REVITALIZING AN ISPI CHAPTER USING THE PERFORMANCE IMPROVEMENT/HPT MODEL: PERFORMANCE ANALYSIS AND INTERVENTION RECOMMENDATIONS
This article is the first in a three-part series that explores the performance improvement project for the Gulf Coast chapter of the International Society for Performance Improvement (ISPI), which was conducted to investigate the reasons behind the chapter's inability to fulfill its mission of creating an ISPI chapter for performance improvement students and practitioners. The series is organized by phases in the Performance Improvement/Human Performance Technology (Van Tiem et al., 2012) model. This first article covers the problem identification, performance analysis, and intervention recommendation phases. The second article will focus on the intervention design, development, and implementation, and the final article will examine the evaluation results.
We conducted a rigorous performance analysis to identify the desired and current performance states, gaps, and root causes. This mixed methods study used extant data analysis and interviews to determine the current and desired states, performance gaps, and root causes. An online survey was used to help identify appropriate interventions. The analysis results revealed performance gaps associated with strategic planning, staffing, communications, programming, and membership. The root cause analysis results revealed a lack of vision, lack of motivation, insufficient buy-in, and ineffective planning. We proposed two intervention sets: organizational design interventions and organizational development interventions. This article provides valuable insights for performance improvement practitioners aiming to address the challenges of enhancing performance within distinct organizational environments, such as a professional organization chapter.
INTRODUCTION
Professional organizations play a crucial role in fostering the growth and development of their members and respective fields. They provide a platform for networking, knowledge sharing, professional development, and collaboration among practitioners (Githens, 2009). Nonetheless, several factors can hinder the success of these organizations, such as a lack of clear vision, limited resources and support, and ineffective communication and engagement with members (Associations Now, 2021; Walton, 2017; Whitney & Gale, 2015).
The Gulf Coast ISPI chapter, established in September 2018 as an affiliate chapter of the International Society for Performance Improvement (ISPI), faced many of these challenges (MacBain, 2023). Despite the efforts of its founding team, the chapter did not achieve its mission, serving as a prime example of the complex issues that can arise in such organizations. The chapter's board members wanted to identify the underlying causes of the current situation and determine potential next steps. This article explores the use of the Performance Improvement/Human Performance Technology (PI/HPT) model (Van Tiem et al., 2012) to complete a dissertation in practice to determine if the chapter should dissolve and, if not, what steps would be required to make it viable. The process began with defining the problem of practice, which Perry et al. (2020) define as a complex organizational problem that is systemic, evidence-based, actionable, and aligned with the organization’s vision. Solving the problem would make a significant difference in the organization. In the context of this study, the problem of practice was that the Gulf Coast ISPI chapter did not achieve its mission to provide a practice-focused community for aspiring and practicing PI and instructional design professionals. The key stakeholders wanted to ascertain the root causes of the chapter’s difficulties and determine potential next steps. This study investigated the following research questions aligned with the PI process:
What is the chapter's desired performance?
What is the chapter's actual performance?
What gaps exist between the chapter’s actual and desired performance?
What are the root causes of the chapter’s identified gaps in performance?
By systematically examining the chapter’s desired and current states, performance gaps, and root causes, this study significantly contributes to the limited body of research on applying PI methodologies in nontraditional organizational settings. The findings offer valuable insights for PI practitioners and chapter leaders, potentially revolutionizing the way struggling organizations are revitalized and performance is improved. This research equips the reader with actionable knowledge, empowering them to make informed decisions in their professional practice.
LITERATURE REVIEW
Addressing the research questions began with an in-depth review of the literature and case studies pertaining to professional organizations and chapters, successful organizational characteristics, and the challenges of undertaking a PI project within a small, volunteer-based chapter. The review was conducted using the EBSCO, ProQuest, ERIC, Wiley, and Springer academic libraries, and ISPI’s Performance Improvement Journal and Performance Improvement Quarterly. The keywords included professional organizations, performance improvement, human performance technology, nonprofit organizations, successful professional organizations, characteristics of sustainable professional organizations, and revitalized professional organizations.
PROFESSIONAL ORGANIZATIONS
Professional organizations are member-based nonprofits that provide various benefits to their members (Rusaw, 1995). These organizations include professional associations, organizations, societies, and trade associations. Membership in a professional organization provides a pathway for professional development, connecting with a professional community, obtaining new ideas for practice, and career advancement (Githens, 2009). Research by Wiessner et al. (2008) revealed that participation in a professional organization chapter enhances relational connections, enhances networking, and improves professional growth. However, these chapters face unique challenges in achieving their mission, including limited resources, volunteer capacity, lack of planning, and ineffective leadership (Githens et al., 2008; Wiessner et al., 2008).
The success of professional organizations, particularly at the chapter level, is influenced by a complex interplay of factors related to vision and mission, leadership, member engagement, and organizational capacity (Berman, 2006). Githens (2009) highlights the importance of effective leadership and a clear vision in fostering a collaborative community within professional organizations. Leaders must be able to articulate a compelling purpose and direction for the organization, aligning the efforts of members and stakeholders toward a common goal. Githens et al. (2008) conducted a study examining a small chapter of a professional organization that was on the brink of dissolution. Their findings indicated that the primary issue was a lack of a clear vision, failure to conduct strategic planning, and a lack of goals and objectives.
According to Whitney and Gale (2015), a successful professional organization has a mission and vision, effective leadership, a strategic plan, and the resources needed to achieve its mission. Their research focused on the Organization of Nurse Leaders of Massachusetts and Rhode Island chapter and aimed to determine the factors that led to the chapter’s success. Their findings revealed that strategic planning, a committed board of directors, regular evaluations, and remaining member-focused were the primary elements of their success.
Successful organizations have a compelling value proposition (Rossell et al., 2022). Establishing and communicating value begins with identifying members’ desires. Sanner (2019) argued that providing value is critical for mission achievement. Building a member-focused culture, establishing a recruitment and retention plan, conducting regular evaluations, and planning programs based on members’ desires are essential elements of a value proposition. The value proposition must be communicated using a multi-prong strategy, including social media, direct email, event promotion, and regular programs (Rossell et al., 2022; Sanner, 2019).
Chapters often face challenges in terms of limited resources and volunteer capacity (Associations Now, 2021; Walton, 2017). McElyea and Van Tiem (2008) note that the literature has received limited attention to the application of performance improvement methodologies in smaller organizational settings, such as regional professional organization chapters. This study aims to address this gap by demonstrating the use of the PI/HPT model in identifying and addressing performance gaps within a struggling chapter.
MEMBERSHIP MOTIVATIONAL FACTORS
The decision to join a professional organization is often related to the perceived benefits associated with membership (Burke & Barron, 2014; De Janasz & Forret, 2007; Morrison, 2002). Researchers argue that tangible and intangible benefits motivate individuals to join and participate in professional organizations (McElyea & Van Tiem, 2008; Noxon, 2011; Petersen et al., 2017; Rossell et al., 2022; Walsh & Daddario, 2015). The most desired benefits include (a) social relationships, (b) personal and professional support from peers, (c) professional development opportunities, (d) access to resources, (e) events, (f) networking opportunities, and (g) a sense of belonging and inclusion. Given the Gulf Coast ISPI chapter’s desire to reach a diverse audience, understanding the motivations and desired benefits was crucial to resolving the problem.
Van Tiem and Rosenzweig (2008) conducted a study of global ISPI membership to identify the most valuable membership benefits. The results revealed that the members valued many of the same benefits reflected in the literature: networking, conferences, relationships, collaborations, and local chapters. The data showed that the participants valued their local chapters because they provided a professional community, peer support, relationships, learning and educational opportunities for novice practitioners, and life-long learning opportunities for experienced practitioners. Van Tiem and Rosenzweig’s (2008) study provided evidence-based support for a practice-oriented PI chapter that provides its members with a professional community, connections, networking opportunities, social activities, and events.
PERFORMANCE IMPROVEMENT IN A PROFESSIONAL ORGANIZATION
Conducting a PI project in a small professional organization chapter presents unique challenges (Lassiter, 2007). These organizations are not driven by profits or a competitive business advantage but rather mission achievement. Therefore, improving performance in a professional organization chapter requires interventions that enable the chapter to achieve its mission and vision (Deming, 1994).
The University of North Carolina Wilmington (UNCW) is an example of PI in a mission-driven organization (Pemberton et al., 2011). The UNCW Learning Commons was established to provide research support and resources for college students. However, the Commons began to experience performance problems one year after its launch. A team of UNCW graduate students used the PI/HPT model to conduct a formal performance analysis to determine the root causes of the problem. They discovered that organizational design and development issues were the primary factors contributing to the lack of performance. Like the Gulf Coast ISPI chapter, the organizational mission statement and foundational planning were at the root of the issues.
Although the students’ focus was on the performance analysis component in the PI/HPT model, the project is an example of conducting a PI project in a unique organizational environment (Pemberton et al., 2011). Their findings confirm the criticality of foundational planning in achieving the organizational mission.
CONCEPTUAL FRAMEWORK
Guiding Theories and Models
This project employed a systems-based approach, which, according to Foshay et al. (2013), is the cornerstone of organizational change. The PI process is a process of change that moves an organization from its current state to the desired state (Roy & Pershing, 2012). Stolovitch and Keeps (1999) confirm the need for a systems approach, stating that the analysis step is designed to determine the factors that impact performance. Systems thinking is vital in identifying performance gaps and root causes, which provides the foundation for determining effective solutions that will close the gaps with the most negligible impact on the organizational system (Roy & Pershing, 2012).
The PI/HPT Model (Van Tiem et al., 2012) was used as the project's guiding model. The model is systems-based and involves in-depth analysis from a solution-neutral position. Additionally, the model provides a straightforward process that ensures each aspect of an effective PI initiative is followed. Beginning with rigorous performance analysis; the practitioner discovers performance gaps and root causes. This information is employed to ascertain interventions that provide the greatest potential for organizational transformation and enable the organization to achieve its desired state. We also utilized the action criticality matrix (Van Tiem et al., 2012), the 5 Whys model (Ohno, 1988), and Dessinger and Moseley’s (2010) full-scope evaluation model. Each model was selected because it followed a systems-based approach, is data-driven and evidence-based, and is effective for conducting PI projects in a nonprofit setting.
METHODOLOGY
A single case study approach was utilized to investigate the root causes of the Gulf Coast ISPI chapter’s failure to achieve its organizational mission (Merriam & Tisdell, 2015). This research methodology provides an effective means to gather detailed descriptions of the problem of practice, identify the performance gaps, and determine the root causes. This study employed a mixed-methods approach, combining qualitative and quantitative data collection and analysis techniques to comprehensively understand the Gulf Coast ISPI chapter's performance gaps and their root causes. The PI/HPT model served as the guiding framework for the study, providing a structured approach to analyzing the chapter's performance and identifying potential interventions (Van Tiem et al., 2012).
Data Collection
The first step in the PI/HPT model is performance analysis (Van Tiem et al., 2012). The process involves organizational and environmental analyses, performance gap analysis, and root cause analysis. Performance analysis involved collecting and analyzing data using content and document analysis, semi-structured interviews, and an online survey. The content and document analysis involved collecting relevant documents, including the chapter’s bylaws, charter, meeting minutes, and website content. These were examined to gain insights into the chapter’s desired state and current practices. These documents provided valuable information about the chapter’s goals, organizational structure, and activities.
We carried out semi-structured interviews with key stakeholders, including chapter leaders and founding members, to gain insights into the chapter’s history, challenges, and aspirations. The interviews followed a protocol featuring open-ended questions aimed at eliciting comprehensive responses and delving into the participants’ experiences and perceptions (Merriam & Tisdell, 2015).
Prospective chapter members were surveyed online using the Professional Association Membership Questionnaire (PAMQ) developed by Yeager and Kline (1983) to identify the factors that would motivate them to join a regional professional organization. The 7-point Likert scale survey includes questions related to preferred member benefits, communication channels, and engagement opportunities. The survey results provided insights into the needs and expectations of the chapter’s target audience.
Data Analysis
A qualitative case study methodology was employed, incorporating content and document analysis, as well as semi-structured interviews, which were subsequently analyzed through thematic analysis (Braun & Clarke, 2006; Merriam & Tisdell, 2015). The data were systematically coded and categorized to uncover recurring themes and patterns pertaining to the identified performance issue. The analysis focused on identifying the chapter's desired and actual performance and the factors contributing to the discrepancies between the two. PI researchers and practitioners reviewed the data collection plan, instruments, and findings to confirm the validity and reliability of the data.
Concepts
The goal of data collection was to examine the organizational concepts of mission, vision, strategic planning, sustainability, and value. According to Bryson (2011), mission “clarifies an organization’s purpose, or why it should be doing what it does; vision clarifies what the organization should look like and how it should behave in fulfilling its mission” (p. 104). Sustainability is having the resources necessary to achieve the organization’s mission through the provision of benefits, services, and programs. Seyse (2015) defines value as something that is considered worthwhile or essential to a person. In this study, value is used to describe the relevance a professional organization has for its members. To enhance an organization’s value proposition, it must identify the target audience’s needs and desires and then develop relevant benefits, services, and programs.
Population
The founding team and current chapter leaders comprised the population in this qualitative study. Purposive sampling was used to identify the individuals with the most knowledge about the chapter (Merriam & Tisdell, 2015). Given the need for an in-depth investigation into the chapter’s history and current state, we selected all chapter leaders, which included the current board members and three founding leaders. The sampling strategy was to identify the individuals who had the “capacity to provide richly textured information relevant to the phenomenon under investigation” (Luborsky & Rubinstein, 1995, p. 2).
Instruments
In the PI/HPT model, data is collected and analyzed during the performance analysis phase (Van Tiem et al., 2012). The tools used in this study provided all the necessary data for the organizational, environmental, gap, and cause analysis steps of the performance analysis. Figure 1 illustrates the data inputs associated with each stage and how each step’s results informed the next step.
Citation: Performance Improvement Journal 63, 5; 10.56811/PIJ-25-0009
Document and content analysis involved gathering organizational data from both the Gulf Coast ISPI chapter and the parent organization. Visual and public data were also collected, consisting of video recordings of chapter leader workshops and meetings, information from other ISPI chapter websites, benchmarking information from similar organizations, and benchmarking studies (Bogdan & Biklen, 2007; Merriam & Tisdell, 2015).
Semi-structured interviews were developed using a single interview protocol based on Merriam and Tisdell’s (2015) criteria. Open-ended questions were designed to gather the necessary data and provide opportunities to ask follow-up questions. The goal was to explore the participants’ overall involvement with the founding of the chapter, their current role, their perceptions of the performance problem and the chapter’s current state, and their vision for the future. The Performance Analysis phase is an iterative process where each component builds on the previous step (Van Tiem et al., 2012). Therefore, the interview data was used throughout the performance analysis process. Table 1 displays the interview framework grouped by analysis area, question, and associated research question.
RESULTS
Performance Gap Analysis
The organizational analysis step involves collecting and analyzing data to determine the desired state of performance. We analyzed the chapter’s foundational records, governance documents, and other records. The results revealed that the chapter was founded in 2018 to provide a practice-focused community for aspiring and practicing PI and instructional design professionals. Interviews with the founding team and current leadership provided additional data to establish a clear picture of the chapter’s desired state. Using a thematic analysis process (Merriam & Tisdell, 2015; Miles & Huberman, 1994; Saldana, 2012), we discovered four themes associated with the Gulf Coast ISPI’s desired future:
A focus on the practice of PI.
A community that serves as a professional home for the target audience.
Provide relevant benefits, resources, and programming, including networking, professional development, authentic student experiences, mentoring, and leadership opportunities.
Actively partner with other organizations to share valuable resources and ideas, ultimately providing growth and an enhanced experience for members.
The environmental analysis also utilized data from the semi-structured interviews, document analysis, and the online survey. The goal was to identify the chapter’s current state of performance. During the semi-structured interviews, we asked the participants to share the events that led to the chapter’s founding and what happened between the official affiliation in 2018 and the date of the interview (fall 2022). We also asked questions related to their perceptions of the performance problem and the current operational status of the chapter. Document analysis focused on further establishing the current state through a rigorous review of chapter documentation, bylaws, mission statements, charter agreements, website, and membership roster. We also analyzed the parent organization’s support and resources at the time of the chapter’s launch and during the study. The data revealed that the chapter had limited organizational documents, did not host any meetings, had two active members, did not have a vision or strategic plan, and did not have any formal board meetings.
Gap Analysis
Performance gap analysis involves determining the performance gap between the chapter’s desired state and current state (Van Tiem et al., 2012). Gaps in performance were identified by calculating the distance between the desired and current states (Kaufman, 1988). Kaufman’s (1988) organizational elements model and the action criticality matrix (Van Tiem et al., 2012) were used to identify the initial gaps. Table 2 displays the desired state (organizational analysis results), current state (environmental analysis results), and the performance gaps.
During a collaborative meeting with the key stakeholders, we identified the six critical performance gaps within the Gulf Coast ISPI chapter: vision, membership, leadership, communications, programming, and board communications. The chapter lacked a clear and shared vision for its future direction. The founding members and leaders had different perspectives on the chapter's purpose and goals, leading to a lack of alignment and focus on the chapter’s activities. It also struggled to attract and retain active members and volunteers to support its operations and initiatives. The limited volunteer capacity hindered the chapter's ability to plan and execute programs and events.
The chapter experienced difficulties maintaining effective communication among its leadership team and with its members. The lack of regular and transparent communication contributed to a sense of disconnection and disengagement among members. The chapter failed to provide consistent and valuable programs and events for its members. The absence of a robust offering of professional development opportunities and networking events reduced the perceived value of membership.
The chapter had difficulty attracting new members and growing its membership base. The lack of a clear value proposition and targeted recruitment strategies limited the chapter’s ability to reach and engage potential members. Ultimately, these factors resulted in the inability to achieve its mission of providing a professional community for PI students and practitioners focused on the practice of PI.
Root Cause Analysis
Using the results from the previous analyses, we conducted a root cause analysis in collaboration with the key stakeholders. The objective of this step is to determine the causal factors for the critical performance gaps. To uncover the underlying reasons for these performance gaps, the authors employed the 5 Whys technique, a root cause analysis tool that involves iteratively asking “why” to identify the fundamental causes of a problem (Ohno, 1988; Serrat, 2017). The analysis revealed several interconnected root causes:
Lack of vision: The absence of a clear and shared vision was identified as the primary root cause contributing to the other performance gaps. Without a unified purpose and direction, the chapter struggled to prioritize its efforts and effectively engage its members.
Lack of strategic planning: The chapter did not have a comprehensive strategic plan outlining its goals, objectives, and action steps. The absence of a structured planning process led to a reactive approach to chapter management and hindered the development of long-term initiatives.
Insufficient leadership development: The chapter did not have a formal process for identifying, training, and mentoring future leaders. The lack of leadership development contributed to the instability and inconsistency in the chapter’s direction and operations.
Limited resources: As a small, volunteer-driven organization, the Gulf Coast ISPI chapter had limited financial and human resources to support its activities and initiatives. This scarcity made it challenging to invest in member engagement, program development, and marketing efforts.
Ineffective communication: The chapter’s communication channels and practices were not adequate to keep members informed and engaged. The lack of regular and targeted communication contributed to a sense of disconnection and disengagement among members.
The root cause analysis results revealed that the founding team did not complete the steps required to establish an organization. They did not develop a framework that the chapter could use to grow and ultimately achieve its mission.
DISCUSSION
This study’s findings highlight the complex interplay of factors contributing to the performance gaps and challenges faced by the Gulf Coast ISPI chapter. The lack of a clear and shared vision emerged as the primary root cause, followed by a lack of initial planning, loss of motivation, and failure to achieve buy-in. One interview participant shared how the lack of vision was at the heart of the chapter’s inability to achieve its mission.
We don’t have visions, values, and goals, and I think that is the crux of everything. We don’t have members because we didn’t feel we had anything to offer them. Why don’t we have anything to offer them? Because we don’t have the vision. You know, why don’t we have events? Because we didn’t set any goals to have the events. Why didn’t we set goals? Because we don’t have a vision.
The literature confirmed the critical role a compelling vision plays in driving organizational success (Berman, 2006; Githens, 2009).
The absence of a comprehensive strategic plan and formal leadership development process further exacerbated the chapter's difficulties. Without a structured approach to goal setting, resource allocation, and professional development, the chapter struggled to maintain consistency and momentum in its operations. These findings underscore the importance of strategic planning and leadership development in ensuring the long-term sustainability of professional organizations (Associations Now, 2021).
The limited resources available to the Gulf Coast ISPI chapter, a common challenge faced by small, volunteer-driven organizations, made it difficult to invest in initiatives aimed at improving member engagement and program offerings. This finding highlights the need for chapters to be creative and efficient in their use of resources, leveraging partnerships and collaborations to expand their capacity (McElyea & Van Tiem, 2008).
Ineffective communication was another key factor contributing to the chapter's performance gaps. The lack of regular and targeted communication led to a sense of disconnection and disengagement among members, underscoring the importance of developing and implementing a comprehensive communication strategy to keep members informed and involved (Associations Now, 2021).
The findings of this study demonstrate the value of applying the PI/HPT model to a struggling regional professional organization chapter. The model provides a systematic approach to analyzing performance discrepancies and identifying appropriate interventions (Van Tiem et al., 2012). By examining an organization’s desired and actual performance, PI practitioners can pinpoint critical gaps and uncover the root causes underlying these discrepancies. This information serves as the foundation for developing targeted interventions that address the organization's specific needs and challenges.
Intervention Recommendations
The next step in the PI/HPT model is selecting evidence-based interventions to close the performance gaps and resolve the performance problem. Before we could move forward with the project, the chapter leaders had to decide the chapter’s future. The feasibility assessment and recommendations were not considered a formal intervention; however, these actions and resulting decisions were necessary to determine the next steps. Chapter leaders were presented with three options: dissolve the chapter, relaunch the chapter, or restart the chapter as an independent organization. We recommended relaunching the chapter to align with the leadership team’s original vision of creating a practice-focused PI chapter for both aspiring and practicing PI and instructional design professionals. During the interviews, participants expressed that ISPI’s commitment to the practice of performance improvement, along with their experiences at previous ISPI conferences, influenced both their initial decision to join and their choice to continue as part of the ISPI chapter. The proposal and supporting evidence were presented to the leaders, and they voted unanimously to relaunch as an ISPI affiliate chapter.
During the semi-structured interviews, Participant 1 shared that members of the target audience often lack a professional community. They noted that throughout their career, they observed that, unlike other professions like nursing, instructional designers and PI practitioners frequently work alone or with a small team. Their experiences supported the survey results that revealed the respondents wanted a professional community. Therefore, the decision to relaunch the chapter not only aligned with the key stakeholders’ desires but was also aligned with the target audience’s desires.
Intervention selection followed a systematic approach that focused on choosing solutions with the highest potential impact and lowest risk of unintended changes to the organizational system (Rothwell et al., 2018). Based on the performance gap and cause analysis, we identified and selected interventions aimed at enhancing organizational effectiveness using Van Tiem et al.’s (2012) intervention selection model (Smith & Shen, 1996). After an in-depth analysis of potential interventions, the possible interventions were refined and aligned with the performance gap and cause analysis results using Watkins’s (2007) alignment matrix (see Table 3).
According to Pershing (2006), an effective PI process often involves multiple interventions grouped in sets. Therefore, the solutions were organized into two sets. The organizational design set addressed the gaps associated with vision, mission, planning, communication, and operational gaps and focused on foundational planning. The organizational development set emphasized improving overall organizational effectiveness. This dual approach provided a comprehensive strategy for addressing the overarching performance problem.
Organizational Design Set
The organizational design set addressed the cause analysis findings, stating that a lack of vision was the primary factor in the chapter’s current state. Based on these findings, the organizational design set included three components: (a) foundational planning, (b) filling staffing requirements, and (c) developing a strategic plan.
Establishing vision and values statement: The goal was to craft a clear and compelling vision and values statement to guide the chapter’s future direction and decision-making.
Filling chapter staffing requirements: This step involved recruiting additional leaders and volunteers to ensure adequate human resources for the chapter’s operations.
Developing a strategic plan: In this final phase, the group developed a comprehensive strategic plan that outlined the chapter’s goals, objectives, and action steps.
Organizational Development Set
The Organizational Development set focused on the performance gaps related to chapter membership, communications, and programming. The intervention set consisted of establishing a steering committee and three working teams to develop the products and processes required to relaunch the chapter and ensure its sustainability. Additionally, the second set included the planning and execution of the chapter relaunch. The intervention set included four primary components: (a) enhancing communications, (b) expanding program offerings, (c) improving member recruitment and engagement, and (d) hosting the relaunch event.
Enhancing communication: The goal was to develop and implement a comprehensive communication strategy to keep members informed and engaged. The team effectively reached members through email, social media, and a chapter website.
Expanding program offerings: In this intervention, the programming team planned a diverse range of programs and events to address members’ needs and interests.
Improving member recruitment and engagement: The team developed targeted recruitment strategies to attract new members, focusing on highlighting the value proposition of chapter membership. They also implemented a structured onboarding process to help new members get involved and connect quickly.
Official chapter relaunch event: The entire team planned and hosted a relaunch event to generate excitement, attract new members, and showcase the chapter’s renewed commitment to its mission. The chapter used the event to introduce the chapter’s new vision, leadership team, and program offerings.
The recommended intervention sets aligned with the key stakeholders’ desires and provided an evidence-based means for the chapter to achieve its organizational mission. The plan fulfilled the goals of creating a professional community for instructional and PI professionals, providing networking and professional development opportunities, and focusing on giving the members authentic experiences with the practice of PI. The recommendations were presented and approved by the key stakeholders.
SUMMARY
This article examined the first phase of the Gulf Coast ISPI Chapter performance improvement project. The PI/HPT model was used to investigate the factors contributing to the chapter’s failure to achieve its mission. Through a systematic analysis of the performance gaps and root causes, the authors identified several critical issues, including the lack of a clear vision, limited resources, ineffective communication, and the absence of a strategic plan and leadership development process.
Before researching and selecting interventions, a comprehensive analysis was performed to outline the chapter’s future direction. Three options were presented to key stakeholders: relaunching the chapter as an ISPI affiliate chapter, dissolving the chapter, or re-establishing the organization as an independent professional organization. The key stakeholders approved the recommendation to relaunch the chapter.
Next, the performance gap and root cause analysis results were used to identify interventions to close the performance gaps and resolve the performance problem. After a systematic analysis and selection process, interventions in organizational design and organizational development were presented to the chapter leaders. The organizational design set consisted of interventions designed to establish the chapters’ vision, mission, and values and fill essential staffing needs using Bryson’s (2011) Strategic Change Model. The organizational development set consisted of forming three working groups tasked with creating the plans and processes to relaunch the chapter and provide a foundation for its future growth. The key stakeholders voted to approve the recommendations and move forward with the design and development phases.
The findings underscore the importance of a compelling vision, strategic planning, and effective communication in driving the success of professional organizations. The recommended intervention sets, focusing on organizational design and development, provide a roadmap for revitalizing professional organization chapters and positioning them for sustainable growth.
This study contributes to the limited body of research on the application of performance improvement methodologies in the context of nonprofit professional organizations. The insights and recommendations offered can inform the efforts of PI practitioners and chapter leaders seeking to revitalize struggling organizations and drive meaningful change.
Future research should focus on evaluating the effectiveness of these strategies in closing the identified performance gaps and enhancing the chapter's overall performance. Additionally, further exploration of the unique challenges faced by professional organization chapters and the development of tailored performance improvement approaches would benefit the field.
Performance Analysis Process. Note. Adapted from Fundamentals of Performance Improvement: Optimizing Results Through People, Processes, and Organizations, p. 43, by D. M. Van Tiem, J. L. Moseley, and J. C. Dessinger, 2012, Wiley. Copyright 2012 by John Wiley & Sons. Reprinted with permission.
Contributor Notes
DR. LYNNE MACBAIN is an instructional and performance technology professional with an EdD in Instructional and Performance Technology from the University of West Florida. Her professional experience spans the academic, nonprofit, and government sectors, where she has served as an educator, director, and instructional designer. Dr. MacBain's research focuses on applying artificial intelligence (AI) in performance improvement, both as a tool for practitioners and as an intervention for clients. Her current work centers on integrating performance improvement methodologies and AI into instructional design processes to enhance both quality and outcomes. Her scholarly interests also include reimagining professional organization volunteerism through the tiered volunteer model (TVM).
DR. NANCY B. HASTINGS retired from the University of West Florida (UWF) in January 2025, following 18 years of service as a Professor of Instructional Design and Technology, Department Chair, and Assistant Dean. Prior to joining UWF, she served as a lecturer and research associate at Wayne State University in Detroit, Michigan, and a special lecturer at Oakland University in Rochester, Michigan. Dr. Hastings’ research and teaching career has focused on performance improvement, distance learning, and the historical foundations of the fields of instructional and performance technology. During her time at UWF, she was instrumental in the development of a Bachelor of Science degree program in Instructional Design and Technology, an Education Doctorate program in Instructional and Performance Technology, and seven certificate programs focused on various aspects of the field. Dr. Hastings's academic preparation includes a PhD in Instructional Technology with specializations in Performance Improvement and Instructional Design from Wayne State University in Detroit, Michigan, and a Master of Training and Development and a Bachelor of Business Administration, both from Oakland University in Rochester, Michigan.
DR. HOLLEY HANDLEY is an Assistant Professor and chair of the Instructional Design and Technology Department at the University of West Florida and the EdD in Instructional and Performance Technology program coordinator. Her experience spans K-12 and college-level instruction, molecular biology research, and pharmaceutical industry leadership. Dr. Handley’s research focuses on applying Performance Improvement (PI) principles to enhance individual and organizational performance, integrating problem-based learning and high-impact practices to improve student learning outcomes.
