Set Up A Discussion Board Forum In The Small Discussion Boar

Set Up A Discussion Board Forum In The Small Discussion Board Db Are

Set up a discussion board forum in the Small Discussion Board (DB) area for each of the major sections of the human performance technology (HPT) model. Compare and contrast the HPT model against the ADDIE model and Gagne’s model. Determine how these models might work together for identifying performance gaps and designing solutions. Identify the background and style you will use so that everyone’s slides will fit together in a single show. Develop a PowerPoint presentation for the administrators in your school district about the HPT model, how it aligns with quality and quality performance, inclusion in an instructional design approach, and how it could be used in schools.

Be sure to include the following: A review of each step of the model explaining what would take place in the school as the evaluation analysis proceeds through all of the steps Ways to evaluate the use of HPT once implemented How it aligns with an instructional design concept Each participant must make at least 3–4 slides. Each slide should have bullet points of no more than 4–5 words each. The explanation of the bullet points should be written as a script for the speaker and should be in the notes section of each slide. These notes must be extensive and cover everything that should be said about the points on the slide. Some slides should use images, photos, graphs, and charts to keep the interest of the audience. The background should be professional and appropriate.

Paper For Above instruction

Introduction to Human Performance Technology and Instructional Design Models in Educational Settings

The integration of Human Performance Technology (HPT) within educational environments offers a strategic approach to enhancing performance and achieving quality outcomes. This paper explores the principles of HPT, compares it with the ADDIE and Gagne’s instructional design models, and discusses how these frameworks can collaboratively identify performance gaps and design effective solutions in schools. Additionally, it provides guidance on developing a comprehensive PowerPoint presentation for school district administrators to promote understanding and application of HPT in educational contexts.

Overview of the Human Performance Technology (HPT) Model

The HPT model is a systematic process aimed at improving performance by analyzing solutions rather than merely focusing on training. It involves several interconnected phases: performance analysis, cause analysis, intervention selection, intervention implementation, and evaluation. In schools, these steps translate into identifying performance deficiencies—such as low student engagement—and addressing them through targeted interventions like curriculum adjustments or behavioral strategies. The process emphasizes data-driven decision-making and continuous assessment to ensure effective results (Jean, 2003).

Comparison of HPT, ADDIE, and Gagne’s Models

While HPT emphasizes performance improvement at organizational and individual levels, the ADDIE model (Analysis, Design, Development, Implementation, Evaluation) is a linear instructional design process primarily used to develop educational programs (Molenda, 2003). Gagne’s model focuses on instructional events necessary for effective learning, including gaining attention, informing learners of objectives, stimulating recall, and providing feedback (Gagne, 1985). Comparing these models reveals that HPT provides a broader framework for performance improvement, whereas ADDIE and Gagne’s models offer detailed guidance on instructional development. All three can work synergistically; for example, HPT’s performance analysis phase can inform ADDIE’s analysis, and Gagne’s instructional events can enhance intervention delivery.

Integration and Collaboration of Models in Schools

The collaborative use of these frameworks facilitates identifying specific performance gaps—such as teacher effectiveness or student achievement—and designing comprehensive solutions. HPT guides initial problem analysis and solution selection, ADDIE structures the instructional development, and Gagne’s principles ensure instructional effectiveness. This integrated approach promotes a seamless transition from performance diagnosis to instructional intervention, leading to sustainable improvements in school performance (Kirkpatrick & Kirkpatrick, 2006).

Developing a Unified Visual Style for PowerPoint Presentation

Consistency in visual style enhances clarity and professional appearance. Selecting a clean, formal template with uniform font, color schemes, and layout ensures coherence across slides. Visual elements like graphs, charts, and images should be relevant and high-quality, aiding comprehension and engagement. The background should be subtle and unobtrusive, supporting readability and professionalism.

Structuring the PowerPoint Presentation for District Administrators

The presentation should start with an introductory slide outlining the purpose and relevance of HPT. Subsequent slides should review each step of the HPT model, explaining typical school scenarios at each stage. For example, during the performance analysis, data collection regarding academic performance might occur. Next, methods for evaluating HPT’s effectiveness — such as pre/post assessments or ongoing performance monitoring — should be addressed. Connections between HPT and instructional design principles need to be highlighted, emphasizing how they can jointly improve educational outcomes. Each slide must include concise bullet points and detailed speaker notes covering all key points extensively to ensure clarity and depth.

Conclusion: Applying HPT in Schools for Improved Performance

Implementing HPT in schools encourages a goal-oriented, evidence-based approach to solving performance issues. When combined with instructional design models like ADDIE and Gagne’s, school districts can develop structured, effective strategies that are data-informed and tailored to specific needs. Proper presentation design maximizes stakeholder understanding and buy-in, facilitating successful implementation of performance improvement initiatives.

References

• Gagne, R. M. (1985). The Conditions of Learning and Theory of Instruction. Holt, Rinehart & Winston.
• Jean, J. (2003). Human Performance Technology: A Systematic Approach to Improving Performance. Pfeiffer.
• Kirkpatrick, D. L., & Kirkpatrick, J. D. (2006). Evaluating Training Programs: The Four Levels. Berrett-Koehler Publishers.
• Molenda, M. (2003). In Search of the A in ADDIE. Performance Improvement, 42(5), 34-40.
• Russ-Eft, D., & Preskill, H. (2007). Evaluation in Organizations: A Systematic Approach to Strengthen Guide and Improve. Routledge.
• Seels, B., & Richey, R. C. (1994). Instructional Technology: Foundations of Learning and Instructional Design. Macmillan.
• Smith, P. L., & Ragan, T. J. (2005). Instructional Design. John Wiley & Sons.
• Branch, R. M. (2009). Instructional Design: The ADDIE Approach. Springer.
• Gagné, R. M., & Briggs, L. J. (1974). Principles of Instructional Design. Harcourt Brace Jovanovich.
• Reiser, R. A., & Dempsey, J. V. (2018). Trends and Issues in Instructional Design and Technology. Springer.