cost calculations report with the
Part II Page 22
Team is dismantled
Team misses out on
profits and prizes
Process review; regional
director decides to
dismantle the team
New reps not meeting weekly
performance goals, sales and
prospecting
New reps lose the inner
drive to locate
prospects; weekly
figures decline
New reps complain about
feeling unprepared and
uneducated; weekly figures
decline
New reps do not
attend educational
sales meetings
New sales
reps do
not
attempt to
search for
new
customers
Reps receive little to
no knowledge/skill
training from the unit
leader
Reps
receive
little to no
motivation
al support
from the
unit leader
Reps do not believe
that sales reps
support them
Reps do not use training
manual, peers , and online
training sessions

CPT Application
support of the immediate manager. (The Behavior Engineering Model and the cause analysis chart are demonstrated
below).
Appendix A: Behavior Engineering Model (BEM) for ABC products team:
Information Do the new sales reps have access online self-training modules
that allow them to learn at their own pace at home? Is it the
most accurate information and easy to navigate?
Answer YES
Knowledge and Skills Do the reps have the competence and instincts needed to
survive difficult periods? Do they know how? Do they know
the importance of meeting these goals and consequences if not
met?
AnswerNO
Tools Do the sales reps have access to the all of the tools required to
be successful?
AnswerYES
Capacity Do the reps have the confidence needed to survive difficult
period? Are the reps capable of improving their skills?
Answer NO
Incentives Are the sales reps offered rewards and incentives if they meet
and/or exceed the weekly sales goals?
Answer YES
Motives Is the sales group’s unit leader offering supportive methods and
demonstrations for proving to the reps that they can meet and
exceed weekly goals?
Do the reps care if they improve?
Answer YES
Adapted from the Gilbert text (2007), retrieved from Human competence: Engineering worthy performance
Appendix B. Cause Analysis Chart
-----------------------------------------------------------------------------------------------------------------------
Note: For example, only immediate managers are required to attend all learning courses; sales reps
are not required. This difference causes sales reps to lose out on development. One root cause of
poor performance is that the managers and trainers have not been coaching employees toward
developing their skills. These reps simply remain inexperienced; inexperience leads to mistakes and
decreased confidence. Reps become convinced that they cannot improve. Then this perception then
leads to complacency and improper work methods.
Part II Page 23
Team is dismantled
Team misses out on
profits and prizes
Process review; regional
director decides to
dismantle the team
New reps not meeting weekly
performance goals, sales and
prospecting
New reps lose the inner
drive to locate
prospects; weekly
figures decline
New reps complain about
feeling unprepared and
uneducated; weekly figures
decline
New reps do not
attend educational
sales meetings
New sales
reps do
not
attempt to
search for
new
customers
Reps receive little to
no knowledge/skill
training from the unit
leader
Reps
receive
little to no
motivation
al support
from the
unit leader
Reps do not believe
that sales reps
support them
Reps do not use training
manual, peers , and online
training sessions

CPT Application
The clients and stakeholders take a systemic view on project # 3 for the ABC products company, an organization
that sells beauty skincare, fragrances, and fashion. One step toward encouraging a systemic view among the
stakeholders was my implementing the use of David Kolb’s experiential learning model; learners are encouraged to
Experience, Reflect, Think, and Act. This four phase cycled learning style was used to construct the intervention
courses for this product. The interventions used allow the learner to perform in the following manner: to
experience internal change, improvement, and/or enlightenment by making a series of choices and by
involving themselves into various educational (i.e., sales knowledge) activities. This training course was a
synchronous course that involved a brief lecture on sales techniques followed by a live demonstration on at
least three actual customers. The stakeholders on board were the sales representatives (rep) employees, the
immediate sales manager, and the account executive; and then the account executive was given an extensive
Project Planning and Summary Report.
Part II Page 24

CPT Application
Standard 3: Add Value
Describe what you did to add value.
In Project #1 I establish my process of Adding Value by using a data conversion table to present intangible
measures to the client; I discuss how those intangible measures -- the benefits or detriments directly linked to
the training program--- can provide validity to the project’s final ROI and Evaluation reports (Phillips &
Phillips, 2007, p. 275). This project’s intangible benefits was Customer Satisfaction, although the client’s main
focus was described as improving sales profits. The ABC products’ internal staff will, however, all benefit from
measuring this intangible benefit (i.e., improved customer satisfaction); the improved levels of customer
satisfaction usually lead to customer loyalty, improved job satisfaction, and retention. Satisfied customers
who show loyalty will only use ABC products and will speak to others about their reps in a positive manner.
Retaining satisfied customers means a consistent sales level; the sales reps then become confident in their newly
learned sales knowledge and techniques.
Appendix O: Data Conversion Worksheet
Data Items
Is there
a
standard
value?
Then
Is there a
method to get
there?
Then
Can we get
there with
minimum
resources?
Then
Can we
convince
our
executives
in 2 minutes
or less that
the value is
credible?
Then
1.Customer
Satisfaction
 Yes
 No
Convert  Yes
 No
Move to intangibles
 Yes
 No
Move to intangibles
 Yes
 No
 Move to intangibles
4. Sales  Yes
 No
Convert  Yes
 No
Move to intangibles
 Yes
 No
Move to intangibles
 Yes
 No
 Convert
Within Project #2, both reliability and validity tools add value because they minimize bias; they show
that the outcomes are real, lasting, and offer improvements. Two of the tools were a knowledge-skills
test and benchmarking. It is important to minimize bias because this increases the client’s confidence
in both the data and in post- intervention improvements. For example, the validity tool was observed
---after the knowledge skill testing--- by three experienced employees (such as senior sales representative,
Unit leader, and regional director) to ensure that the company’s actual measurement concerns were
in-line with the performance manager’s understanding. Using the content validity method, the senior
sales rep was selected as a subject matter expert on the topic of sales and customer service; that rep will
review the tool previous to their submission to stakeholders and/or learners (Combs & Falletta, 2000,
p.107). Benchmarking, a tool based on factual research data, was used to test for reliability; it
compares the intervention steps and background data from this sales goal intervention project to factual
research data submitted publicly by several other (top of the line) beauty product sales companies.
Part II Page 25

CPT Application
In project #3, Adding Value is confirmed for the client (i.e., a company that I will refer to as
“ABC” Beauty Products), when the overall business impact is summarized. The issues of the sales
lull happening to all new sales reps will become a thing of the past for ABC products. Sales Rep
learners will know what to do in all scenarios. These sales reps will be better skilled. Better skilled
employees require lower maintenance cost and fewer customer support calls. They will have excellent
work productivity will often leads to the added value of exceeding weekly goals. These employees
help the business to maintain low turnover and low recruitment cost.
Part II Page 26

CPT Application
Standard 4: Work in Partnership with Clients and Stakeholders
Describe what you did to facilitate a collaborative relationship with the clients and stakeholders.
You may create a table that lists the clients and stakeholders (by position/title) that you partnered with throughout the project. One option is to include
the role of the position/title on the project, how you partnered with them throughout the project, and the impact each partnership had on the program’s
results or outcomes.
In order to facilitate a collaborative relationship with the clients and stakeholders within project #1, I have met
with the major players within ABC products, meetings in the form of several one-on-one conferences, emails, and
web-conferences. I assigned significant leadership and support roles to other stakeholders and support staff,
individuals who will gather resource requirements, monitor participant progress, and maintain internal
communications. The following table shows how I worked in partnerships with clients and stakeholders:
Stakeholder Roles Demonstration of Partnership Impact of partnership on
program results
Account Executive -leadership; support the
immediate manager and the
performance manager, financial
budgeting
-(Analysis phase, Evaluation phase)
-explained (to performance manager and
immediate manager) the concerns for and
goals for the company, department
productivity, and the employees; provide
direction to the Immediate Manager; grant
access to private company records
- the collection of data is
summarized into final, detailed
reports
-demonstration of the return on
investment regarding time,
money, and energy produced
from this organization ( post-
interventions).
-improved trust and
communication among
stakeholders
Immediate
Manager
-leadership; supporter of the
performance manager;
-(at all phases, Analysis phase, Design,
Implementation, Evaluation phase)
- provided support, resources, company
updates, rewards for achievers, and trainings
to all the participants
- must assess the weekly output of each
team, provide feedback and rewards
- ensure that the leaners understand methods
for meeting their weekly team sales quota.
- provide progress of learning intervention
programs to account exec (as
summary/progress reports)
- confirmed accurate sales stats,
tracking production versus
instruction time, report of
learners’ one-on-one coaching
scores, assessment of
knowledge test scores, and
assessment on whether or not
weekly sales output is
approaching the set goals.
-improved trust and
communication among
stakeholders
Sales Rep
Employees
-the learners; research participants
-(Analysis phase, Implementation phase ,
Evaluation phase)
- participated within coursework, in
knowledge testing, and in surveys
-the sales reps learn what
specific sales knowledge and
skills are expected from any
ABC product rep every week.
-both capacity for being
productive and self confidence
increased
--improved trust and
communication among
stakeholders
Part II Page 27

CPT Application
You may create a table that lists the clients and stakeholders (by position/title) that you partnered with throughout the project. One option is to include the role of
the position/title on the project, how you partnered with them throughout the project, and the impact each partnership had on the program’s results or outcomes.
In order to facilitate a collaborative relationship with the clients and stakeholders within project #1, I have met with the
major players within ABC products, meetings in the form of several one-on-one conferences, emails, and web
conferences. I assigned significant leadership and support roles to other stakeholders and support staff,
program results
budgeting
reports
interventions).
-improved trust and
communication among
stakeholders
Immediate
Manager
-improved trust and
communication among
stakeholders
Sales Rep
Employees
-the learners; research
participants -(Analysis phase, Implementation phase ,
Evaluation phase)
productive and self confidence
increased
communication among
stakeholders
Part II Page 28

CPT Application
In order to facilitate a collaborative relationship with the clients and stakeholders within project #3, I have met with
the major players within ABC products, meetings in the form of several one-on-one conferences, emails, and web
conferences. I assigned significant leadership and support roles to other stakeholders and support staff,
program results
budgeting
reports
interventions).
-improved trust and
communication among
stakeholders
Immediate
Manager
-improved trust and
communication among
stakeholders
Sales Rep
Employees
-the learners; research
participants -(Analysis phase, Implementation phase ,
Evaluation phase)
productive and self-confidence
increased
communication among
stakeholders
Part II Page 29

CPT Application
Project Name: _____Project 1: ED7675 Return on Investment Impact Proposal______
Standard 5: Determine Need or Opportunity
___________________________________________________________________________
1. How did you define and scope the project?
For project #1, which is the Return on Investment Impact Proposal, I was able to define and scope
the project in the form of two of the following interventions for the employee-learners: one learning
course is a skill-building workshop, demonstration, and discussion session; the second learning
course is a non-training, decision tabled job-aid. In the second course the reps must study and
maintain consistent access to a supportive, educational document that covers several conditions.
Those two resolves were developed from an examination of the performance gaps. The root cause
analysis used systematically outlines the sequence of factors that point to the cause(s) for the sales
reps’ performance issues (Gilbert, 2007). A root cause analysis (performed with the help of the
Thomas Gilbert Behavior Engineering Model) pinpoints the gaps between current and desired
performance (Gilbert, 2007). The two gaps were that (1) learners not meeting their weekly goals
$200 in earnings per week (i.e., a gap caused by capacity or ability) and (2) learners contacting less
than 10 new customers per week (i.e., a gap in knowledge).
2. What performance level(s) did you investigate and why?
The performance levels were investigated for this project. The impact on Workplace was
investigated in the form of past performance data, or information obtained from sales logs; the
reason for that analysis was to Learn what was working or not working. For example, the sales reps
lacked the knowledge (per the Gilbert Behavior Engineering Model) needed to accomplish weekly
sales goals. The impact on society was analyzed for the purpose of evaluating and to motivating the
learners. The impact of performance on the Worker was investigated in order to Improve
performance. The reason for this investigation is to report on the usefulness of the program, report
on any achievements, and recognize areas of performance vulnerability (Phillips & Phillips, 2007).
3. What was your data sampling strategy?
The data sampling strategy for this project involved comparing the data amounts before ABC Products’
interventions to the measures taken after the two interventions. One sampling strategy was the administering
of sales knowledge tests to the learner. The first tests would occur immediately before the first intervention.
The second knowledge exam occurred two months after the completion of the courses, to allow the learners
to practice and absorb the new knowledge. These tests contained twenty questions and the learners must
score 90% or more in order to pass. The second data sampling strategy was the use of standard on- the-job
observation forms. Both the performance manager and the team’s immediate manager sat side-by-side with
each learner to observe them as they demonstrate their new sales knowledge. The performance manager and
immediate manger fill in the forms and then provide both positive reinforcement and coaching feedback tips
to the learners. Random sampling was encouraged by selecting one sales team to test twice and observe (i.e.,
monitor and coach twice per week per rep); then 50 % of the summary reports were randomly selected,
proofread, condensed, and provided to the account executive for stakeholder’s evaluation. Surveys were
administered to 100% of the intervention learners.
4. What data collection and analysis methods did you use?
Part II Page 30

CPT Application
The account executive was the stakeholder heading up the sales department. Both the performance manager
and the immediate manager were given the accountability for examining test results and for reporting
summary documents to the account executive. The data collection and analysis methods that I used as
performance manager were the following: surveys; standard, on-the-job observation forms; and knowledge
tests. For example, the administered surveys was a collection method that encouraged the participants to
complete the forms immediately after the second learning course, and then turn them in as they left the
training location. The tests were administered a second time after sixty days. The analysis method for those
collected surveys was to then place those scores on a excel spreadsheet, a 4-point Likert scale that also
included calculations for Mean, Mode, Median, and Range. Information for the observation forms were
gathered in the form of side-by-side coaching sessions; the filled out forms were then analyzed by the
performance manager and immediate manager to total the number of learners who represented all six sales
steps. Totals were presented to the account manager as a brief summary report. Also, a knowledge
test/instrument was issued to the learners immediately after the second learning course, and then turn them
in as they left the training location. The tests were administered a second time after sixty days. The analysis
of the knowledge test was presented as a spreadsheet and brief report. This report tabulated the total learners
who passed both the 1st
and 2nd
knowledge tests.
5. Describe how the methods supported the purpose of the investigation.
The data collection and analysis methods supported the purpose of the investigation. The investigation was
about determining whether or not sales reps learners—after two intervention courses-- could meet and
exceed their sales goals of $200 per week and of attaining 14 new customers per week. The surveys; the
standard, on-the-job observation forms; and the knowledge tests instruments were chosen because they were
providing accurate, quantitative data. For example, the reason survey data collection was chosen because it
determines the degree to which the participants were satisfied with the interventions; this satisfaction
informs the performance manager and the stakeholders know the effectiveness of the intervention courses.
The standard, on-the-job observation forms are appropriate because they summarize both actual aptitude
presentation and usage. Intervention effectiveness is being gauged, as well as whether or not certain learners
need to spend additional time with the learning courses. The knowledge tests are supportive because it
measures differences in the learners’ understanding and skills. This measurement tells the PM and
stakeholders whether or not the learners gained comprehension on sales strategy and whether the courses’
content was accurate.
6. Describe the goal of the project in measurable terms.
There are two performance goals for this project, in measurable terms.
One sales goal is the following: for each sales rep on the team to achieve $200 per week in
earnings in the form of product sales, recruitment fees earned (i.e., the drafting of potentially new
team members), or a combination of both product sales and recruitment bonuses.
 A second goal for sales reps is that they are expected to try to contact 14 new customers per
week which breaks down as two new potential customers per weekday.
7. What performance deficiencies or unmet opportunities did you discover?
The performance deficiencies discovered were the following:
sales reps lack knowledge and ability, stemming from absence of training and coaching
 sales reps lack resources and incentives stemming from lack of support from leadership and
trainers
weekly goals are unmet at 65% per week in sales and deficient at 67% per week in prospect
leads ; each sales rep needs to meet a weekly goal of $200 in sales earnings and 14
appointments/prospects per week.
Part II Page 31

CPT Application
Project Name: _Project 2: ED7652 Evaluation of Training and Performance Improvement Systems__
____________________________________________________________________________________
For project #1, which is the Return on Investment Impact Proposal, I was able to define and
scope the project in the form of two of the following interventions for the employee-learners:
one learning course is a skill-building workshop, demonstration, and discussion session; the
second learning course is a non-training, decision tabled job-aid. In the second course the reps
must study and maintain consistent access to a supportive, educational document that covers
several conditions. Those two resolves were developed from an examination of the performance
gaps. The root cause analysis, used in this project, systematically outlines the sequence of
factors that point to the cause(s) for the sales reps’ performance issues (Gilbert, 2007). A root
cause analysis (performed with the help of the Thomas Gilbert Behavior Engineering Model)
pinpoints the gaps between current and desired performance (Gilbert, 2007). The two gaps were
that (1) learners not meeting their weekly goals $200 in earnings per week (i.e., a gap caused by
capacity or ability) and (2) learners contacting less than 10 new customers per week (i.e., a gap
in knowledge).
The performance levels were investigated for this project. The impact on Workplace was
investigated in the form of past performance data, or information obtained from sales logs; the
reason for that analysis was to Learn what was working or not working. For example, the sales
reps lacked the knowledge (per the Gilbert Behavior Engineering Model) needed to accomplish
weekly sales goals. The impact on society was analyzed for the purpose of evaluating and to
motivating the learners. The impact of performance on the Worker was investigated in order to
Improve performance. The reason for this investigation is to report on the usefulness of the
program, report on any achievements, and recognize areas of performance vulnerability
(Phillips & Phillips, 2007).
The data sampling strategy for this project involved comparing the data amounts before ABC
Products’ interventions to the measures taken after the two interventions. One sampling strategy was the
administering of sales knowledge tests to the learner. The first tests would occur immediately before the
first intervention. The second knowledge exam occurred two months after the completion of the courses,
to allow the learners to practice and absorb the new knowledge. These tests contained twenty questions
and the learners must score 90% or more in order to pass. The second data sampling strategy was the use
of standard on- the-job observation forms. Both the performance manager and the team’s immediate
manager sat side-by-side with each learner to observe them as they demonstrate their new sales
knowledge. The performance manager and immediate manger fill in the forms and then provide both
Part II Page 32

CPT Application
positive reinforcement and coaching feedback tips to the learners. Random sampling was encouraged by
selecting one sales team to test twice and observe (i.e., monitor and coach twice per week per rep); then
50 % of the summary reports were randomly selected, proofread, condensed, and provided to the
account executive for stakeholder’s evaluation. Surveys were administered to 100% of the intervention
learners.
The account executive was the stakeholder heading up the sales department. Both the performance
manager and the immediate manager were given the accountability for examining test results and for
reporting summary documents to the account executive. The data collection and analysis methods that I
used as performance manager were the following: surveys; standard, on-the-job observation forms; and
knowledge tests. For example, the administered surveys was a collection method that encouraged the
participants to complete the forms immediately after the second learning course, and then turn them in as
they left the training location. The tests were administered a second time after sixty days. The analysis
method for those collected surveys was to then place those scores on a excel spreadsheet, a 4-point
Likert scale that also included calculations for Mean, Mode, Median, and Range. Information for the
observation forms were gathered in the form of side-by-side coaching sessions; the filled out forms were
then analyzed by the performance manager and immediate manager to total the number of learners who
represented all six sales steps. Totals were presented to the account manager as a brief summary report.
Also, a knowledge-test instrument was issued to the learners immediately after the second learning
course, and then turn them in as they left the training location. The tests were administered a second time
after sixty days. This report tabulated the total learners who passed both the 1st
and 2nd
knowledge tests.
The data collection and analysis methods supported the purpose of the investigation. The investigation
was about determining whether or not sales reps learners—after two intervention courses-- could meet
and exceed their sales goals of $200 per week and of attaining 14 new customers per week. The surveys;
the standard, on-the-job observation forms; and the knowledge tests instruments were chosen because
they were providing accurate, quantitative data. For example, the reason survey data collection was
chosen because it determines the degree to which the participants were satisfied with the interventions;
this satisfaction informs the performance manager and the stakeholders know the effectiveness of the
intervention courses. The standard, on-the-job observation forms are appropriate because they
summarize both actual aptitude presentation and usage. Intervention effectiveness is being gauged, as
well as whether or not certain learners need to spend additional time with the learning courses. The
knowledge tests are supportive because it measures differences in the learners’ understanding and skills.
This measurement tells the PM and stakeholders whether or not the learners gained comprehension on
sales strategy and whether the courses’ content was accurate.
There are two performance goals for this project, in measurable terms.
One sales goal is the following: for each sales rep on the team to achieve $200 per week in
earnings in the form of product sales, recruitment fees earned (i.e., the drafting of potentially
new team members), or a combination of both product sales and recruitment bonuses.
 A second goal for sales reps is that they are expected to try to contact 14 new customers per
week which breaks down as two new potential customers per weekday.
sales reps lack knowledge and ability, stemming from absence of training and coaching
Part II Page 33

CPT Application
 sales reps lack resources and incentives stemming from lack of support from leadership and
trainers
weekly goals are unmet at 65% per week in sales and deficient at 67% per week in prospect
leads ; each sales rep needs to meet a weekly goal of $200 in sales earnings and 14
appointments/prospects per week.
Project Name:_Project 4: ED7631 Performance Intervention for a Nonprofit G.E.D. Program
____________________________________________________________________________________
For project #4, which is the Performance Intervention for a Nonprofit G.E.D. Program, I was
able to define and scope the project in the form of the following intervention for the employee-
learner: a learning course that teaches the learners to adhere to volunteer staffing procedures.
Developed from an examination of the performance gaps, the root cause analysis ---used within
this project--- systematically outlines the sequence of factors that point to the cause(s) for the
sales reps’ performance issues (Gilbert, 2007). A root cause analysis (performed with the help
of the Thomas Gilbert Behavior Engineering Model) pinpoints the gaps between current and
desired performance (Gilbert, 2007). The one gaps was that (1) the learners not meeting their
weekly goal of volunteering at least 2 nights per week (i.e., arriving on time , and giving at least
5 hours every week) at the church’s G.E.D program. This volunteer program was not been
handled in a serious manner by its participants.
Within this project performance levels were investigated. Service was investigated because this
establishment’s stance within the marketplace as a reliable, better-than-its-counterparts can be damaged
by this performance gap. The staff’s motivation’s performance level was analyzed because if the
workforce is negatively impacted then the small program cannot survive; teachers who are willing to
work late at night for free within a high crime neighborhood are difficult to replace. Financial needs was
investigated because this organization’s marketplace can be impacted by either a balanced financial plan
or by this organization’s lack of attention to participants’ rewards.
The data sampling strategy for this project involved comparing the data amounts before the church
G.E.D. Program’s intervention to the measures taken after the intervention. One sampling strategy was
the administering of a feedback survey to the learners after their course. Each Friday over a six week
period, 50% of the learners would be randomly selected to take a online survey on the effectiveness of
the one time training program they completed and whether their training has allowed them to improve
their behaviors.
The program director (i.e. we will refer to her as Mrs. C.E.) will be the stakeholder responsible for
receiving summary reports and evaluations. The performance manager was allowed the accountability
Part II Page 34

CPT Application
for examining test results and for reporting summary documents to the account executive. The data
collection and analysis methods that I used as performance manager was the satisfaction survey. For
example, the administered surveys was a collection method that randomly selected ½ of forty
teachers( i.e., the performance manager drew 20 names); the participants –once they finished their time
within intervention-- were asked to sit at a computer and complete the online survey on a Friday evening
after they have taught two classes that week. This process was repeated for five more consecutive
Fridays. This analysis method for those collected surveys was to placed those scores on a excel
spreadsheet, a 4-point Likert scale that also included calculations for Mean, Mode, Median, and Range.
The data collection and analysis method supported the purpose of the investigation. This investigation
was about determining whether or not the participants-- after absorbing best practices for teaching and
volunteering, within one intervention course—could adhere to their goal of on-time teaching (or two
classes per week). The surveys were chosen because they provide accurate, quantitative data. Survey
data collection was chosen because it determines the degree to which the participants were satisfied with
the interventions; this satisfaction informs the performance manager and the stakeholders know the
effectiveness of the intervention courses
There is one performance goal for this project, in measurable terms.
The performance goal for the church G.E.D program is the following: for the 40 staff
members to adhere to newly created staffing procedures; they must report to their assigned
work shift , on time, or they must assign a substitute teacher in their place with 24 hours notice.
The participants must meet these work-time standards at a 95% adherence rate.
the volunteer teaching staff has an on-time work adherence rate of less than 95%;
The employees are not meeting their weekly goals
the department lacks a substitute teacher call list, a much needed job aid for employee
participants
the participant learners have not been receiving weekly feedback (nor reward incentives)
regarding their performance, before the implementation of interventions
Part II Page 35

CPT Application
Standard 6: Determine Cause
1.How did you determine the underlying causes?
In order to determine the underlying causes, a root cause analysis was executed by
myself as performance manager; this analysis came from the following resources: direct
observational notes (i.e., monitoring employees during their sales production time), one-on-
one interviews with two sales reps, several discussion-of-ideas meetings between the
leadership level stakeholders and the performance manager, and from a review of the
company’s website. The Behavior Engineering Model was used as it systematically outlines
the sequence of factors that point to the cause(s) for the performance issues (Gilbert, 2007).
I started by reviewing the questions and answers within the six category B.E.M. table. I then
created my own cause-analysis guide ---in flow chart form-- as a means to explain why a
particular set of causes led to the unmet sales profits for $200 per week and to the unmet
prospecting target of 14 new clients per week.
2.What cause(s) did this analysis uncover for each performance gap?
A review of that outline did reveal two main underlying causes for the direct sales company
to not meet its sales goals. The direct-sales employees lacked both Knowledge and Capacity.
The lack of Capacity was uncovered for the performance gap relating to the following goal:
prospecting 14 new clients per week (for each employee). Some new sales reps felt that they
did not have the power nor understanding; the reps lacked the support and positive feedback
from leadership would that guide them through this slump in prospecting; therefore, one root
cause of poor performance is that the leadership is not taking the time to coach those reps
toward becoming competent, empowered, and receptive. Feeling incapable then lead to the reps
becoming complacent in their work-efforts towards generating new leads and later resulted in
the before-mentioned performance gap.
Meanwhile, the lack of Knowledge was uncovered through analysis; that cause was related
to the performance gap of not reaching $200 in profits per week (per sales rep). When the sales
reps are unaware of their options, of how to approach potential customers, or how to earn bonus
money from the company (for example, recruit potential reps to the team), then those reps
simply remain naïve on the topic of creative, successful sales tactics; reps become convinced
that there are no options for improvement. Next, the sales reps may not realize that they could
reach out to their peers, their handheld guide book, or to their training podcasts. The reps were
actually spending their downtime on giving-up instead of sitting at their own computers
learning techniques.
Part II Page 36

CPT Application
Project Name: Project 2: ED7652 Evaluation of Training and Performance Improvement Systems___
In order to determine the underlying causes, a root cause analysis was executed by
myself as performance manager; this analysis came from the following resources: direct
observational notes (i.e., monitoring employees during their sales production time), one-on-
one interviews with two sales reps, several discussion-of-ideas meetings between the
leadership level stakeholders and the performance manager, and from a review of the
company’s website. The Behavior Engineering Model was used as it systematically outlines
the sequence of factors that point to the cause(s) for the performance issues (Gilbert, 2007).
I started by reviewing the questions and answers within the six category B.E.M. table. I then
created my own cause-analysis guide ---in flow chart form-- as a means to explain why a
particular set of causes led to the unmet sales profits for $200 per week and to the unmet
prospecting target of 14 new clients per week.
A review of that outline did reveal two main underlying causes for the direct sales company
to not meet its sales goals. The direct-sales employees lacked both Knowledge and Capacity.
The lack of Capacity was uncovered for the performance gap relating to the following goal:
prospecting 14 new clients per week (for each employee). Some new sales reps felt that they
did not have the power nor understanding; the reps lacked the support and positive feedback
from leadership would that guide them through this slump in prospecting; therefore, one root
cause of poor performance is that the leadership is not taking the time to coach those reps
toward becoming competent, empowered, and receptive. Feeling incapable then lead to the reps
becoming complacent in their work-efforts towards generating new leads and later resulted in
the before-mentioned performance gap.
Meanwhile, the lack of Knowledge was uncovered through analysis; that cause was related
to the performance gap of not reaching $200 in profits per week (per sales rep). When the sales
reps are unaware of their options, of how to approach potential customers, or how to earn bonus
money from the company (for example, recruit potential reps to the team), then those reps
simply remain naïve on the topic of creative, successful sales tactics; reps become convinced
that there are no options for improvement. Next, the sales reps may not realize that they could
reach out to their peers, their handheld guide book, or to their training podcasts. The reps were
actually spending their downtime on giving-up instead of sitting at their own computers
learning techniques.
_ Work Description Form
Project Name: Project Name:_Project 4: ED7631 Performance Intervention for a Nonprofit G.E.D. Program _
Part II Page 37

CPT Application
For a church G.E.D. education program, I determined the causes for underlying performance
issues by using the Rummler and Brache model as a cause analysis method (i.e., the nine boxes
model). I reviewed the organizational, the process, and the performer levels. For example, I
observed production to see how the director provided leadership, guidance, and direction. I
examined the employee-performers in action for one week as they reported and not reported for
their teaching duty; three of those performers were interviewed for their insight on why the
program has a problem maintaining a consistent, on-time staff. The process was observed for
performance issues in relation to organizational goals, design, and management. The program
director provided me with the program’s vision and mission statements for comparison. I
interviewed the program director two times to learn about the program’s and about how the
staff are managed and trained each week. I paid close attention to both the staff’s and the
director’s level of dedication to respecting and enforcing the program’s design and its rules. I
paid close attention.
The performance gap was that the volunteer instructors were not adhering to the 95% per month
on-time attendance goal set by the program’s design and by the program’s director. The
employee-volunteers were expected to (1) adhere to a weekly teaching schedule and (2) to
either consistently show up 15 minutes early or to request a substitute teacher to fill in for them.
The cause analysis uncovered how the director was not encouraging her own staff to be
committed; for example, she has no written plan in place that provides substitute personnel
contact info for absentee situations. The director also did not have a solid curriculum in place
for the staff to follow. Another cause was that the staff was allowed to make up their own
curriculum each week, without direction. These performance gaps resulted in the program not
being taken seriously, neither by the staff nor by the students. A gap Analysis chart was created
and it showed that the number of students who dropped out of the program could continue to
rise.
Part II Page 38

CPT Application
Standard 7: Design Solutions including Implementation and Evaluation
1.How did you design the solutions as they relate to the outputs of Standards 5 and 6?
In project #1 the solutions ---as they related to the outputs of standards 5 and 6--- I designed
a solution that has the following criteria: (1) my solutions must have affected the root cause of
the performance issues which means directly counteracting the lack of sales knowledge and the
employees’ low capacity; (2) the proposed interventions must have been large scale enough to
implement nationwide; (3) the budget for the design must have fit within $200,000 over a span
of a 12 month period, (4) the design must have proven its efficiency by utilizing the least
possible amount of employee production time, and (5) the design must be accepted by both the
account executive (i.e, the director) and by the immediate manager (i.e., the team leader). As
suggested by theorist A. Rossett, I decided to use the intervention methods of a learning course,
a job aid, and coaching; Rossett stated, within the text entitled Analysis of Human Performance
Problems, that when learners have demonstrated a considerable lack of knowledge or skill then
these are the appropriate methods. The learners within this organization have demonstrated both
a need for sales knowledge and a need to feel capable (i.e., being provided with more resources
and field support). I then used a criteria matrix chart –the Feasibility Analysis method-- in order
to compare the list of possible interventions to one another. After eliminating the interventions
from within the matrix that have low feasibility, I was left with the two following solution
designs: (a) a printed 3 page job aid that learners can carry and refer to each day and (b) a live,
onsite lecture-demonstration course that teaches sales techniques
2.How did you plan to implement the designed solutions?
My plan to implement the designed solutions involved using the Persuasive Approach to
change management and will be displayed on a project management Gantt Chart. I had planned
to explain the performance issue to the learners and to the leadership stakeholders in order to
ensure that all parties understand the background involving not meeting goals. Several meetings
were planned involving those stakeholders and learners to inform them of their roles in helping
the two interventions to proceed. The learners would be told that they were to participate in the
learning process, both during the course and while reviewing the job aid; then the leaners must
participate in knowledge testing and surveys. Meanwhile, the plan for the immediate manager
Part II Page 39

CPT Application
was the role of trainer, data collector, and observations coach. The performance manager would
have the role of providing final summary reports to the account executive (i.e., data collection
reports, evaluation, and return on investment summaries). The performance manager would be
responsible of persuading the account executive that the two sales learning programs were
viable, relevant, within budget, collecting valuable data and minimizing bias. I planned to meet
again with all the stakeholders to show them the cause analysis chart which would explain to
them how not taking action toward this performance issue would lead to their not reaching
weekly sales goals, their missing out on rewards and bonuses, and that the several Memphis
Sales teams are at risk of being dismantled. The sixth step in my plan was to institute detailed,
measurable performance improvement objectives. For example, the website
SurveyMonkey.com would be used to collect satisfaction online surveys from the learners; a 4-
point Likert scale was used to present the scores, including Mean, Median, Mode, and Range.
Also, the performance manager would collect the knowledge paper tests from the learners ---as
they left the learning course classroom-- and present them to the account executive as an excel
spreadsheet; the goal was for all the learners to score 90% or above on the test. The paper test
would be offered and collected again in the same manner 60 days later. The final step was both
communication and follow up with stakeholders at leadership level. The tangible and intangible
values (i.e.., such as financial gain and improved employee confidence) of what was gained
from recent performance improvement efforts would be explained as a final evaluation
summary report. Then, after 12 months of monitoring project’s progression and the data, the
performance manager would follow up with the leadership stakeholders to ensure project
management continual success; the performance manager would also offer suggestions for
small changes or improvements (Rothwell, 2007, pg167).
3.How did you plan to evaluate the designed solutions?
One evaluation design selected for this project was the One-Group Post Only Design. This particular
design involved “a single group of participants, an HPI intervention, and the use of at least one
evaluation tool after the intervention is implemented”(Combs & Falletta, 2000, p.104). The resulting
facts were mainly demonstrated within graphs and tables. A second evaluation design that was being
used was Time Series. The outcomes of the two HPI Interventions were assessed during a specific
period of 10 months. Last was the Pre/Post Comparison Group design. Here the Table 10 shown
below matches the measurement tools to its corresponding evaluation design.
Table 10: Evaluation Design
Measurement Tool
Evaluation Design
*(Competitive) Benchmarking Pre/Post Comparison Group
*Online Survey One-Group Post Only
*Performance Review Rating Time Series
*Expert/Peer Review Time Series
Part II Page 40

CPT Application
Adapted from Combs, W. L., & Falletta, S. V. (2000). The targeted evaluation process. Alexandria, VA: American Society for Training and Development, p.
105
I then presented those evaluation designs to the leadership stakeholders for their input on the chosen
evaluation procedures. Those stakeholders were presented with two very important evaluation
questions at the results level of this process. First, I asked them to evaluate this process by stating
whether the intervention goals had been achieved. Second, I asked them to evaluate whether or not the
original performance issue had been properly identified and treated. I presented the stakeholders with
the Return on Investment calculations as well as a report on tangible and intangible benefits to see if
their projections matched my own.
In project #1 the solutions ---as they related to the outputs of standards 5 and 6--- I designed
a solution that has the following criteria: (1) my solutions must have affected the root cause of
the performance issues which means directly counteracting the lack of sales knowledge and the
employees’ low capacity; (2) the proposed interventions must have been large scale enough to
implement nationwide; (3) the budget for the design must have fit within $200,000 over a span
of a 12 month period, (4) the design must have proven its efficiency by utilizing the least
possible amount of employee production time, and (5) the design must be accepted by both the
account executive (i.e, the director) and by the immediate manager (i.e., the team leader). As
suggested by theorist A. Rossett, I decided to use the intervention methods of a learning course,
a job aid, and coaching; Rossett stated, within the text entitled Analysis of Human Performance
Problems, that when learners have demonstrated a considerable lack of knowledge or skill then
these are the appropriate methods. The learners within this organization have demonstrated both
a need for sales knowledge and a need to feel capable (i.e., being provided with more resources
and field support). I then used a criteria matrix chart –the Feasibility Analysis method-- in order
to compare the list of possible interventions to one another. After eliminating the interventions
from within the matrix that have low feasibility, I was left with the two following solution
designs: (a) a printed 3 page job aid that learners can carry and refer to each day and (b) a live,
onsite lecture-demonstration course that teaches sales techniques
My plan to implement the designed solutions involved using the Persuasive Approach to
change management and will be displayed on a project management Gantt Chart. I had planned
Part II Page 41

CPT Application
to explain the performance issue to the learners and to the leadership stakeholders in order to
ensure that all parties understand the background involving not meeting goals. Several meetings
were planned involving those stakeholders and learners to inform them of their roles in helping
the two interventions to proceed. The learners would be told that they were to participate in the
learning process, both during the course and while reviewing the job aid; then the leaners must
participate in knowledge testing and surveys. Meanwhile, the plan for the immediate manager
was the role of trainer, data collector, and observations coach. The performance manager would
have the role of providing final summary reports to the account executive (i.e., data collection
reports, evaluation, and return on investment summaries). The performance manager would be
responsible of persuading the account executive that the two sales learning programs were
viable, relevant, within budget, collecting valuable data and minimizing bias. I planned to meet
again with all the stakeholders to show them the cause analysis chart which would explain to
them how not taking action toward this performance issue would lead to their not reaching
weekly sales goals, their missing out on rewards and bonuses, and that the several Memphis
Sales teams are at risk of being dismantled. The sixth step in my plan was to institute detailed,
measurable performance improvement objectives. For example, the website
SurveyMonkey.com would be used to collect satisfaction online surveys from the learners; a 4-
point Likert scale was used to present the scores, including Mean, Median, Mode, and Range.
Also, the performance manager would collect the knowledge paper tests from the learners ---as
they left the learning course classroom-- and present them to the account executive as an excel
spreadsheet; the goal was for all the learners to score 90% or above on the test. The paper test
would be offered and collected again in the same manner 60 days later. The final step was both
communication and follow up with stakeholders at leadership level. The tangible and intangible
values (i.e.., such as financial gain and improved employee confidence) of what was gained
from recent performance improvement efforts would be explained as a final evaluation
summary report. Then, after 12 months of monitoring project’s progression and the data, the
performance manager would follow up with the leadership stakeholders to ensure project
management continual success; the performance manager would also offer suggestions for
small changes or improvements (Rothwell, 2007, pg167).
One evaluation design selected for this project was the One-Group Post Only Design. This
particular design involved “a single group of participants, an HPI intervention, and the use of at
least one evaluation tool after the intervention is implemented”(Combs & Falletta, 2000, p.104).
The resulting facts were mainly demonstrated within graphs and tables. A second evaluation
design that was being used was Time Series. The outcomes of the two HPI Interventions were
assessed during a specifc period of 10 months. Last was the Pre/Post Comparison Group design.
Here the Table 10 shown below matches the measurement tools to its corresponding evaluation
design.
Table 10: Evaluation Design
Measurement Tool
Evaluation Design
*(Competitive) Benchmarking Pre/Post Comparison Group
Part II Page 42

CPT Application
*Online Survey One-Group Post Only
*Performance Review Rating Time Series
*Expert/Peer Review Time Series
Adapted from Combs, W. L., & Falletta, S. V. (2000). The targeted evaluation process. Alexandria, VA: American Society for Training and
Development, p. 105
I then presented those evaluation designs to the leadership stakeholders for their input on the
chosen evaluation procedures. Those stakeholders were presented with two very important
evaluation questions at the results level of this process. First, I asked them to evaluate this
process by stating whether the intervention goals had been achieved. Second, I asked them to
evaluate whether or not the original performance issue had been properly identified and treated. I
presented the stakeholders with the Return on Investment calculations as well as a report on
tangible and intangible benefits to see if their projections matched my own.
This program had issues with staffing. There was high absence of teachers, and there was no
substitute teacher call list to depend upon. Being understaffed causes clients to drop the
services. . One goal is to achieve a high rate of staff and/or substitute attendance during
instructional times The solution I designed involved the use of a decision table and the
implementation new organizational rules involving attendance.
The decision table as a solution came about by following the Ease-Impact Analysis method
for determining best design. This job-aid proved to demonstrate the highest ease. The forms
could be printed onsite at a very low cost. The staff is small (i.e., fifty learners) allowed for less
the than 3 hours required time to educate the learners on how to daily use the job to ensure their
attendance was at 95% or above.
A second intervention within the performance manager’s ease-impact diagram, one with
the highest impact on performance improvement, was a work re-design solution. This meat that
a list of rules were put into place in order to give the organization a sense of order and balance.
The learners would recognize that the program requires consistency in order to survive and to
Part II Page 43

CPT Application
succeed; it also taught the staff that there were consequences for their choices.
The Coercive Approach was my performance management method for implementing the
designed solution. The plan was to submit the changes in the form of a posted
announcement and within three staff meetings. The performance manager, meanwhile,
monitored the implementation of the new rules by installing a time-punch clock software
into the organization’s computer. This significant part of the implementation process
encouraged consistency and provided boundaries for the learners. The performance manager
was also responsible for following-up with the learners to make sure they make use of the
job-aid, substitute teacher call list, and time-punch clock in a timely manner. Those learners
who were not demonstrating improvement in their performance each week were then called
in to participate in an opportunity for more meetings, discussion, and education. It was up to
the director to decide whether or not to remove a volunteer educator from the organization
at that point.
The Evaluation Plan for this project occurred at the Behavior Level. As the performance
manager, I measured how much each of the learners changed as an obvious result of the
intervention process. Both I and the manager of the program will measure the difference in the
amount of staff that have been showing up for work on time (over a time of nine months) . We
will measure the difference in the number of substitute staff that have been reporting to work in
a timely manner (i.e., maintaining an attendance of 95% on time or higher). Also, the designed
solutions were evaluated by using a questionnaire. The participant-learners were given the
questionnaire at the end of their workday, paper surveys passed out to learners at least one week
after the intervention meetings and after the introduction of the printed job-aids.
The surveys will ask the interventions whether they feel that the changes are paying off or
whether the changes were ineffective.
Part II Page 44

CPT Application
Standard 8: Ensure Solutions’ Conformity and Feasibility
Describe your work in meeting this Standard by answering the following questions.
1. How did you ensure the solutions conformed to the design specifications during development?
During development, I ensured that the solutions conformed to the design specifications by
designing an Impact Map. The selected training (i.e., discussion-lecture-demonstrations) and
non-training (i.e., printed job-aid) interventions were integrated with the design specifications.
Those design specifications were broken down in the organizational goals and business results
described within the Impact Map (see Appendix C). The Impact Map was divided into the
design categories of Knowledge and Skills, Critical Actions, and Key Results. It was also
divided into the solution categories of Business Unit Goals and Company Goals. As the solution
was being designed, the five previously mentioned design criteria were individually compared
to the impact map by the performance manager and by the immediate manager. Those criteria
matched the objectives of the Impact Map shown below. Also, the plan for implementation of
that design (i.e., a plan that was displayed for stakeholders as a project management Gantt
chart) was assessed by means of the Impact Map measurement tool. Both I and the immediate
manager found that the steps of the Implementation Plan matched the objectives of the Impact
Map.
Appendix C Impact Map
Knowledge and skills Critical Actions Key Results Business Unit Goals Company Goals
Willingness to assist
customers with choosing
appropriate skincare and
fashion products
Search for new
customers every
week. Follow up with
existing customers.
Sales rep meets
and/or exceeds
both weekly sales
quota ($200) and
weekly
prospecting quota
All sales reps meet and/or
exceed both weekly sales
quota ($200) and weekly
prospecting quota
Maintain
successful sales
teams who meet
weekly quotas
Knowledge of skincare
and fashion products
Learn the company’s
six sales points and
demonstrate during
all prospecting and
sales opportunities
Sales rep meets
and/or exceeds
both weekly sales
quota ($200) and
weekly
prospecting quota
prospecting quota
Maintain
successful sales
teams who meet
weekly quotas
Part II Page 45

CPT Application
Reward and Recognize
associates who perform
above and beyond
expectations
Report weekly sales
and prospecting
results to team lead.
Request
Reps are
motivated to
continually meet
weekly goals and
to communicate
with the unit
leader
Build Sales Rep confidence
and satisfaction; improve sales
rep confidence
Recognize and
Reward sales
reps; build
confidence and
trust in the
organization
Active listening skills Team leads respond
to rep needs during
one-on-one trainings
and in meetings.
Respond to and
anticipate customer
needs by
Understand and
anticipate
customer needs
Increase local customer base;
ongoing improved
communication between reps
and customers
Increase
national
customer base
Assessment skills Rep must score 90%
or above on the final
assessment
Improved sales
and prospecting
of reps who pass;
retraining for
reps who do not
pass
Close the sales performance
gap of 65%
Maintain
successful sales
teams who meet
weekly quotas
Role Play skills Reps monitored by
team lead during a
role play exercise;
reps demonstrate
proper sales
techniques
Understand and
anticipate
customer needs
Close the
prospecting/appointments gap
of 67%
Maintain
successful sales
teams who meet
weekly quotas
Adapted from Telling training's story: Evaluation made simple, credible, and effective.. Brinkerhoff, 2006, p. 72
2. How did you ensure the feasibility, workability, adoption, or success of the solutions during
development?
As performance manager I ensured the feasibility, workability, adoption, and success of the
solutions-- during development-- by establishing an Action Plan for Improvement; an
established action plan minimized resistance and will maximize both efficiency and
effectiveness. The Action Plan was detailed and itemized. For example, stakeholders’ and the
performance manager’s responsibilities were assigned; several meetings were held for both the
performance manager and leadership stakeholders in order to select appropriate media for
instruction and to minimize barriers; and a time table was set so that all supporters and
stakeholders can contribute to the project gradual evolution.
The feasibility of carrying out this project was determined to be achievable. Since the
number of sales employees nationwide was of considerable size, a project that encompassed the
entire organization would be too grand and would have lost its momentum and integrity.
Therefore, one Memphis area team has an account executive authorizing an improvement
program; this executive offers his full support and has allotted a time of twelve months to focus
on this learning program. I then used a criteria matrix chart –the Feasibility Analysis method--
in order to compare the list of possible interventions to one another. After eliminating the
interventions from within the matrix that have low feasibility, I was left with the two following
solution designs: (a) a printed, three-page job aid that learners can carry and refer to each day
and (b) a live, onsite lecture-demonstration course that teaches sales techniques.
Part II Page 46

CPT Application
For workability to be ensured a project timeline was set. The training intervention’s media
was also set to media (i.e., computer software) that the learners were already accustomed to
operating. Ensuring the adoption of the program was encouraged as I met with stakeholders to
share my cause analysis, intervention plans, and my project management plan; sharing the plans
within discussions and in weekly summary reports allows for full visibility and for project buy-
in. The immediate manager, secretarial staff, and account executive were all given various
responsibilities within those plans in order to show the learners that their leadership supports
their growth.
As performance manager, I worked diligently toward ensuring program success. One barrier
to a successful ROI was that the immediate manager maximizes seems to constantly hovers
over the participants , being overly controlling and smothering creativity. I explained to the
stakeholders that I must maximize the project forces by doing the following: providing
instruction toward a smaller group of learners (i.e., more attention for each learner), maintain
open communication between the performance manager and the immediate manager, and learn
about the company’s history and resources. Minimizing this barrier meant decreasing direct
observations for participants whose productivity increase within one business quarter.
Describe your work in meeting this Standard by answering the following questions.
1.How did you ensure the solutions conformed to the design specifications during development?
During development, I ensured that the solutions conformed to the design specifications by
designing an Impact Map. The selected training (i.e., discussion-lecture-demonstrations) and
non-training (i.e., printed job-aid) interventions were integrated with the design specifications.
Those design specifications were broken down in the organizational goals and business results
described within the Impact Map (see Appendix C). The Impact Map was divided into the
design categories of Knowledge and Skills, Critical Actions, and Key Results. It was also
divided into the solution categories of Business Unit Goals and Company Goals. As the solution
was being designed, the five previously mentioned design criteria were individually compared
to the impact map by the performance manager and by the immediate manager. Those criteria
matched the objectives of the Impact Map shown below. Also, the plan for implementation of
that design (i.e., a plan that was displayed for stakeholders as a project management Gantt
chart) was assessed by means of the Impact Map measurement tool. Both I and the immediate
manager found that the steps of the Implementation Plan matched the objectives of the Impact
Part II Page 47

CPT Application
Map.
Appendix C Impact Map
Knowledge and skills Critical Actions Key Results Business Unit Goals Company Goals
Willingness to assist
customers with choosing
appropriate skincare and
fashion products
Search for new
customers every
week. Follow up with
existing customers.
Sales rep meets
and/or exceeds
both weekly sales
quota ($200) and
weekly
prospecting quota
prospecting quota
Maintain
successful sales
teams who meet
weekly quotas
Knowledge of skincare
and fashion products
Learn the company’s
six sales points and
demonstrate during
all prospecting and
sales opportunities
Sales rep meets
and/or exceeds
both weekly sales
quota ($200) and
weekly
prospecting quota
prospecting quota
Maintain
successful sales
teams who meet
weekly quotas
Reward and Recognize
associates who perform
above and beyond
expectations
Report weekly sales
and prospecting
results to team lead.
Request
Reps are
motivated to
continually meet
weekly goals and
to communicate
with the unit
leader
Build Sales Rep confidence
and satisfaction; improve sales
rep confidence
Recognize and
Reward sales
reps; build
confidence and
trust in the
organization
Active listening skills Team leads respond
to rep needs during
one-on-one trainings
and in meetings.
Respond to and
anticipate customer
needs by
Understand and
anticipate
customer needs
Increase local customer base;
ongoing improved
communication between reps
and customers
Increase
national
customer base
Assessment skills Rep must score 90%
or above on the final
assessment
Improved sales
and prospecting
of reps who pass;
retraining for
reps who do not
pass
Close the sales performance
gap of 65%
Maintain
successful sales
teams who meet
weekly quotas
Role Play skills Reps monitored by
team lead during a
role play exercise;
reps demonstrate
proper sales
techniques
Understand and
anticipate
customer needs
Close the
prospecting/appointments gap
of 67%
Maintain
successful sales
teams who meet
weekly quotas
Adapted from Telling training's story: Evaluation made simple, credible, and effective.. Brinkerhoff, 2006, p. 72
2.How did you ensure the feasibility, workability, adoption, or success of the solutions during
development?
As performance manager I ensured the feasibility, workability, adoption, and success of the
solutions-- during development-- by establishing an Action Plan for Improvement; an
established action plan minimized resistance and will maximize both efficiency and
effectiveness. The Action Plan was detailed and itemized. For example, stakeholders’ and the
performance manager’s responsibilities were assigned; several meetings were held for both the
Part II Page 48

CPT Application
performance manager and leadership stakeholders in order to select appropriate media for
instruction and to minimize barriers; and a time table was set so that all supporters and
stakeholders can contribute to the project gradual evolution.
The feasibility of carrying out this project was determined to be achievable. Since the
number of sales employees nationwide was of considerable size, a project that encompassed the
entire organization would be too grand and would have lost its momentum and integrity.
Therefore, one Memphis area team has an account executive authorizing an improvement
program; this executive offers his full support and has allotted a time of twelve months to focus
on this learning program. I then used a criteria matrix chart –the Feasibility Analysis method--
in order to compare the list of possible interventions to one another. After eliminating the
interventions from within the matrix that have low feasibility, I was left with the two following
solution designs: (a) a printed, three-page job aid that learners can carry and refer to each day
and (b) a live, onsite lecture-demonstration course that teaches sales techniques.
For workability to be ensured a project timeline was set. The training intervention’s media
was also set to media (i.e., computer software) that the learners were already accustomed to
operating. Ensuring the adoption of the program was encouraged as I met with stakeholders to
share my cause analysis, intervention plans, and my project management plan; sharing the plans
within discussions and in weekly summary reports allows for full visibility and for project buy-
in. The immediate manager, secretarial staff, and account executive were all given various
responsibilities within those plans in order to show the learners that their leadership supports
their growth.
As performance manager, I worked diligently toward ensuring program success. One barrier
to a successful ROI is that the immediate manager maximizes seemed to constantly hover over
the participants , being overly controlling and smothering creativity. I explained to the
stakeholders that I must maximize the project forces by doing the following: providing
instruction toward a smaller group of learners (i.e., more attention for each learner), maintain
open communication between the performance manager and the immediate manager, and learn
about the company’s history and resources. Minimizing this barrier meant decreasing direct
observations for participants whose productivity increase within one business quarter.
1.How did you ensure the solutions conformed to the design specifications during development?
I ensured that the solutions conformed to the design specifications during development by
completing a proposal preparation worksheet. This performance management worksheet
allowed me to consistently compare the design specifications to the solution at each of the
following design steps: stating the problem, its cause, the measurable objectives, outlining a
step-by-step improvement process, establishing a timeline, and assigning roles to stakeholders
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CPT Application
and to myself. The following chart is an example of that vital comparison styled checklist:
FIG 5A
A Worksheet for Preparing a Proposal
.
Question Answer
1. What is the exact nature of the problem of performance
improvement opportunity?
A General Educational Development Preparation Coordinator at a
church education program is having trouble maintaining a consistent
and organized work staff each week. The staffing problem affects
the students’ desire to attend the classes and affects the church
board’s faith in continuing the program.
2. What is the cause of the problem—and how was that
information obtained?
(1)The program has issues with staffing. There is high absence of
teachers, and there is no substitute teacher list. (2)Employees are not
receiving feedback from management nor from customers. The
employees are not offered the incentive to improve nor are they
being informed of whether their work is sufficient
3. What is proposed solution to the problem—that is, the
performance improvement intervention—and how was that
the solution identified to be appropriate?
(1)The intervention that I would recommend and use for this project
is the Create Staffing Procedures Intervention. An established
staffing procedure will bring order to chaos. Balance is needed. The
current
staffing plan is not comprehensive. (2) The second
interventions that I would recommend and use for this cause is to
Create A Reward and Recognition Program. This intervention
involves creating specific rewards and recognition certificates and
letters that will give the staff both short term and long term goals; it
will teach the staff that there are consequences for their choices.
4. What are the specific, measurable objectives that are
intended to be achieved by the performance improvement
intervention?
-encourage a committed staff; substitute call list
-creation of a solid curriculum
-being present and punctual; low absence
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CPT Application
5. What step-by-step plan can be established to implement
the performance improvement intervention that will
describe “what will happen,” “what results are expected
from each step,” “who does what,” and “how
information about the performance improvement
intervention—at each key step—will be communicated
to the participants and stakeholders in the intervention”?
1. I arrange several meetings with manager Mrs. Charles Etta Brown
of the department. Discuss change and improvements, such as
maintaining a consistent and organized work staff each week and
raising employee morale.
2 . I gather background information about the program. Make a list of
chances for performance improvement.
3. I participate in some class days as an observer and as a teacher.
4.Share the data and experiences that I have collected with the church
board, program manager, and volunteer staff.
5.Use the reactions and advice gathered from step 4 in order to
promote the need for rescuing the program and reenergize the staff’s
interest in performance and reliability
6.Assist this program by identifying specific performance concerns
and by demonstating ---to both board and staff--- how they may apply
these improvements.
7.Accomplish a compromise between the manager/church board and I
on which performance improvement approach will be implemented
within the program.
8. The problem is solved when the G.E.D. Preparation Program has a
reputable solution to their staffing issues and employee morale.
9. The number of staff and substitutes the come to work consistently
will increase by 50%.
10. The G.E.D. Preparation Coordinator will have an existing staffing
plan in place.
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CPT Application
7. What timeline has been prepared describing
when what steps will be taken?”?
The timeline prepared for the intervention is the following :
--6 weeks of implementation
--feedback survey at the end of every week
--rewards and certificates passed out every two weeks
--one-on-one meetings with staff to assess improvements , 5 minutes
maximum
--2 final evaluation meetings with manager/coordinator, at the end of 6
weeks
8. What people from inside and outside the organization
will be needed to implement the intervention, and how
do their qualifications relate to achieving intended
objectives The people from inside the organization that will be needed to implement
the intervention are the following: The manager of the program ( Mrs.
Charles Etta Brown), members of the church board, the current list of
staff teachers and substitutes, and I ( as an outside consultant).
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CPT Application
2.How did you ensure the feasibility, workability, adoption, or success of the solutions during
development?
The feasibility of carrying out this project was determined to be achievable. The interventions
occurred at the beginning of the educational term, a time where both the leadership and
performers were not overburdened with classwork and administrative issues. The board of the
education department was calling for either improvements or for a closing of the G.E.D
volunteer teaching program. And the budget was available to go forward with making
improvements.
For workability to be ensured, I reviewed the project budget alongside the department’s
director and I created a high visibility environment in which the changes could occur. For
example, I took charge of calling and emailing work-shift time updates to all of the teaching
staff; meanwhile, the director was asked to assist me in approving a clock-in software that would
be simple and unproblematic for her staff to use
Ensuring the adoption of the program was encouraged as roles and responsibilities were
assigned to the stakeholders and to myself. The director was, as earlier mentioned, responsible
for selecting additional resources in order to aid in the new work procedures. The performers’
role was to absorb all new information about how to use the new on-time procedures and to
participate in all feedback surveys and knowledge tests. The performance manager has many
roles, but will also assist in program adoption by uplifting performer morale through positive
feedback and rewards
As performance manager, I worked diligently toward ensuring program success by meeting
with stakeholders to obtain their verbal agreements on becoming advocates for improvement. I
also shared a written copy with those stakeholders (i.e., performers, the director, and the
departmental board of directors) in order to encourage them to ask questions and to dispel
possible myths. One myth was that this change was a means to antagonize the staff, but I was
able to explain that the changes would alleviate the burdens created by those coworkers who
miss or are late for their work-shift.
Part II Page 53

CPT-Application Final Portfolio

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