Project 3 FEA Plan

Feedback from professor

Overall this is good progress. One thing to work on is your performance problem statement: I've broken that section down: Potential Cause: Lack of adequate resources to support the learning of English as the second language in Saudi Arabia, Potential Cause: due to a shortage of professionals in ESL, This is the problem: "makes it hard for the citizens in the nation to gain mastery of the language." The problem is that citizens are not mastering English at the desired level. This is a statement of importance: This makes them unable to explore the economic opportunities that come with increasing their scope of competence in English. Although I did see you stated this more clearly later in your paper.

So next steps. The one piece you haven't included yet is the data you would collect to support your potential causes. Since you are using Gilbert's BEM model, you should think about the kinds of data you could collect in each of the cells. I've added comments in the uploaded PDF. There are ways you can collect data on this problem:

1. look at current ESL classes offered and the curriculum.

2. Collect materials on community resources for continued practice.

3. interview citizens who maintain competence, and those who do not, to understand the difference.

and I am sure many more.

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Instructor: Dr. Rob Pusch

By: Abdullah Albelehy

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Identify a significant human performance-oriented problem in a context of your own

choosing, introduce the context.

- Problem statement

A great number of Saudi Arabians have a low rate of proficiency in English as their second

language.

- Competent performance

The government of Saudi Arabia has been encouraging its citizens to embrace the idea of

learning English as a second language. However, the relatively slow progress of learning

English has become a major hindrance to societal and personal development. Education is

connected to religion in Saudi Arabia, hence learning is connected to Islam. A note from the

Ministry of Education’s policy on English teaching in 2002 states that:

“Translation: One of the goals of the education system in the Kingdom is to provide

students with proficiency in English as a way of acquiring knowledge in the fields of

sciences, arts and new inventions, and of transferring knowledge and the sciences to other

communities, in an effort to contribute to the spread of the faith of Islam and service to

humanity.”

(https://files.eric.ed.gov/fulltext/EJ1132882.pdf)

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- Performance Problem

Lack of adequate resources to support the learning of English as the second language in Saudi

Arabia, due to shortage of professionals in ESL, makes it hard for the citizens in the nation to

gain mastery of the language. This makes them unable to explore the economic opportunities

that come wit increasing their scope of competence in English.

- Audience Profile

A big of Saudi Arabians do not comprehend the need for them to learn a second language,

and most specially, English (ur Rahman & Alhaisoni, 2013). While learning a second

languages expands their scope of knowledge and increases their prospects of gaining better

employment and remuneration and hence increasing the national economic performance, it is

not well embraced as ti is not directly related to Islam which is the main religion.

- Context and Environments

All learners in the Kingdom of Saudi Arabia are required to go through several levels of

learning before being legally competent to carry out economic roles. These levels include

preschool, primary, secondary and tertiary levels of education. Learning is expected to directly

promote the religion of Islam. It is mandatory for all parents to educate their children, and even

more beneficial that the students learn how to use English as the second language. The

government is encouraging this by increasing the usage of technology in the field of learning.

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Clarify this problem: e.g., whose problem? How big/frequent is this problem? Who/what is

affected?

- Who/Whose problem

Many stakeholders are involved in this problem. Saudi Arabian students, the Ministry of

Education, curriculum developers, parents, teachers and many other students are concerned.

However, teachers and students are the main stakeholder and are direct recipients of the effects

of this problem. However, parents and the ministry are not direct recipients of the effect of this

problem.

- Frequency of the problem

Every year, new students begin their learning journey at preschool. Therefore, this problem is

experienced at least once per year, but throughout the year. As a matter of fact, the number of

people who speak other languages, apart from Amharic, constitute less than 1% of the

population, hence a very huge percentage have little to no exposure in ESL (ur Rahman &

Alhaisoni, 2013).

- What is affected

The academics and skills portfolio of the Saudi Arabian students is greatly affected. The job

skills of these students may be limited. invalid. Additionally, the economic performance of the

whole kingdom suffers sub-optimal exploitation.

Justify the importance of solving this problem.

Making it easier for Saudi Arabian students to learn and understand English will increase their

academic portfolio, making them more helpful on the national and international platforms. By

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understanding English as the second language, more job opportunities will be opened up, both

locally and internationally, hence increasing the individual and national economic welfare.

This can be solved through making the course available through video, printable materials and

smart device applications will help students

Briefly explain your plan for the next steps.

The Human Performance Technology (HPT) model will be used to analyze the performance

problem in depth. The model will be most important in:

• Identifying the problem

• Determining the contributing and root causes

• Identifying appropriate solution

• Checking the effectiveness of the CAPAs

Image 1: HPT Model - Image source: http://carleycorp.com/human-performance-technology/

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The HPT model is a combination of systems and methods of systematically identifying and

removing barriers that face individual and organizational development. The use of the HPT model

in identifying and removing barriers to success follows a strict guideline by principles that

differentiate it from other disciplines. One of the benefits of using HPT in this case is that HPT

focuses on the end result, that is, the outcome of a scenario even before the end reaches. This is

important as it helps to align all stakeholders to the vision of the company. By focusing on the

desired end product, the HPT model helps stakeholders to be able to focus on the resources they

need to accomplish their goals. The HPT model’s ability to focus on the future enables the

organization to visualize the project even before completion. In this case the HPT model will be

very helpful in ensuring that the resources required for the implementation of this project are

achieved. It will help the stakeholders to be able to achieve their vision, and even visualize the

desired end result for better planning.

Since this project involves various stakeholders whose interaction is going to result into a

wholesome completion of the project, the HPT model is appropriate as it will focus on the system

as a whole and not the process. This means that the focus will be on the success of the interaction

of the different components of the project. Instead of focusing on the wholesome input and output

of the project, the focus will shift to encourage the success of the individual processes that will

make up the project. This will help to build a solid ground for success (Wilmoth, et al., 2002).

For purposes of the “Cause Analysis”, Gilbert’s Behavioral Engineering Model (BEM),

below, will be used to provide detailed information, as well as offer a judgment of the significance

of the proposed intervention. The HPT model is also the best measurement tool to use in this case,

due to its ability to add value to the project. The HPT mode; requires the actual involvement of the

stakeholders at every juncture. This means that even the students will get a chance to give their

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feedback on the progress of the process. Based on the fact that the HPT model assesses the

performance at the ground and final levels it adds value by constantly and consistently

communication the value of the process to the stakeholders as well as continually monitoring their

alignment to the vision that has been set for the project (Wilmoth, et al., 2002).

The HPT model is also best suited in creating the required amount of cooperation among the

stakeholders. The model encourages cooperation and partnership among the stakeholders. This

enables them to communicate more frequently and effectively, hence the ease in making decision,

and more so, the making of correct decisions (Mamantov, 2013).

Image 2: Gilbert's BEM Model - Image source:

https://kineticed.wordpress.com/2016/01/27/worthy-dbposts/

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Causes

Based on the Gilbert BEM model, there are several causes that can be identified as leading to

the inability of most Saudi Arabian students not being able to comprehend and use proper English.

Number one cause of this problem is that most of the live among other people who have similar

problems, so these people do not get the chance to learn their mistakes, and cannot know how they

are performing. In the event that the any of them decides to learn proper English, they cannot use

those around them to rate their performance, as most of those around them have poor

comprehension of English as their second language. Lack of access to training and practice

materials is also a great hindrance to the successful comprehension and use of English as the

second language to many Saudi Arabian students. In addition, getting people to start learning

English when they are all grown up is tasking since most of them have already become used to the

mindset of never understanding this language. Moreover, people may lack commitment a they are

busy trying to pursue other dreams in life (ur Rahman & Alhaisoni, 2013).

Solutions

Teaching English to children in Saudi Arabia will help to encourage them to comprehend

English at a young age, hence its use will not be problematic when they grow up. In addition,

creating special classes for students who are really interested in learning English as well as making

the course available through video, printable materials and smart device applications will help

students have a chance to access learning materials, practice more often and be graded by their

teachers in real time (Khan, 2011).

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References

Khan, I. A. (2011). Learning difficulties in English: Diagnosis and pedagogy in Saudi Arabia.

Educational Research, 2(7), 1248-1257.

Mamantov, T. J. (2013). An investigation of English as a second language models (pullout,

co-teaching, and inclusion) on the Texas English language proficiency assessment

system. Texas A&M University-Commerce.

ur Rahman, M. M., & Alhaisoni, E. (2013). Teaching English in Saudi Arabia: prospects and

challenges. Academic Research International, 4(1), 112.

Wilmoth, F. S., Prigmore, C., & Bray, M. (2002). HPT models: An overview of the major

models in the field. Performance Improvement, 41(8), 16-24.

https://brooksgroup.com/sales-training-blog/action-plan-for-sales-target-achievement