A Performance Measurement Tool for Educational Learning: A
Formulating Plan for Blended Learning
Presenters: Dustin Bessette and Sharon L. Burton
7th International Technology Education Development Conference
Valencia, Spain
March 2013
Virtual Presentation
This document is confidential and is intended solely for the use and information of
the client to whom it is addressed.
March 4 – 6, 2013
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Welcome to our presentation. Thank you for joining us!
Dustin Bessette
Doctoral Student
National Graduate School of Quality
Systems Management
March 4 – 6, 2013
Sharon L. Burton
Doctoral Student
National Graduate School of Quality
Systems Management
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ABSTRACT
 Institutions have a dire challenge in measuring and reading performance
requirements from various programs. Blended learning has become a higher
choice for several institutions as the numbers of enrolled students increase.
This method will result in a higher turnover for students of professionals in
the next and upcoming generations. This change will shift the academic role
as institutions create opportunities for students on other areas of professional
departments other than on-campus based programs. Even as institutions
change role in the academic shift, areas of quality measurement will become
missed or overlooked.
Performance measurements tools help enhance new learning opportunities for
institutions in future plans of academic change. Several variables control
these methods and measurement tools, but also help institute new plans for
change. Ideally, these institutions need to be able to assist with every program
they are capable of as well as areas of new blended learning. Having a solvent
(plan) for this type of platform will help overall in the quality of education for
learners of this generation.
 Keywords: Performance Measurement Tool, Blended Learning, Higher
Education, Learning Opportunities
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AGENDA
1. Performance Goals
2. Competency-based Training
3. Gagne’s Six Varieties of Performance
4. Learners/Learning Style
5. Analysis/ Research
6. Recap & Follow up Questions
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Purpose and Audience
 Purpose:
The purpose of this study was to review the performance of
technological tools in order to develop measurement tools to
gauge learner’s performance.
 Audience: Organizations interested in performance measuring tools that
assist in formulating blended learning.
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Objectives
Objectives:
Provide audiences with guidance to enhance
performance through:
 Performance Goals
 Competency-based Training
 Gagne’s Six Varieties of Performance
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Performance Goals
Goals should be SMART:
 Specific and Tied to Standards
 Measurable
 Ambitious and Attainable
 Reflective of Goals, Objectives, and the
Mission
 Trackable
After Smart Goals Comes Competencies
CCompetencies Establish
Adapted from Margaret Lin
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Competency-Based Training
Distance Education
Adult Learning
(Andragogy)
Instructional Design
(Technology Tools)
Communication
After Competencies Comes Performance
Competencies Establish
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Varieties of Performance
Classifying
Rule Using
Problem
Solving
Figure: 1 Six Varieties of Performance (results of
learning). Adapted from Robert Gagne’s identification of
six varieties of learning.
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Learner Styles
 Students learn in a variety of ways, and then shape that learning into
performance.
 Kolb provides a model for learning styles
Source: Kolb, 1984
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Significance of Performance Model
Performance models previously implemented are
steeped in pedagogical outcomes of memorization.
New models should be wrapped in anagogical
learning outcomes.
This gives them a slight difference in appearance but
a more effective enhancement towards the
implementation stage.
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Performance Hallmarks
What are the Characterizations?
Self Directedness
Experience to Apply to Knowledge
Eager to Learn and Demonstrate
Active in Problem-centered
Learning
Inwardly Determined
Cultural Awareness
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Analysis
Determine current
correlation for facultyrelated concerns for the
institution.
Data will determine the
order of the concerns from
most important to least
important.
Value the key goals
first to create a basis
of planning and
process for all
performance
competencies.
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Performance Research
Key Performance Model Questions
What are the generic competencies?
What format will be used to display
competencies (e.g., pyramid, list)?
What are the behaviors associated with the
competencies?
What colors will be used and why regarding
performance?
How will the model remain up to date?
What is the best method to validate the
model
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Example Analysis and Performance Topics
Abilities
Experiences
Commitment
Learning
Styles
SMART
Goals
Performance
Compete
ncies
Skills &
Knowledge
Topics may cross study challenges.
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Interactive Model
Conceptual
Framework
Competencies
Adult
Learning
(Andragogy)
Performance
Research
Questions
Instructional
Design
(Technology)
Communications
Adapted from Burton and Bessette, 2013
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Using Methods that Work
Create Situations where everyone can
participate fairly.
Record all data and research findings.
Reevaluations of processes and
procedures can be conducted through
various surveys, questionnaires, and
interviews .
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Recap: How to Measure Performance for Blended Learning
People
Performance
Technology
Determine
SMART
GOALS
Gagne’s Six
Varieties of
Performance
Performanc
e Tools
Research
Learning
Styles
Instructional
Design Tools
Competencies
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References
American Society of Learning & Development. (2012). 2012 State of the Industry Report. Training &
Development, (vol3), 42-48.
Bergsteiner, H., Avery, G. C., & Newmann, R. (2010). Kolb’s experiential learning model: critique from a
modelling [sic] perspective. Studies in Continuing Education, 32(1), 29-46.
Bonk, C. J. (2009). The world is open: How web technology is revolutionizing education, San Francisco,
CA: Jossey-Bass, a Wiley imprint.
Burton, S. L. and Bessette, D. (2013) Transforming your organization to blended learning; A paradigm
shift, (Abstract). International Technology, Educational, and Development 2013 ISBN: 978-84-6162661-8,
Gagne, R. (1985) The conditions of learning (4th ed). New York, NY; Holt, Rineheart, and
Winston
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References
Knowles, M.S. (1984). The adult learner: A neglected species. Houston, TX: Gulf Publishing
Knowles, M.S. (1980). The modern practice of adult education: From pedagogy to Andragogy (revised
and updated). Englewood Cliffs, NJ: Cambridge Adult Education.
Knowles, M. S, Holton III, E. F., & Swanson, R. A. (1998). The adult learner: The
definitive classic in adult education and human resource development. Houston, TX: Gulf Publishing.
Kolb, D. A., (1984). Experiential learning: Experience as the source of learning and
development. Upper Saddle River, NJ: Prentice Hall.
Lin, M. (2001) Measuring Up: How Chicago’s Charter Schools Make Their Missions Count, (Leadership
for Quality Education, 2001), pp. 32-33.
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Dustin Bessette’s Background

Dustin currently serves as the Regional Water Safety Coordinator for the New York State Office of
Parks Historic Preservation in the Taconic Region. Here, he led training for New York State’s
lifeguarding staff through various process of employment, tested lifeguard's through controlled
physical tests, conducted field visits, recorded aquatic reports, and assisted in hiring & coordinating
employees in four different parks for five different swimming facilities.

Academically, Dustin is currently a doctoral student with the National Graduate School of Quality
Systems Management earning a doctorate degree in business administration. He has earned two
undergraduate degrees, one Associate of Sciences in Biology and Chemistry and a Bachelor of Science
in Real Estate Studies. Further he has earned 30 credit hours towards a Sustainable MBA degree and is
enrolled and in process of another graduate MBA degree.

He has presented at several conferences including, Intellectbase International Consortium (Nashville
2011, Atlanta 2011, and Las Vegas 2012), Eco Summit 2012 (Cleveland, OH),
Association for Advancement Computing Information (AACE) (Montreal, QC), virtually presented at
the 5th Annual International Conference on Education, Research, and Innovation (ICERI) (Madrid,
Spain), and will soon present his accepted papers at the Society for Applied Learning Technologies
(SALT) Conference (Orlando, FL) in March 2013, Florida Academy of Sciences (Miami, FL) in
March 2013, and virtually at the 7th International Technology, Education, and Development (INTED)
(Valencia, Spain) in March 2013.

Bessette has also published in peer reviewed journals for the Intellectbase International Consortium as
well as reviewed graduate work for the Academy of Management.

Dustin lives in upstate New York in the Hudson valley Region just west of the Massachusetts
Berkshires.
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Sharon L. Burton’s Background

Burton is the Global Products & Services Systems Integration Group Training Manager in
Baltimore, MD. Previously she led human capital, training, leadership, customer service, and
diversity initiatives in consulting, and published two books, “Quality Customer Service:
Rekindling the Art of Service to Customers,” and “Diversity: Just What Is It And Why Does It
Keep Changing?” Sharon’s professional background includes standing up the Operations
Training, and the Quality Assurance and Compliance departments for a major financial
institution.

Burton holds two Masters of Business Administration degrees (Human Resources
Management, and Management) from the American InterContinental University. She received
a B.S. degree from Florida State University in Criminology where she concentrated and
interned in forensics.

Academically, Burton is presently a doctoral student with the National Graduate School of
Quality Management. Sharon holds two certifications, Human Capital Strategy and
Kirkpatrick Four Levels Evaluation, as well as a certificate in training. Sharon will present at
Society for Applied Learning Technologies Conference 2013, the topic, Delivering Affectively
in Virtual Environments: ROI and Improved Productivity. She presented at several
conferences, the Society for Applied Learning Technologies Conference 2011, Toastmasters
International District 36 Spring Conference 2011, the National Association for Black
Accountants Conference 2008, and the Delaware Youth Summit 2008.

Burton lives in Wilmington, Delaware. She has one daughter, Yoshino N. Woodard, who is a
supply chain management specialist holding a M.Sc. in Industrial Engineering.
March 4 – 6, 2013
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Contacts for Questions About the Presentation
Dustin Bessette
Doctoral Student
National Graduate School of Quality Systems Management
212dbdba@ngs.com
dbessette@stu.ngs.com
bessette64@yahoo.com
518-965-0775 (Home Office)
Sharon L. Burton
Doctoral Student
National Graduate School of Quality Systems Management
312sbdba@ngs.edu
sharonlburton2@comcast.net
302-661-1852 (Home Office)
410-383-5947 (Work)
March 4 – 6, 2013
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