Aug. 2, 2022( Smith) The Transition of Classes for a Flexib…

Performance Analysis Project: Part 1

The Transition of Classes for a Flexible Environment Susan Jean Smith EDCI 528 Summer, 2022 Purdue University

July 24, 2022

TRANSITION OF CLASSES FOR A FLEXIBLE ENVIRONMENT

Table of Contents

Performance System………………………………………………….3 Description of the Organization……………………………………3 Human Performance System Diagram…………………………….4 Performance Gaps…………………………………………………….4 Further Investigation………………………………………………….5 Planning for Change,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,8 References……………………………………………………………11 Appendix……………………………………………………………..12 and 13

Adapted from Training Ain’t Performance, pg. 30 by Stolovitch, H.D. &Keeps, E.J.(2004). Alexandria, VA: ASTD Press

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Performance System

Description of the Organization Small Hill Community College is a college located in the municipality of a city, in Indiana. This college serves several surrounding areas. Seventy percent of the faculty are adjunct professors. Thirty percent of the faulty are full-time. The college has been popular with new high school graduates, high school graduates, and professionals who want to increase their skills. In recent years, the enrollment numbers have been declining. At first, this was due to an economic recession and the college leadership waited for a better economy, to see an enrollment increase. What became more evident was that the “unhappiness,” of the whole college was the student body, who were already attending the college. The Board of Trustees decided to request a committee to view the situation and gather solutions. One major solution that was given included, a “transition to providing online and blended classes,” for student flexibility and needs. The resolution was to offer all core classes online and to continue to offer in-person classes, for a five-year time period. The college elected to use full-time faculty to move classes to an online format. The college used a large amount of funding to support the design and execute the online classes. When the fourth year of the program came, only 27% of the courses were updated to being online classes. Since the full-time faculty were to work on the transition of the classes to being online classes; the complete goals for full-time faculty were not being met. The team of educational technologists and the IT department responded by reaffirming that the faculty were not updated with sufficient technology skills or knowledge of how to teach online. The college worked on providing workshops for expounding technology skills. In addition, the college continued by expounding with online teaching demonstrations. The training evaluations showed results that now, the faculty was “unhappy,” with the technology training. The faculty saw the training as being sketchy and not scaffolded. However, the technology team did not feel that the majority of faculty were equipped to work on the process to transition classes to online classes. Only 30%, of those who took part in the workshops, tried to work on the online class transition process. Next, nearly half of those finished the transition. The Provost of the Small Hill Community College went to a conference that encompassed the “Innovation Theory,” (Rogers, 1995). As a result, the Provost of the college concluded that the majority of the faculty are moderate with changes. With this in mind, the Provost concurred with the technology team that skill faculty skill levels and attitudes of the faculty were hindrances to the technology acquisition. As a result, the Provost put in motion a comprehensive training design. With reflection on Small Hill Community College, HPT specialists were approached for online class innovation.

Adapted from Training Ain’t Performance, pg. 30 by Stolovitch, H.D. &Keeps, E.J.(2004). Alexandria, VA: ASTD Press

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Adapted from Training Ain’t Performance, pg. 30 by Stolovitch, H.D. &Keeps, E.J.(2004). Alexandria, VA: ASTD Press

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Key -Words used in the Diagram

ITT- Infrastructure Information Technology LMS- Learning Management System HPT- Human Performance Technology F2F- Face to Face IT- Information Technology Innovation Theory- A theory that seeks to expand on how, why, and at what rate upcoming ideas spread to be used (Rogers,1995). Performance Gaps The main performance topic is the enrollment of Small Hill Community College’s enrollment numbers have decreased in the last 10 years because of two reasons. First, there has been an economic recession. Secondly, students have a need for online classes, which Small Hill Community College needs to offer, to be competitive. The second performance gap is that faculty members are behind on transitioning from regular classes to online classes. The college spent a large amount of money on designing the necessary technology framework. After four years, the faculty only had nearly 27 % of the courses transformed to being online classes. The organization of the workshops created a pain point for faculty because the pieces of training were not user-friendly. The information at the workshops was considered superficial, at best. Training evaluations proved that faculty members were “unhappy.” The information at the workshops explained the foundations of technology, the internet, and online information processing. Even though IT believed that these aspects were important enough to keep in their workshops. The IT team summarized that the faculty were not technology knowledgeable and that they were not ready to continue to advance topics. A follow- up survey proved that only 30% of those who attended the workshops started to transform the regular courses into online courses. Moreover, only half of the 30% finished the transition. The faculty concluded with the Human Performance Technology Specialist that what they really need is the opportunity to have their own online training, chat, or hotline. This would help faculty with the time that is available outside of teaching, itself. That is because really, faculty members are already busy teaching. They need to have information at their fingertips, and develop flexibility in their own schedules, for the different levels that they are at. This part of the performance gap is shown in Table 1.

Adapted from Training Ain’t Performance, pg. 30 by Stolovitch, H.D. &Keeps, E.J.(2004). Alexandria, VA: ASTD Press

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TABLE ONE Description The gap between Infrastructure Information Technology Training and superficial information in the workshop, for faculty…

Actual State Only 15% of the faculty completed the transition from regular classes to online classes. Evaluation surveys showed that faculty members are unhappy with the type of training they are receiving, to transition from regular classes to online classes.

Desired State According to the Provost, a more would be designed. The faculty want all of the courses to be put online. They want pieces of training to be available. Faculty want to support that is personable and obtainable. wide- scaled training

Possible Root Causes The faculty were unhappy with the superficial information given at the IT Department workshops. The faculty did not appreciate the technology team’s training techniques. Lack of online courses with videos to reply seeing techniques, online chat with technology technicians, and a technology hotline for answering questions.

Type or Cause

Performance Gap The decision was to transition all core classes online in five years by the college. In year 4, only 27% of the courses were transformed into online classes. Faculty needed training for creating online classes to be flexible, informative, and resourceful at a proficient level for themselves. They wanted online training modules. The faculty did not benefit from the superficial information provided within the technology team workshops.

based on Gilbert’s Behavior Engineering Model Information

Knowledge/ skills

Resources

Motivation

Adapted from Training Ain’t Performance, pg. 30 by Stolovitch, H.D. &Keeps, E.J.(2004). Alexandria, VA: ASTD Press

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Further Investigation

More research is needed based on the previous performance gaps mentioned. Techniques to overcome barriers to success need to be identified. Proposing solutions, and any performance interventions will be included in Table 2. Performance Gap Technique/tool for further investigation Information I hope to learn Existing Training Procedures The faculty did not benefit from the superficial information provided within the technology team workshops. Training evaluation surveys showed that faculty were “unhappy.” Results showed the faculty as not see the basic information in the pieces of training helping out. - What kind of survey was given - What kind of basic information was being taught at the IT pieces of training and how did it help faculty? - What do faculty really need to

know to actually create an online course?

The provost did not support an online training program to help faculty- to learn about creating online classes

HPT specialists asked the faculty members about what kind of support they needed.

Why was the Provost thinking that the IT team training methods were adequate enough for the faculty? Why did the department heads at the college didn’t believe in online training? What was the Provost’s belief about online training for the faculty? What other demands were faculty faced with or what techniques to create an online class did they not understand?

In year 4, only 27% of the courses were transformed into online classes.

The technology team offered a course support service. Infrastructure was created.

Adapted from Training Ain’t Performance, pg. 30 by Stolovitch, H.D. &Keeps, E.J.(2004). Alexandria, VA: ASTD Press

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Performance Gap

Technique/tool for further investigation Maybe, viewing how other colleges provide training, with online training modules. Look at the success rates for using online training modules, for faculty, at other colleges. Find research articles about this topic…

Information I hope to learn Why do online training modules work for employees? How does providing online chats or an answer hotline make a difference, for faculty in learning how in transferring courses to online courses? What training videos are available to view for transferring courses to online courses? Would these work at Small Hill Community College?

Faculty needed training for creating online classes to be flexible,

informative, and resourceful at a

proficient level for themselves. They wanted online training modules. The tech team is too small and always busy to answer questions.

Adapted from Training Ain’t Performance, pg. 30 by Stolovitch, H.D. &Keeps, E.J.(2004). Alexandria, VA: ASTD Press the support that they needed? It was a different viewpoint than what the Provost noted. The faculty did not see the support from department heads and it was evident. The fault was with both attitudes of the faculty and the department heads. The innovation theory could have used for both the department heads, as well as the faculty. The Provost just did not see using the theory for both parties. Planning for Change Active people who work regularly, in a work setting, set their priorities. Deadlines are enforced by bosses. It was good that Small Hill Community College decided to make a transition of all core classes to online classes within five years. It might be that the full-time faculty did not seem to have enough time to transfer the core classes to online classes. However, only letting the full-time faculty do this might be a barrier in itself. Maybe it would be just better to let the part- time instructors help, to meet a deadline. The Provost was viewing the Innovation Theory (Rogers, 1995). With this theory, he identified the following; • The diffusion of innovations theory examines the method and speed at which new ideas, practices, or products spread in a set of people. • The roles of people in the theory are innovators, early adopters, early majority, late majority, and laggards. • In marketing, this diffusion of innovations theory is often applied, to help understand and promote a way of doing something. • This application of the theory usually views people who are efficient. How was this theory different than what the faculty members ended up saying about

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Table 3 Central Plan for Change: Barriers and Supporters

Key Players

The rationale for including a process to change They claimed that the faculty did not have sufficient technical skills and how to teach online.

Potential ways to leverage support The team felt that the workshops were significant and that it wouldn’t help to drop the workshops. The team did not feel that the faculty were ready to move to higher-level skills or subjects. Plan to change- Have workshop evaluations of the skill levels of the faculty members. Provide the support that the faculty members need and be available to answer questions of the faculty members, who are in the workshop. Take interest in the faculty members’ needs by providing PowerPoint presentations and a question & answer session about pieces of training Update the Provost about positive training results. Ways to gain the support needed- 1) Ask for a complete online training module that is time flexible, which really does show what to do in order to create an online class, 2) Ask for an online chat or a hotline from IT to answer questions

Team of Educational Technologists and the IT Department

Faculty Members

The faculty members wanted extra support and encouragement from the administration. The faculty members needed to visible support resources that they could use, at their fingertips, for the “know- hows,” to convert main courses to online courses.

Adapted from Training Ain’t Performance, pg. 30 by Stolovitch, H.D. &Keeps, E.J.(2004). Alexandria, VA: ASTD Press

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Key Players

The rationale for including a process to change

Potential ways to leverage support when working on an application. Develop a faculty training committee. Invite key members to solve training faculty issues. Set a deadline to solve each problem and see the positive results. Look at all viewpoints. The Innovation Theory may be used. However, look in the mirror and see how it can be used for the Provost and the Department Heads, as well. My Statement - Being an HPT specialist, you can reform and reconstruct school training processes. The skills needed include: 1) Demonstrate deep knowledge about the subject, 2) Analyze critical judgment, 3) Provide a collection of information; and 4) Learn to ask the right questions to the right people; and 5) Give evidence that leads to a conclusion.

Department Heads/ Provost

What we use to do will not work anymore. Too much has changed. Students are going to online training. We need to even evaluate the way we train our faculty and prove that what we are doing works.

HPT specialist

Being an effective problem solver, the HPT specialist can work on question techniques to ask the right questions for each group of supports or people who are barriers to the whole goal of transferring all core courses online. The HPT specialist got to the root of the problem. The faculty expressed their preferences for Face to Face. However, the faculty ended up having a resolution of needing the flexibility of online classes. They ended up fully supporting the development of online courses with the right support and resources from the administration of Small Hill Community College.

Adapted from Training Ain’t Performance, pg. 30 by Stolovitch, H.D. &Keeps, E.J.(2004). Alexandria, VA: ASTD Press

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Reference

https://sk.sagepub.com/books/the-school-improvement-specialist-field-guide Halton, C. (2022, February 8). What is the diffusion of innovations theory? Investopedia. Retrieved August 2, 2022, from https://www.investopedia.com/terms/d/diffusion-of- innovations-theory.asp Stolovitch, H. D., & Keeps, E. J. (2004). Training Ain't Performance . ASTD Press. https://www.vectorsolutions.com/resources/blogs/human-performance-improvement-hpi-basics- gilberts-behavioral-engineering-model-bem/

Adapted from Training Ain’t Performance, pg. 30 by Stolovitch, H.D. &Keeps, E.J.(2004). Alexandria, VA: ASTD Press

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Appendix

Grading Guidelines

Checklist Make sure the following

Required for full points

Points

Feedback

is included

Describe Performance System □ Case description □ Diagram

A brief but clear description of the organization is provided. A Diagram of the performance system highlights important components of the system, relevant to this analysis. All components are utilized (behaviors, resources, incentives, culture, job demand, etc.) A written explanation is provided for each element or factor shown in the diagram.

Identification of Drivers and Performance Gaps □ Higher issue identified □ Template (section 2) completed

The higher-level issue is

clearly described

Desired and actual states are given for each

Gaps can be observed, measured, or determined by asking factual questions.

Plausible root cause(s)

are identified.

Type for each root cause is correctly categorized according to Gilbert’s Behavioral Engineering Model investigation” is for each performance gap is appropriate to context and gap. “What you hope to learn” is related to gap and can be learned from technique used. “Technique for further

Continued

Investigation

□ Template (section 3) completed

Adapted from Training Ain’t Performance, pg. 30 by Stolovitch, H.D. &Keeps, E.J.(2004). Alexandria, VA: ASTD Press

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Checklist Make sure the following

Required for full points

Points

Feedback

is included

Potential Supporters and Barriers to Change □ Template (section 4) completed □ Rationale, citing sources, completed either within template or in a separate statement.

Key players are identified and an appropriate rationale is given for each player/group. A rationale

should be based on an understanding of the performance system.

The rationale is supported by cited readings. For each key player/group, ways to leverage support OR ways to gather additional information about this are identified. The Paper is professionally prepared writing style is clear. Paper meets length requirements and citations are in APA 7 th Edition formatting.

Writing

Total

/70

Adapted from Training Ain’t Performance, pg. 30 by Stolovitch, H.D. &Keeps, E.J.(2004). Alexandria, VA: ASTD Press

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Adapted from Training Ain’t Performance, pg. 30 by Stolovitch, H.D. &Keeps, E.J.(2004). Alexandria, VA: ASTD Press

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Appendix

Adapted from Training Ain’t Performance, pg. 30 by Stolovitch, H.D. &Keeps, E.J.(2004). Alexandria, VA: ASTD Press

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Adapted from Training Ain’t Performance, pg. 30 by Stolovitch, H.D. &Keeps, E.J.(2004). Alexandria, VA: ASTD Press

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Adapted from Training Ain’t Performance, pg. 30 by Stolovitch, H.D. &Keeps, E.J.(2004). Alexandria, VA: ASTD Press

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Adapted from Training Ain’t Performance, pg. 30 by Stolovitch, H.D. &Keeps, E.J.(2004). Alexandria, VA: ASTD Press

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Adapted from Training Ain’t Performance, pg. 30 by Stolovitch, H.D. &Keeps, E.J.(2004). Alexandria, VA: ASTD Press

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Adapted from Training Ain’t Performance, pg. 30 by Stolovitch, H.D. &Keeps, E.J.(2004). Alexandria, VA: ASTD Press

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Adapted from Training Ain’t Performance, pg. 30 by Stolovitch, H.D. &Keeps, E.J.(2004). Alexandria, VA: ASTD Press

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Adapted from Training Ain’t Performance, pg. 30 by Stolovitch, H.D. &Keeps, E.J.(2004). Alexandria, VA: ASTD Press

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Adapted from Training Ain’t Performance, pg. 30 by Stolovitch, H.D. &Keeps, E.J.(2004). Alexandria, VA: ASTD Press

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Adapted from Training Ain’t Performance, pg. 30 by Stolovitch, H.D. &Keeps, E.J.(2004). Alexandria, VA: ASTD Press

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Adapted from Training Ain’t Performance, pg. 30 by Stolovitch, H.D. &Keeps, E.J.(2004). Alexandria, VA: ASTD Press

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Adapted from Training Ain’t Performance, pg. 30 by Stolovitch, H.D. &Keeps, E.J.(2004). Alexandria, VA: ASTD Press

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Adapted from Training Ain’t Performance, pg. 30 by Stolovitch, H.D. &Keeps, E.J.(2004). Alexandria, VA: ASTD Press

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Adapted from Training Ain’t Performance, pg. 30 by Stolovitch, H.D. &Keeps, E.J.(2004). Alexandria, VA: ASTD Press

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Adapted from Training Ain’t Performance, pg. 30 by Stolovitch, H.D. &Keeps, E.J.(2004). Alexandria, VA: ASTD Press

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Adapted from Training Ain’t Performance, pg. 30 by Stolovitch, H.D. &Keeps, E.J.(2004). Alexandria, VA: ASTD Press

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Adapted from Training Ain’t Performance, pg. 30 by Stolovitch, H.D. &Keeps, E.J.(2004). Alexandria, VA: ASTD Press

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Adapted from Training Ain’t Performance, pg. 30 by Stolovitch, H.D. &Keeps, E.J.(2004). Alexandria, VA: ASTD Press

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Adapted from Training Ain’t Performance, pg. 30 by Stolovitch, H.D. &Keeps, E.J.(2004). Alexandria, VA: ASTD Press

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Adapted from Training Ain’t Performance, pg. 30 by Stolovitch, H.D. &Keeps, E.J.(2004). Alexandria, VA: ASTD Press

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Adapted from Training Ain’t Performance, pg. 30 by Stolovitch, H.D. &Keeps, E.J.(2004). Alexandria, VA: ASTD Press

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Adapted from Training Ain’t Performance, pg. 30 by Stolovitch, H.D. &Keeps, E.J.(2004). Alexandria, VA: ASTD Press

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Adapted from Training Ain’t Performance, pg. 30 by Stolovitch, H.D. &Keeps, E.J.(2004). Alexandria, VA: ASTD Press

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Adapted from Training Ain’t Performance, pg. 30 by Stolovitch, H.D. &Keeps, E.J.(2004). Alexandria, VA: ASTD Press

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Adapted from Training Ain’t Performance, pg. 30 by Stolovitch, H.D. &Keeps, E.J.(2004). Alexandria, VA: ASTD Press

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Adapted from Training Ain’t Performance, pg. 30 by Stolovitch, H.D. &Keeps, E.J.(2004). Alexandria, VA: ASTD Press

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Adapted from Training Ain’t Performance, pg. 30 by Stolovitch, H.D. &Keeps, E.J.(2004). Alexandria, VA: ASTD Press

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Adapted from Training Ain’t Performance, pg. 30 by Stolovitch, H.D. &Keeps, E.J.(2004). Alexandria, VA: ASTD Press

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Adapted from Training Ain’t Performance, pg. 30 by Stolovitch, H.D. &Keeps, E.J.(2004). Alexandria, VA: ASTD Press

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Adapted from Training Ain’t Performance, pg. 30 by Stolovitch, H.D. &Keeps, E.J.(2004). Alexandria, VA: ASTD Press

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Adapted from Training Ain’t Performance, pg. 30 by Stolovitch, H.D. &Keeps, E.J.(2004). Alexandria, VA: ASTD Press

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Adapted from Training Ain’t Performance, pg. 30 by Stolovitch, H.D. &Keeps, E.J.(2004). Alexandria, VA: ASTD Press

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Adapted from Training Ain’t Performance, pg. 30 by Stolovitch, H.D. &Keeps, E.J.(2004). Alexandria, VA: ASTD Press

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Adapted from Training Ain’t Performance, pg. 30 by Stolovitch, H.D. &Keeps, E.J.(2004). Alexandria, VA: ASTD Press

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IIT- Infrastructure Information Technology, LMS

Adapted from Training Ain’t Performance, pg. 30 by Stolovitch, H.D. &Keeps, E.J.(2004). Alexandria, VA: ASTD Press

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Adapted from Training Ain’t Performance, pg. 30 by Stolovitch, H.D. &Keeps, E.J.(2004). Alexandria, VA: ASTD Press

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Adapted from Training Ain’t Performance, pg. 30 by Stolovitch, H.D. &Keeps, E.J.(2004). Alexandria, VA: ASTD Press

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Adapted from Training Ain’t Performance, pg. 30 by Stolovitch, H.D. &Keeps, E.J.(2004). Alexandria, VA: ASTD Press

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Performance System

Adapted from Training Ain’t Performance, pg. 30 by Stolovitch, H.D. &Keeps, E.J.(2004). Alexandria, VA: ASTD Press

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Adapted from Training Ain’t Performance, pg. 30 by Stolovitch, H.D. &Keeps, E.J.(2004). Alexandria, VA: ASTD Press

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Adapted from Training Ain’t Performance, pg. 30 by Stolovitch, H.D. &Keeps, E.J.(2004). Alexandria, VA: ASTD Press

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Adapted from Training Ain’t Performance, pg. 30 by Stolovitch, H.D. &Keeps, E.J.(2004). Alexandria, VA: ASTD Press

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Adapted from Training Ain’t Performance, pg. 30 by Stolovitch, H.D. &Keeps, E.J.(2004). Alexandria, VA: ASTD Press

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Adapted from Training Ain’t Performance, pg. 30 by Stolovitch, H.D. &Keeps, E.J.(2004). Alexandria, VA: ASTD Press

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Keywords : [Click here to add keywords.]

Adapted from Training Ain’t Performance, pg. 30 by Stolovitch, H.D. &Keeps, E.J.(2004). Alexandria, VA: ASTD Press

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[Title Here, up to 12 Words, on One to Two Lines] [The body of your paper uses a half-inch first line indent and is double-spaced. APA style provides for up to five heading levels, shown in the paragraphs that follow. Note that the word Introduction should not be used as an initial heading, as it’s assumed that your paper begins with an introduction.] [Heading 1] [The first two heading levels get their own paragraph, as shown here. Headings 3, 4, and 5 are run-in headings used at the beginning of the paragraph.] [Heading 2] 1 [To add a table of contents (TOC), apply the appropriate heading style to just the heading text at the start of a paragraph and it will show up in your TOC. To do this, select the text for your heading. Then, on the Home tab, in the Styles gallery, click the style you need.] [Heading 3]. [Include a period at the end of a run-in heading. Note that you can include consecutive paragraphs with their own headings, where appropriate.] [Heading 4]. [When using headings, don’t skip levels. If you need a heading 3, 4, or 5 with no text following it before the next heading, just add a period at the end of the heading and then start a new paragraph for the subheading and its text.] (Last Name, Year) [Heading 5]. [Like all sections of your paper, references start on their own page. The references page that follows is created using the Citations & Bibliography feature, available on the References tab. This feature includes a style option that formats your references for APA 6th Edition. You

Adapted from Training Ain’t Performance, pg. 30 by Stolovitch, H.D. &Keeps, E.J.(2004). Alexandria, VA: ASTD Press

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can also use this feature to add in-text citations that are linked to your source, such as those shown at the end of this paragraph and the preceding paragraph. To customize a citation, right- click it and then click Edit Citation.] (Last Name, Year)

Adapted from Training Ain’t Performance, pg. 30 by Stolovitch, H.D. &Keeps, E.J.(2004). Alexandria, VA: ASTD Press

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References Last Name, F. M. (Year). Article Title. Journal Title , Pages From - To. Last Name, F. M. (Year). Book Title. City Name: Publisher Name.

Adapted from Training Ain’t Performance, pg. 30 by Stolovitch, H.D. &Keeps, E.J.(2004). Alexandria, VA: ASTD Press

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Footnotes 1 [Add footnotes, if any, on their own page following references. For APA formatting requirements, it’s easy to just type your own footnote references and notes. To format a footnote reference, select the number and then, on the Home tab, in the Styles gallery, click Footnote Reference. The body of a footnote, such as this example, uses the Normal text style. (Note: If you delete this sample footnote, don’t forget to delete its in-text reference as well. That’s at the end of the sample Heading 2 paragraph on the first page of body content in this template.) ]

Adapted from Training Ain’t Performance, pg. 30 by Stolovitch, H.D. &Keeps, E.J.(2004). Alexandria, VA: ASTD Press

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Tables

Table 1 [Table Title] Column Head

Column Head

Row Head Row Head Row Head Row Head Row Head Row Head

123 456 789 123 456 789

123 456 789 123 456

789 Note : [Place all tables for your paper in a tables section, following references (and, if applicable, footnotes). Start a new page for each table, include a table number and table title for each, as shown on this page. All explanatory text appears in a table note that follows the table, such as this one. Use the Table/Figure style, available on the Home tab, in the Styles gallery, to get the spacing between table and note. Tables in APA format can use single or 1.5 line spacing. Include a heading for every row and column, even if the content seems obvious. A default table style has been setup for this template that fits APA guidelines. To insert a table, on the Insert tab, click Table.]

Adapted from Training Ain’t Performance, pg. 30 by Stolovitch, H.D. &Keeps, E.J.(2004). Alexandria, VA: ASTD Press

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Figures title:

Category 1

Category 2

Category 3

Category 4

Series 1 Series 2 Series 3

Figure 1 . [Include all figures in their own section, following references (and footnotes and tables, if applicable). Include a numbered caption for each figure. Use the Table/Figure style for easy spacing between figure and caption.] For more information about all elements of APA formatting, please consult the APA Style Manual, 6th Edition .

Adapted from Training Ain’t Performance, pg. 30 by Stolovitch, H.D. &Keeps, E.J.(2004). Alexandria, VA: ASTD Press

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