The primary job of the intervention specialist is to research root causes of past, current, and possible performance gaps with the goal of closing those gaps. But the specialist will likely become involved with other phases of the process as well: the front-end needs analysis, solution design, development, implementation, and evaluation.
In some cases the specialist may find that the client has already completed some or most of these phases. At other times the specialist may be responsible for the entire process. Single interventions or combinations of them may be used, depending on the kinds and amounts of root causes that must be addressed.
Following are the key activities an intervention specialist may participate in:
If the performance problem is unknown, the specialist may assist the analyst in conducting a needs analysis.
Once the performance problem is specified, the specialist may assist the analyst in trying to determine the causes of the problem by looking at each part and classifying factors related to it.
If the problem has been identified based on thorough analysis, the specialist may then review the data to begin planning the design. The process requires identifying specific elements for each solution. Working with these specifications involves drawing on expertise in the areas of management consulting, organizational development, training and instructional design, and personnel management.
Given the specifications for the solution, the specialist may begin the process of actually putting together the intervention. The project may include gathering materials, drafting schedules, preparing activities, and so forth.
Once the solution has been designed, the specialist may be called on to help the change manager put it in place. Examples of solutions include providing training based on comprehensive guidelines, producing and disseminating job aids and other tools, or taking a leadership position in a program to improve quality or productivity.
Here are some of the competencies that are key to being a successful intervention specialist.
Interpreting performance information. This involves being able to draw practical meaning from the analysis data, and it also involves assisting other professionals who do so including performers, those who manage performers, and all others who have invested in the intervention process.
Selecting interventions. This requires picking the appropriate human performance improvement intervention to get at the underlying root causes, instead of the symptoms, of the performance gap.
Interpreting changes in performance. This entails predicting and examining the impact and results of interventions.
Assessing relationships between interventions. This requires analyzing the impact of various interventions on the organization's departments and the organization's relationship with clients, employees, suppliers, and distributors.
Identifying key business concerns. This involves the ability to locate information that is critical to business operations and apply it during the performance improvement intervention.
Implementing goals. This encompasses translating goals into effective action that will close current or potential performance gaps; it also involves being able to achieve goals despite obstacles such as scarce resources and conflicts regarding priorities.
Intervention specialists and other HPI professionals can develop their HPI competencies and skills by taking advantage of local and professional resources such as:
sharing information with others in the field
selecting a role model and emulating that person
engaging in short- or long-term projects with others in the field
taking courses or nondegree continuing education seminars at nearby colleges or universities
tapping into electronic or people networks
keeping up with professional reading of books, newsletters, journals, and periodicals
using self-teaching tools such as videotapes, audiotapes, software, and other multimedia-based learning materials
working with professional associations
An intervention specialist may be called on to draft or contribute to a proposal for intervention, which is a contract that spells out the specialist's plan of action. This plan is presented to the client as an agreement to proceed with the performance improvement project. It may be part of a plan or the initial piece of a more detailed plan to be submitted later.
The proposal provides a general outline and includes the following elements:
The performance requirement should be stated in terms that describe and compare the current performance level with organizational goals and expectations for performance and with the ideal or anticipated performance levels after the performance improvement intervention.
Along with describing the gap between real and ideal performance, include a succinct interpretation of why the performance gap exists. Some reasons may include: lack of knowledge or skill, poor aptitude, absence of incentives, or problem work environment. Performance variables that should be identified in the diagnosis include: mission or goal, systems design, capacity, motivation, and expertise.
In response to multifaceted performance problems, interventions should be multidimensional. State recommended interventions in terms specifying that they are based on: suitability to the organization's culture and heritage, project availability, design quality, proven effectiveness, cost, and anticipated benefits.
This should explain both the monetary and non-monetary performance value or gains in terms of the outcome of closing the gap between the current and required performance levels. Financial statements of benefits are based on an established performance value less costs of the performance improvement efforts. Pre-and postintervention benefits, costs, and values of performance should be compared to provide a full picture of the anticipated performance gains.
In some situations, the best way to facilitate the intervention process is by having two intervention specialists—one on staff inside the organization and one outside consultant. Alone, the internal specialist may have difficulty trying to effectively promote interventions within the organization. Often the internal specialist's recommendations are overlooked until they've been voiced by an external consultant.
The job of the external specialist is to advocate the solution and see it through to acceptance by decision makers. Inside the organization, the internal specialist, who has the advantage of knowing who to contact and how to get things done, acts as change agent and shepherds the project through the various channels and resource personnel. The problem for external consultants functioning as change agents is that they're perceived as owning the intervention, so once they leave, the impetus for making and continuing changes goes with them. As peoples' enthusiasm for the project wanes, so may their support and interest. Chances are the project and its effects will gradually come to an end.
A good partnership between the specialists ensures against failure of the project. This is especially important from the staff specialist's point of view since the job of working inside can be more challenging. Internal consultants are likely to have more hands-on dealings with people's reluctance to change and their resulting anger, frustration, and resentment. Often the internal specialist may be concerned that the organization takes for granted the skills and strengths required to deal with a difficult workforce during interventions.
Internal consultants may also see inequity in the fact that the external consultant's job seems much less stressful. After the external consultant makes a recommendation for an intervention and it's been accepted, it becomes the responsibility of the staff specialist to carry out the intervention and put it in place. Because of situations like this, it is crucial for the two specialists to cooperate and keep their working relationship strong.
From a project's outset, specialists should clarify their respective roles and responsibilities. Throughout the course of the project they should consult with and advise each other on how they're progressing toward project goals. They should stay up-to-date on each others' deadlines, results, procedures, and operations. They should also work together on the critical task of observing organizational politics to determine any potential effects on the project.
An important tip for both internal and external specialists is at the outset to quickly establish a place among the stakeholders. A specialist who is perceived as a part of the effort and the people involved with the project is much more likely to be accepted by the employees or performers, their managers, the top-level sponsor or sponsors, and others who will have influence on the process.
Be prepared and be visible. Understand what's required of you before you enter the scene—what skills, knowledge, abilities, and attributes you should possess. You'll want to be a familiar face in the workplace so others will feel comfortable approaching you. It's to your advantage to develop relationships with employees and managers. Remember, established relationships and trust will be of the utmost value later when resistance to change may pose a significant problem.
Other participants in the intervention phase may affect how the intervention specialist works. It's important to know where these other players fit in the process, how they may interact with each other and with you, and what roles they play. It will be useful to learn about:
Decision makers who have the final say-so to go ahead with the project, terminate it, completely revise it, or keep it on course; to endorse and over-see follow-up efforts; and to select and direct all resources. Some projects may require a decision-making body to report to a project director. The team would be composed of individuals from key areas of the organization, including operations and manufacturing, sales and marketing, customer service, and production support. In cases where an external consultant has been contracted to help with the intervention, the consultant should work closely with the project director.
Performers, employees, or users who will be at the receiving end of the project—the outcome of the intervention will have a direct impact on these individuals and their jobs. Others who will feel the indirect effect of the intervention while it is in progress or after it ends—included in this group may be employees in other divisions that are not directly involved with the target audience; vendors and suppliers; managers whose responsibilities do not include supervising members of the target audience; resource personnel whose support and assistance—either as subject matter experts or as providers of resource material and equipment— will contribute significantly to the success of the intervention.
Examples of their administrative and production support include the preparing and distributing of training materials, job aids, guidebooks and manuals, new policy or mission statements, as well as facilitating contact with technicians and other experts who will provide instruction for training and seminars or input in organizational development efforts, incentive and awards programs, change management, motivation initiatives, and strategic planning.
Organizational contacts who have a practical need to know about the progress of the intervention or who should be copied on communications at various points in the process.
Clients, customers, and key stakeholders who may not be directly involved with the intervention process but who will observe and experience some of its effects.
The key sponsor from senior management who has committed organizational support in the form of money and resources and has pledged to work toward the success of the project and toward maintaining its positive effects.
Interventions may be classified according to four main types:
This type of intervention is geared specifically toward improving the performance of individual employees. Ways to implement the intervention include training, career development, individual feedback, incentives, and rewards.
This focuses on improving group and team performance by using team building, organizational design, changes in organizational culture, feedback for groups, incentives, and rewards.
This category centers on coaching and managing the performance of both individuals and groups and involves recruiting and staffing efforts. Key areas are leadership, supervision, selection, and succession planning.
This concerns providing performance improvement tools and facilities, such as ergonomics, electronic resources, systems design, environmental design, job aids, and job or organizational design.
Interventions can be used to solve problems specific to:
the workplace
training efforts
business operations
performance improvement
Interventions may speak to a number of issues, including:
employee knowledge and skill levels
job expectations and feedback
business processes and time requirements
tools, resources, and technologies
Interventions may also be designed to concentrate on “transformational issues,” such as:
the leadership of an organization
the external workplace environment
the organization's culture
individual performance
organizational performance
the organization's mission and strategies
Or interventions may be used for “transactional” issues, such as:
business systems and structures
management practices
work atmosphere and motivation programs
individual needs and values
individual skills and performance
organizational performance
Interventions can be focused on particular aspects of the business. Some examples include:
Building the workforce—selection, hiring, and recruitment efforts.
Motivating workers—programs establishing goals, providing incentives, and granting rewards.
Developing and supplying support for workers— job aids, training programs, and performance feedback reports.
Improving the workplace—better workflow plans and upgraded equipment and greater accessibility to needed information and data.
Interventions may take place on various organizational levels—in an isolated section or throughout dozens of multinational firms with one parent company. The lowest-scale, entry-level intervention is within a unit, department, or division of an organization. Most interventions occur at this point where specific operations and processes may be observed. No other area of the organization is observed or analyzed, and only the perceived problems within the unit are addressed.
A step up involves looking at the organization as a whole. Larger issues such as policies, production levels, and product quality may be part of the analysis. Influences outside the organization are not taken into account because the focus is solely on the organization.
Higher on the scale are interventions to completely change corporate culture. This may involve several organizations and their customers within one network or system, such as a group of corporations whose operations are based on supplier or vendor relationships. The intervention should address concerns about organizational culture, delivery of goods and services, work input processes and results, corporate values, and particularly customer services. Analysis should center on the related organizations—both as individual entities and as they work with each other, the customer base, and current and planned markets.
There are various models for designing interventions; most include the following basic steps:
Plan the design project.
This involves selecting a diverse design team—if desired—according to specifications for covering a range of skills, knowledge, and special expertise. After the selection, planning includes providing the team with an introduction to the design project and an overview of its requirements.
Explain expected results.
The design team should have an opportunity to carefully examine all available project data to date. The team should have a clear understanding of what the organization expects the design project to deliver. It should have specifications on the scope of the project and all available resources and support.
Set and prioritize requirements.
The better the quality of the requirements, which form the basis of the intervention, the greater your chances of developing a successful intervention. To make sure you have a solid basis, gather input from a variety of stakeholders, which may include clients, managers, technical experts, and performers.
Decide on the intervention elements.
The project's designers should use the requirements to determine the components needed to develop a successful intervention. Each component or element should correspond to each requirement, beginning with the most important ones. Each component needs to address specific performance improvement situations.
Designers will find that the process of identifying components will require them to look past obvious elements such as training. They'll do well to consider a wider range of possibilities that may include changes to business operations and incentive programs, among other options.
Identify intervention details.
Decide on particular activities, events, processes, procedures, and needed resources. Be very specific so that everyone involved will have a clear understanding of the scope of the project and the exact specifications required to develop the intervention.
Plan commitment and approval.
In this last step of the process, it's important to know that final approval of the plan depends on how well it is documented. Mapping it out for the organization's decision makers may seem an arduous task, but it is all-important and deserves careful attention, fine-tuning, and a great deal of revision. This crucial effort will provide all the information decision makers need to decide the future of the project—whether the intervention requires further revision, how it will be developed, or whether it will be dropped.
A basic model for designing interventions involves gathering needs and context analysis data as well as information on stakeholders' expectations. The next step is to establish requirements for what the intervention should provide and accomplish, what it should cost, and how long it should take. Together these two steps form the basis for the design.
Next, the design team determines components of the intervention, and specifications and plans for each component. The final step is to document and submit the plan for approval.
Here is a step-by-step outline for the process:
Step 1: The design team examines the scope and goals of the project and locates available resources.
Step 2: The team looks over needs and context analysis data and gathers information on the expectations of all stakeholders—which may include employees or performers and their managers; senior management or clients with ultimate decision-making authority; technical and subject matter experts; labor and union representatives.
Step 3: The team then reviews all of the information available, paying special attention to factors that can have a significant negative impact on an intervention—such as, political difficulties, economic problems, and corporate culture issues. If the team decides that these factors do not pose a risk and the other data supports the need for the project, it will decide to go ahead.
Step 4: The team uses the analysis data to determine all requirements for what the intervention should do—for example, appeal to both union and management, exceed federal requirements, and be comprehensible to all employees. Other requirements concern what the intervention needs to operate successfully—for example, labor-management cooperation, employee involvement, and productivity assessment. Requirements for resources, time frame, and budget should also be decided.
Step 5: The team drafts, revises, and puts requirements in priority order, then begins working to fulfill the top-priority requirements.
Step 6: The team identifies components that address the requirements. For each component, it determines specifications, then drafts corresponding detailed plans setting out goals, work steps, responsibilities, and needed resources.
Step 7: The team writes up the final version of the plan and forwards it to top management for approval.
Step 8: If the plan is approved, the team begins developing the intervention sufficiently to start implementing it. It develops implementation guidelines and adheres to deadlines for establishing each component of the plan.
After the project receives approval, the work of developing the intervention begins. This phase involves converting specifications of the project into products that can be implemented. These may include instructional manuals, training supplies, job aids, and other materials.
Unlike the project's designers who work on the concept and overall planning, intervention developers engage in hands-on creation of the products needed to implement the intervention. In some cases, particularly if the design is intricate or still in a preliminary stage, designers and developers work together during part of the development process. Other times, when the project is fairly straightforward and specifications are clearly outlined, developers may proceed without the designers' assistance.
Here are some basic steps for the development phase:
Put together a development team. Teams work best for both design and development. Select individuals who have the necessary production skills and knowledge to prepare the materials. Remember that although designers are sometimes used in development efforts, it's usually better to assemble a group of production specialists to do this work. If there are many production jobs, consider outsourcing the work.
Map out the development effort in detail. Make a chart of the specific tasks and resources needed, along with a proposed schedule for starting and finishing each task. Submit these development plans for approval by the client or senior management.
Make models of the materials and test them. If the production effort will be extensive, and therefore costly, it would be wise to put together some prototypes or drafts of the intervention materials to see how well they'll work—before investing in expensive production and implementation efforts. Examples of prototypes could include a few finished pieces as well as storyboards, scripts, or outlines.
Test prototypes by submitting them for review by clients, managers, decision makers in the organization, and subject matter experts. You may also decide to run a pilot program in which the target audience has an opportunity to actually use the materials. Remember, the use of these models can provide important feedback to apply in revising the development plan before proceeding to full production.
Change the development plan based on this kind of feedback and preliminary evaluation efforts. These are enormously valuable steps to take to avoid costly production mistakes. By first testing the material, you'll be able to correct weak points in the intervention before producing the materials—and implementing the entire project.
Once you've taken care of all revisions to the development plan, production may begin. Steps will be taken to gather, put together, and prepare final materials for the intervention.
Starting off on the wrong foot can doom the project. Too often designers don't have a clear idea of what key decision makers expect of the project, don't have any background on solutions that were tried in the past, don't have an advocate or sponsor in the organization to support the project, and don't understand that they may not traverse boundaries the organization has placed around what they can do.
To avoid serious mistakes at the outset, intervention designers should seek information on:
how the organization defines the need for the intervention
who the organization has designated to be the sponsor for the project
what the sponsor expects and how he or she will demonstrate a strong commitment to the project
who else among upper management are stakeholders in the project and what results they expect of the intervention
what the project will cover and how much time it will take to complete
who the project will affect and what these people expect of the results
what kinds of similar interventions have taken place in the organization and what their outcomes were
what funds and resources are available to support the project
what kinds of limitations exist
what other issues—political, financial, cultural—that may influence the intervention
Ask about the target audience, the effect of the project on job performance, anticipated results with or without the project, location, and materials. Build your specific questions around the following checklist:
□ How many people will the intervention affect? Of this group, how many will be expected to incorporate the learning or changes directly into their performance?
□ How many others, aside from those directly affected, must be told that the intervention will be taking place?
□ How does the intervention affect performance—what kinds of jobs and how many will be affected?
□ What are the expected results of conducting the intervention?
□ What would happen to performance without the intervention?
□ If there would be negative results, how extensive would they be? Would it be possible to reverse the effect of such results?
□ Will the intervention project occur in more than one place? If so, are the sites near one another?
□ What kinds of equipment and tools are required for the project? Will they be simple or difficult to use?
You will also want to ask about available resource material and personnel, scheduled deadlines, available funds, needed equipment, procedures for requesting support. Frame your specific questions using this guideline checklist:
□ Is there a reliable count of how many people are willing to provide support for the project?
□ What kinds of skills and experience will each person bring to the project? What are their other commitments?
□ What is the time frame for the project and when are the most important deadlines? What are the possible repercussions of missing any deadlines?
□ What is the budget? How is the money divided among the phases and tasks? Are there any constraints on the budget or the way funds are planned to be spent?
□ How much and what kinds of data and information are currently available? Will access to the data be restricted? Has it been checked for accuracy?
□ What kinds of equipment, tools, and materials are accessible? What amounts of these resources are available for use? What channels must be used to obtain them?
You will also need information about restrictions on the use of resource materials and personnel, budget limitations, deadlines, laws and regulations, contracts, cultural issues, and expected reactions from the target audience. Use the following check-list of questions as a guideline for drafting questions tailored to your specific situation:
□ Will there be constraints on the use of resources and resource personnel?
□ At what points during the organization's business cycle will key contributors be unable to work on the project? What procedures and channels must be used to ask for their support?
□ What are the budget constraints for the various cost categories?
□ What is the schedule for deadlines? Are the dates organized so that tasks and events can be completed in sequence?
□ Are plans in place for complying with laws, government regulations, and legally binding agreements?
□ Do contracts and other documents mandate the use of specific language?
□ Are union employees restricted, under the terms of the union contract, regarding the kind of work they can do, the amount of hours they work, and the amount and kind of compensation they receive?
□ Is there an affirmative action program in place or any other organized effort requiring representation of specific groups?
□ Will safety or environmental regulations constrain any project activities?
□ Are there corporate procedures in place that dictate conduct regarding ways to contact individuals; how to lead meetings, when to schedule them, where to hold them; how to request information; how to disseminate printed matter?
□ What cultural factors must be addressed— what customs or preferences regarding the way people dress; the way they speak and the languages they use; how groups and individuals interact with each other; the schedule and site for project activities that involve interaction; the way results of the project should be presented?
□ What are the limitations on decisions about the intervention project? Which, if any, decisions have been made? Are there any acceptable alternatives or substitutes for these decisions?
□ What specifications does the decision-making process require?
□ How are people expected to respond to the project? Are they concerned about losing status, or losing the jobs themselves? Have there been similar projects in the past that may have created problems for some people?
Once an intervention has been selected, intervention specialists may assist the change manager with helping performers, managers, process owners, and other stakeholders to prepare to implement the intervention. Some tasks include:
assessing the organization's efforts to deal with the causes of the performance gap
developing solutions and strategies to address those causes
evaluating organizational changes—both internal and external—that could have an impact on the implementation
specifying and stressing each way the intervention can help the organization fulfill its needs, determine its goals and objectives, and carry out its mission
seeking out the organization's finest resources and talent to ensure a successful intervention
During the implementation, HPI professionals and intervention specialists regularly track the process to keep it focused on achieving the planned results. They look carefully for:
indications that the intervention is having an impact on what's causing the performance gaps
improvements that can be measured
evidence that the stakeholders have established ownership in the intervention, and whether that ownership should be increased
signs that organizational as well as external changes—such as changes in business operations, work environment, staffing and technology, and vendor relationships—are having an impact on the intervention
Effecting smooth implementation and seamless transitions during interventions requires the intervention specialist to possess the following competencies:
deciding which actions the organization should take in dealing with current and future causes of performance gaps
navigating the organizational channels and networks and getting messages through—and building those alliances and networks to boost productivity and performance
working with others to meet work, group, and individual goals
understanding the various interactions among individuals and groups and the outcomes of those interactions
helping others, such as employees and their managers, process owners, and stakeholders, to gain new perspectives on the intervention
Some potential impediments to putting the intervention in place include concerns that the activity is too difficult to understand or do, that individual contributions won't be visible, that results won't be apparent and may be delayed, that small riskfree trials won't be possible, or that current values and practices won't be addressed. The best way to tackle these obstacles is to identify each and develop one or more solutions specific to the concern or problem. Following are several examples of potential problems and how to handle them:
If a project-related task or activity is too difficult to comprehend, pinpoint what elements are causing the difficulty and try to simplify them. Use an introduction that gives a broad overview of the project. Make your points clearer by using visuals and concrete examples that are familiar to most people. Enlist the aid of someone in the group who knows how people in the target audience talk about things, the terminology they use, their views and attitudes.
If people feel they're required to expend too much energy and effort on the activity, show them— don't just tell them—that what they're being asked to do requires only a reasonable amount of work. Break each task down into simple steps, simplify the task itself, divide one task among several participants, or use equipment and job aids.
If individuals are concerned that the organization won't know about their contribution or participation, become their publicity agent and announce the names of everyone who was involved in the intervention. You may also recast tasks to make them visible or add tasks that are more appropriate for public display.
If people are concerned that the rewards are too slight, change the current recognition system or institute one that has the group's approval. Send an organization-wide announcement detailing the significance and value of the task. Or, change the task to make it more fulfilling.
If the concern is about waiting a long time for the outcome, measure results during the process and explain their significance. Or, focus on the rewarding aspects of the activity or task—and be sure to offer a great deal of reinforcement and assurance.
If they feel they can only participate by becoming involved in all aspects of the project rather than just one or two, reassure them that they're free to try a few components of the task or activity. Or, invite a group of people, who are particularly supportive of the project, to test it.
An effective intervention specialist must also be skilled in managing change. The reason for this is that performance improvement interventions disrupt the status quo because they usually require changes that have significant impact on the way the organization and the individual work. If these changes aren't handled carefully, the implementation may not succeed.
Expect many in the workforce to be reluctant to change, especially if the changes will directly affect performance. You can overcome this obstacle by soliciting help from other HPI professionals, senior management, and employees to enable the workforce to move beyond resisting to accepting the changes. To gain further insight on the change manager's role for HPI, refer to Info-line No. 9715, “The Role of the Performance Change Manager.”
One way the intervention specialist can assist in the change management process is to coordinate the intervention project. This is a plan or contract detailing how the change process is critical to the success of the intervention. Each plan should include:
a statement of goals
a corresponding statement of objectives
a list of project limitations and restrictions
a list of anticipated obstacles and problems
a chart of tasks to be accomplished
an explanation of key jobs and functions
the relationships between key players
Postintervention information can be a valuable resource for fine-tuning future efforts and for avoiding potentially costly mistakes. The data you collect now, to help you assess both your errors and achievements, will help you market your services later. Here are some tips for collecting information and using it to your advantage.
Gather facts and details about the success of the intervention from line managers and other decision makers who had hands-on involvement with the project. Use their input as a benchmark for gauging their satisfaction with the performance improvement project.
If you receive positive feedback, take advantage of it. Request that those internal customers contact the company newsletter to publish an article about your services.
Feature these satisfied clients at your next presentation and invite them to offer testimonials about your services.
Suggest that they talk with other line managers and decision makers about the products and services you provide.
Review data on unsuccessful projects to see if the intervention did not fit the performance problem, to learn from any errors and avoid similar ones later, and to determine whether your staff requires training to improve their skills.