Organizational Performance Improvement Plan
SPECIAL POPULATIONS AT
SOUTHERN ILLINOIS UNIVERSITY
RECREATION CENTER
By
Jimmy Kateeb
PRESENTED TO DR. BETH FREEBURG
In partial fulfillment of the requirements
Workforce Education Needs Assessment
Department of Workforce Education
Southern Illinois University – Carbondale
April 28, 2009
Organizational Performance Improvement Plan
1 Performance Analysis
Organizational Analysis: Special Populations at the SIUC Student
Recreation Center
MISSION STATEMENT
The Office of Intramural- Recreational Sports is committed to the
enhancement of the educational experience for the SIUC community by
providing quality diverse recreational programs, services, and facilities that
promote the holistic development of participants.
VISION STATEMENT
We are prepared to meet the challenges of the 21st century by empowering
patrons to recognize and optimize their full potential: by fostering an
environment where educational, social and emotional needs of each are
addressed through a focused comprehensive program.
VALUES
SAFETY is our first concern in all aspects of our programs and facilities.
Quality is exhibited in everything we do, reflecting the concept that no job is
too small to perform.
Consistency/Dependability is displayed in our ethics, knowledge, and
leadership on campus and in the community.
Fun and Educational is our goal for all who participate in our programs and
use any of our facilities.
GOALS
TECHNOLOGY
Expand and utilize the infrastructure for technology. Research, utilize and
assess the capabilities and potential, identify and secure technical support in
the forms of personnel, maintenance, hardware, replacement schedule,
software and training.
MARKETING & COMMUNICATION
Establish a plan through an inclusive process. Commit resources to
implement and continually evaluate outcomes. The plan will include
website usage, modern technology and graphics/media as well as the most
valuable resources – RSS employees. In addition, include a strategy for
current/potential customers and supporters through direct contact.
FACILITIES
Continue the current recreational facility analysis culminating with a
complete indoor and outdoor master plan including renovation of the SRC,
expansion and or addition of activity spaces, replacement of fields/tennis
courts as a result of Saluki Way. This is to be done through the creation of a
Park environment that features amenities that incorporate the enhancements
and additions to the lake, beach, walking trails and existing playing fields.
Completion of Phase One of the Park and any indoor facility renovations
should be managed from the perspective of maximizing life cycle cost and
developing a student sense of ownership and Saluki pride.
EQUIPMENT
Assessing current equipment for repair, cost effectiveness and safety.
Research and purchase equipment replacements with consideration of life
cycle costs, accessibility, current recreational and technological trends,
branding and colors.
NIRSA – STAFF, STUDENT, DEVELOPMENT, ACADEMIC
INTEGRATION, PATRON HOLISTIC
For example: campus, state, regional, and national recognition for staff
development – to be recognized by our national association as a leader in
education and for graduating students that will be leaders in the field. Host
site for tournaments and/or events.
Environmental Analysis
I Organizational Environmental Level
A. Customers
1. International students
2. People with disabilities
B. Professional Associations
1. Arthritis Foundation Aquatics Program (AFAP)
2. Adaptive and Inclusive Recreation (AIR)
C. Competitors
1. Gold’s Gym
2. Great Shapes
II Work Environment Level
A. Resources
1. Money for special population programs comes from
student recreation fees. Each student attending SIUC pays
10 dollars per credit hour, maxing out at 120 dollars.
2. Arthritis Foundation Aquatics Program is funded by
participation fees.
3. Nationally Recognized Recreation Center.
B. Policies and Procedures
1. Extensive Applicant Questionnaire for Graduate Assistants
III Work Level
A. Job Design
1. Programs Designed for Special Populations
B. Job Responsibilities
1. Specific Job Duties
IV Worker Level
A. Knowledge
1. Certifications
2. Degrees
3. Professional Staff
4. Specializations
B. Motivation
1. Leadership Team Member of the Month Award
2. Student Employee of the Month Award
Performance Gap
Gap Analysis
Based on the information that we got about the programs being offered by
Special Populations at the Southern Illinois University Carbondale (SIUC)
Student Recreation Center, we feel that the area of Special Populations has
done an admirable job in their efforts to target and attract diverse groups
such as international students, minorities, children, individuals with
disabilities, etc. The Special Populations staff (the Assistant Director,
Graduate Assistants, and other student employees should be commended for
the establishment of programs and special events such as Women’s
Swimming, Women’s Water Workout, International Olympics and
International Night. This could be defined as the Actual Workplace
Performance.
However, our group believes that Special Populations needs to do more to
identify groups such as international students, women, and minorities and
offer programs which will benefit them immensely. Currently, Special
Populations does not offer enough programs for international students,
minorities and other groups. Their ability to enhance their efforts would be
described as the Desired Workplace Performance. One of the groups which
need to be more specifically targeted is international students. We strongly
believe that the Student Recreation Center through the assistance of Special
Populations must offer more programs and opportunities for international
students to participate. It would also be good to work with minorities to
offer programs that are beneficial. To some extent, the gap between the
Actual and Desired Workplace Performance could be accurately termed as
the Performance Gap.
Cause Analysis
Lack of Environmental Support
Data, Information, and Feedback
How do data, information, and feedback support performance and relate to
why people do what they do at the Student Recreation Center?
Complete, clear, unambiguous, and up-to-date data on performance
expectations and information regarding correct procedures are required for
successful on-the-job performance at the Recreation Center. Data and
information which are vital to successful performance include the policies of
the organization, job or task procedures, customer requirements, etc.
Environment Support, Resources, and Tools
Are adequate materials, supplies, and assistance usually available to do the
job well? Are they tailored to the job?
Environment support, resources, and tools are those things that the Student
Recreation Center provides to support or assist the employees in their tasks.
At the SIUC Recreation Center, health, wellness, and safety factors have a
huge impact on the performance of the employees. Factors such as
workspace, lighting, workload, safety hazards, etc. have the potential to
cause gaps in performance.
Resources need to be adequate and of good quality in order to ensure that the
performance is successfully accomplished. The allocation of inadequate
resources and or poor quality resources would most likely lead to
performance problems. Currently, the Student Recreation Center faces
funding problems which is similar to the problems faced by other
departments and units on campus. This has a severe impact on the
functioning of the Special Populations unit as it hampers its efficiency and
effectiveness. One of the ways in which Special Populations could
overcome some of the deficiencies would be to generate revenue on its own
through offering programs and activities which are specifically tailored to
meet the needs of minorities, international students, veterans, etc. Special
Populations could do this by working with other departments or units at the
Recreation Center in order to reduce costs and to generate sufficient
revenue.
Tools are necessary to complete the job such as computers, printers, copiers,
paper cutters, laminating machine, scotch tapes, desks, chairs, etc. The tools
should be available, accessible, efficient, and safe for the employees to
operate.
Consequences, Incentives, or Rewards
Is the pay for the job competitive? Are there significant bonuses or raises
based on good performance? Is good performance related to career
advancement? Are there meaningful nonmonetary incentives (recognition)
for good performance based on results? Are they scheduled well, neither too
frequently nor too infrequently? Is there an absence of hidden incentives to
perform poorly? Is the balance of positive and negative incentives in favor
of good performance?
Consequences are events or effects which are created by previous actions.
Poor condition of the tools acts as a hindrance to the employees from
performing to their maximum potential.
The Student Recreation Center provides incentives to student employees as a
means to influence or encourage them to perform their jobs. These
incentives include the Student Employee of the Month Award, of the
Leadership Team Member of the Month Award. Rewards include the
National Intramural Recreational Sports Association (NIRSA) scholarships,
the Illinois Intramural Recreational Sports Association (IIRSA) scholarships,
the William and Dorothy Bleyer scholarship and numerous other awards.
Since the past couple of years, the Student Recreation Center has instituted
the Student Employee of the Month and the Leadership Team member of the
Month in order to recognize outstanding performance among its student
employees and graduate assistants. These also motivate the student
employees to strive and work harder in their jobs. Student employees and
graduate assistants become productive which in this organization means
being customer friendly, helpful toward patrons and community members,
organizing programs and activities for special populations such as children,
international students, minority groups, etc.
Lack of Repertory of Behavior
The other cause of performance problems within the Special Populations
unit at the Recreation Center would be the lack of repertory of behavior
among the employees. There are three factors which have an effect on
performance within Special Populations. They are:
1 Information (Skills and knowledge)
2 Instrumentation (Individual Capacity)
3 Motivation (Motivation and Expectations)
Skills and Knowledge
Do people understand the consequences of both good and bad performance?
Do they have the technical concepts to perform well? Do they have
sufficient basic skills? Do they have sufficient specialized skills? Do they
always have the skills after initial training?
In case, a performance gap exists between desired and actual performance,
and if it is determined that this gap is not caused by environmental support
problems, the question that needs to be asked is, “Could they do it if their
lives depended on it?” There are two possible answers to this question, yes
or no. If the response is no, then the focus of the cause analysis should be to
determine the skills or knowledge deficiency which interferes with the
desired performance of the employees. On the other hand, if the answer is
yes, then we should rule out a skill or knowledge deficiency and instead
focus on the lack of individual capacity, motivation, or expectations. It is
difficult to expect employees in the Special Populations department to
perform to standards if they do not have the require skills or knowledge. In
other words, even employees with the right motivation, attitudes,
performance standards, tools, support, capacity, and motives will be
unsuccessful if they don’t know how to perform.
Analyzing Skills and Knowledge
Cause Analysis happens at both the macro as well as the micro levels. So it
is necessary for us to understand and identify what the gaps or causes are
within the Special Populations department and why they exist. We need to
know what skills and knowledge are required for the desired performance.
Documentation in the form of the job or task analysis, performance
standards, etc. from the performance gap analysis should provide this
information.
It could be pointed out that the employees within Special Populations
possessed the necessary skills and knowledge at an earlier time, but the
nature of the job has changed and they need training to update their skills
and knowledge. The other factor to examine is whether the employees
possess the necessary skills and knowledge, but have not had the opportunity
to use them due to changes in the performance needs.
Individual Capacity
Individual capacity is another component of the employees’ repertory of
behavior within the Special Populations unit. Capacity represents the
individual’s ability to perform the job. It is represented by a match or
mismatch between the employee and the job requirement. If there is a
mismatch or employee selection error, this leads to a performance gap in the
Special Populations area. Lack of ability could be explained as a mistake
that was made during the employee selection process.
Analyzing Individual Capacity
In order to determine whether or not a lack of individual capacity results in a
performance gap within Special Populations, we need to look at capacity
from two perspectives. The first is whether the employees lack the capacity
or ability to perform or learn? The second is does the organizational,
workplace, and work environments support the capacity of the employees to
perform or learn in their jobs?
We need to look at the performance gap analysis to find out what individual
capacity or ability is required to meet the desired workforce performance.
Motivation and Expectations
Do employees seem to have the desire to perform well when they are on the
job? Do their motives endure? Is the turnover within the unit low or high?
Motivation is basically intrinsic which means that it comes from within the
individual. The employees who work in Special Populations encourage
themselves to perform successfully and to give their best on the job.
Expectation is also intrinsic and comes from within the individual performer.
The employees believe that certain conditions or resources are necessary to
perform given tasks. In situations where the employees in the Special
Populations unit have not been motivated enough to perform, or perceive
that their expectations have not been fulfilled, there is a good probability that
there will be a performance gap between the desired and the actual
performance. By dealing with work environment factors such as
information flow, resources, and incentives, the Special Populations unit and
the Recreation Center would be in a better position to build an environment
where the employees’ own intrinsic motivation has the potential to increase
and grow.
Analyzing Motivation and Expectations
It is difficult if not impossible to determine the motivation of employees in
the Special Populations department in their work performance. It is also
very difficult to gauge their expectations in their jobs. Our organizational,
environmental, and gap analysis will discuss the features of the performance
system which guides and influences the employees to perform.
Performer Analysis
Motivation
It is very hard to measure a person’s motivation because motivation comes
from within. Although, when people work in special populations in most
cases these people are intrinsically motivated. They receive their rewards by
helping others. This is the case when it comes to working with people with
disabilities and people from other countries that are not familiar with their
new country. We will be able to gauge a person’s motivation by developing
a motivational rating scale based off of Gilberts Behavior Engineering
Model.
1
2
3
4
5
No motivation………………………………….Highly
motivated
1. Do incentives such as money
5
or promotions motivate you.
1
2
3
4
2. Do awards like student employee
5
of the month, leadership member of the
month or scholarships dedicated
to recreational activities motivate you.
1
2
3
4
3. Does helping people with disabilities
5
to succeed motivate you.
1
2
3
4
4. Do peers and superiors expectations
5
of yourself motivate you.
1
2
3
4
5. Are you an internally motivated person
5
1
2
3
4
6. Do consequences or fears motivate you
5
to succeed while working with special
populations.
1
2
3
4
Attributions
If the environmental support, resources and tools are up to par this should
lead to good performance by the staff. Success is attributed from internal
factors such as having a state of the art recreation center. Failure is attributed
from external factors.
Self-confidence
We would assume that people working with special populations have high
levels of self-confidence because they work with people to increase their
self-esteem. The individuals working with special populations take on this
difficult task because they have high levels of self-confidence.
Thoughts
To find out what the performers are thinking in special populations we will
develop a questionnaire using the BEHAVE mnemonic.
Beliefs- Find out what beliefs the performer has regarding the task at
hand.
Emotions- Positive and negative emotions have an effect on the
outcome of performance.
Habits- What habits or rituals does the performer have?
Attitudes- What are the attitudes the performer has regarding the task?
Values- Values drive behavior.
Experiences- Past experiences determine future behaviors.
1
2
3
4
5
Not at all……………………………….Very much
1. Do you have any disabling beliefs that
5
hold you back.
1
2
3
4
2. Do you have any enabling beliefs that
5
propel you forward.
1
2
3
4
3. Do you ever feel depressed, anxious, or
5
nervous while working with special
1
2
3
4
1
2
3
4
5. Do you believe that having a positive
1
5
Attitude leads to higher self-confidence with
the people you are working with.
2
3
4
6. Do you align your values with the
5
tasks you perform.
1
2
3
4
7. Do you learn from negative past
5
Experiences and apply it to future
judgments and decisions.
1
2
3
4
populations.
4. Do you have any habits or rituals you
5
perform before work.
Readiness
All the tools are there at the recreation center for the special populations
program to succeed. They have proper tools, state of the art recreation
center, knowledge, certification and degrees. But most importantly we
believe they have the want to succeed.
Performer Analysis Associated with the Performance Gap
The performance gap that we identified was the lack of programs for
international students. One way that special populations could reduce this
performance gap would be by hiring an international student. By hiring an
international student to help international student activities at the recreation
center, they would have someone in touch with the needs of international
students.
There is no formal training for working with international students as there
is for working with people with disabilities. Thus, the international student
part of special populations takes a back seat and has fewer options for
international students.
Performance Intervention Plan
Special Populations at the Student Recreation Center
Here is a list of interventions and questions that have been compiled by our
group as part of the Performance Intervention Plan for Special Populations at
the Student Recreation Center. These questions will eventually be used as a
means to improve the performance of employees as identified through the
performance gap within the Special Populations unit. The interventions and
questions are as follows:
Performance Support Interventions (Instructional)
Training – Special Populations needs to address the attitudes and behaviors
of its employees when it comes to groups such as international students, and
minorities through cost-efficient training programs such as workshops,
presentations, etc.
Education – Needs to educate its employees about the concerns and
difficulties of international students in making use of the facilities.
Job Analysis/Work Design Interventions
Must improve the organizational communication, performance, productivity,
and outcomes of Special Populations
Quality (Control, Management, and Assurance) – Must enhance team
effectiveness, empower the employees, and improve decision-making.
Personal Development Interventions
Career Assessment – Special Populations needs to help its employees
develop career goals, strategies, instructional support modalities, and a
personal evaluation plan.
Feedback – Special Populations needs to develop various mechanisms for
providing feedback to its employees and staff about their job performance.
Human Resource Development Interventions
Employee Selection – Special Populations must choose employees on the
basis of their skills, knowledge, and personal characteristics.
Motivation (Incentives and Rewards) – Must provide both nonmonetary as
well as monetary incentives. Rewards must be timely, specific, and match
the achievement of goals.
Performance Appraisals – Must use performance appraisals to provide
employees feedback on their performance.
Organizational Design and Development Interventions
Problemsolving and Decision-making – Special Populations needs to allow
its employees to use various problem solving and decision-making tools in
order to deal with problems.
Diversity – Employees need to undergo diversity training and attend
seminars and workshops which promote respect for cultural and ethnic
differences.
Ethics – All employees need to attend ethics training to become familiar
with the ethical standards and norms within the department.
Organizational Communication Interventions
The success of Special Populations is dependent upon the effectiveness of its
employees working together, supporting common goals and understanding
critical issues and effective communication.
Conflict Resolution – Conflict resolution systems must be established in
order to facilitate solutions to problems and minimize the prevalence of
resentment, anger and ill-will among the employees.
What changes in products or services are needed to meet customer
expectations?
What performance gaps exist in meeting those expectations?
How will customer satisfaction be determined?
How will employees know when customer expectations are met?
Has the change expectation been thoroughly defined?
How will this change disrupt the current organization?
Does the organization have a history of implementation problems? If so
describe.
Are the sponsors sufficiently committed to the project? If not, would
education or replacing sponsors help?
Does synergy exist between sponsors, employees, and change targets? If
not, what can be done to improve relationships?
What resistance is anticipated?
Is planned change consistent with organizational culture?
Are employees sufficiently ready for change effort? Would training help?
Are the right people, right communication plan, and right measurements in
place?
Intervention Implementation and Change Plan
Here is a list of tasks we will be using for the implementation of the
intervention. We feel by addressing these tasks, this will help us with our
intervention for the performance gap. The tasks listed below will specifically
help us find ways to eliminate the lack of international programs associated
with Special Populations at the SIUC recreation center.
I.
Performance Support
A. Training – Train staff to work with people from different
cultures.
B. Education – Educate staff on customs and beliefs about people
from other countries.
II.
Job Analysis/Work Design
A. Job Enlargement – Hire international students to work with
international students
B. Job Specifications – Train employees for specific jobs.
III.
Personal Development
A. Mentoring and Coaching – Become mentors and coaches to
international students that are hired and that are involved with
programs.
B. Feedback – Obtain feedback from all students involved with
programs.
IV.
Human Resource Development
A. Selection and Staffing – Hire staff members for new programs
based on certain standards.
V.
Organizational Design and Development
A. Culture and Diversity – Train recreation employees in culture
and diversity sensitivity training.
B. Spirituality in the workplace – Educate employees on laws
about spirituality in the workplace.
VI.
Financial systems
A. Financial Forecasting – Research how much new programs will
cost to get started and maintain.
Evaluation Plan
Based on the Performance Support, Job Analysis/Work Design, Personal
Development, Human Resource Development, and the Organizational
Design and Development Interventions, we decided to develop a Formative
Evaluation Plan for our project. We plan to use methods used for formative
evaluation such as expert review, one-to-one, and small group.
1. Expert Review
Under this method, content or performance experts are needed to provide
information which helps Special Populations to select or design a
Performance Support Intervention Plan. For this, a Performance Technology
(PT) practitioner or evaluator is needed to review the intervention plan
before it is implemented. The expert review is also needed for the Job
Analysis/Work Design, and Human Resource Development Intervention
Plans.
2. One-to-One Evaluation
Under the one-to-one evaluation, potential performers or users are needed to
draft components of the selected intervention plan for the Special
Populations unit before it is about to be implemented. The Performance
Technology (PT) practitioner must participate in the review of the
intervention plan.
3. Small-group Evaluation
Special Populations needs potential performers or users to review the draft
components of the designed intervention plan before it is to be implemented.
Alternative Methods
Needs alternative methods under circumstances such as time constraints,
limited resources in the form of funding, complexity of tasks or
performance.
Needs new tools to gather and evaluate information through the application
of computer and electronic communication technologies.
Self-evaluation
Needs to develop a set of evaluation criteria for the employees and staff of
Special Populations. This is called an internal review.
Think-aloud Protocols
Special Populations needs to use this method when it comes to individual
employees. Through this method, the employee discusses his or her
thoughts and reactions to issues and problems.
Evaluation Meetings
Needs evaluation meetings to bring employees together to review and
discuss the performance improvement plan. Conduct evaluation meetings
several times during the year to make revisions to the original draft.
Rapid Prototyping
Under this process, Special Populations needs to work on one component of
the performance improvement plan. This could be achieved through
analysis, design, development and implementation of one component of the
performance improvement plan. Develop support products to implement the
particular component. Once the support products have been developed, test
the component immediately with employees. Make the necessary revisions
and repeat this process for the other parts of the performance improvement
plan until it is completed.