Anthony Marker

Study of faculty responses to a proposed shift toward evidence‑based instructional practices across STEM departments. Using faculty input from departmental meetings, the authors identified 18 barrier and 15 driver categories, showing that time constraints, instructional challenges, and loss of autonomy commonly hinder change, while collaboration and building on current practice support it. Results underscore tailoring strategies to departmental context and leveraging drivers—not only removing barriers—to catalyze sustained reform.

Proposes a spiral framework for human performance improvement that better reflects iterative, expert practice in messy real‑world contexts than linear HPT models. The spiral view helps practitioners visualize cycling through analysis, design, development, implementation, and evaluation as understanding evolves, enabling more adaptive discussions and decisions without prescribing a single rigid sequence.

Factor‑analytic study of survey data on professionals’ views of adopting green building (including LEED). Findings indicate some change attributes (e.g., difficulty of transition) strongly influence adoption, others interact to shape uptake, and perceived value matters significantly. The paper offers implications for HPI practitioners managing change in green building and more broadly in organizational change initiatives.

A forum piece capturing perspectives from several organizational science scholars on educational technology and workplace performance. Marker’s contribution reflects on consumer manipulation and organizational behavior in the context of improving performance.

Argues that organizational sustainability requires leaders and employees to act with practical wisdom—exercising sound judgment under uncertainty. Synthesizes perspectives on wisdom and neuroscience, then translates them for HPT practitioners with suggestions for cultivating wiser decision‑making to improve long‑term organizational outcomes.

Evaluation of how leaders in a nonprofit health insurer responded to annual engagement survey results. The study explores what leaders actually did with the data and their perceptions of survey usefulness, offering recommendations to maximize survey value as a catalyst for organizational change and performance improvement.

A survey of 185 employers examined the skills expected of entry‑level instructional designers and how new hires meet those expectations. Over half expected competence across 22 common ADDIE activities; however, many reported entry‑level IDs performed below expectations or needed substantial assistance. The paper discusses implications for graduate preparation and workplace onboarding.

Proposes the Six‑P framework—Perception, Potential, Practice, Profit, Planet, People—to broaden how HPI practitioners plan and evaluate organizational value beyond finances, integrating social and environmental impacts. The framework offers guiding questions and measures to embed sustainability into performance improvement efforts.

Introduces the Synchronized Analysis Model (SAM), integrating Gilbert’s Behavior Engineering Model with multi‑level environmental analysis frameworks to help practitioners connect cause analysis with organizational‑level data. SAM aims to produce a coherent guide to action when resolving performance problems that span individual, process, and organizational layers.

Using a three‑round Delphi process with experts, the study generated 100 research questions across 10 categories for the HPT field, prioritized categories, and rated question importance, providing an agenda to guide future research.

With N=63 participants, the study compared a computer‑based lesson with and without learner‑generated topic headings. Creating headings improved structural knowledge (organization of concepts) but reduced cued recall of facts. A Pathfinder‑based scoring showed sorting and rating tasks were differentially sensitive to linear vs. non‑linear knowledge structures. Implications for assessing structural knowledge are discussed.

Replicating Klein’s 2002 review, this content analysis examined PIQ articles from 2001–2005. Results showed a marked increase in empirical research (over half of PIQ articles) and called for clearer evaluation levels for non‑instructional interventions and more refined research questions for the field.