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Guerra-Lopez's (2018) model effectively represents the need to continually measure progress and respond accordingly.

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Watkins and colleagues' (2012) fishbone diagram is an effective way to visually illustrate the interplay of qualitative concepts.

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This visual, taken from Watkins et al. (2012) captures the essence of PI. This visual would be relatively easy to modify to illustrate points for stakeholders.

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Hattie and Timperly's (2007) model reminds us to provide feedback that focuses on tasks, rather than at the "self level." Better yet, these authors suggest combining feedback about the task level with tips for improving processes or self-regulation.

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Watkins' (2007) visual is helpful for illustrating how environmental, strategic interventions establish a foundation upon which more individual-level solutions can be layered (e.g. training).

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Svenson's (2006) example shows how a complex solution may require multiple layers of testing to determine that each element individually and in combination help achieve the solution.

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Moore and colleagues' (2011) algorithm is another neat concept that is useful for writing objectives and a helpful reminder that this kind of visual could serve a variety of presentation purposes.

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This figure in Moore et al. (2011) would be interesting to retrofit on any PI project that wants to illustrate how focusing on the mega-level ecosystem can be compatible with Macro and Micro level aims.

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Feedback Loops Versus Spirals in Higher Education

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Feedback Loops Versus Spirals in Higher Education

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Carless (2019) applies the concepts of single-loop and double-loop feedback to a longitudinal study of college students. In building on these theories, Carless asserts that long term improvement in response to feedback is iterative and cumulative rather than episodic.

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Kaufman (2014) uses this model to accompany an example of the Titanic crew worrying about the arrangement of chairs on the deck rather than an iceberg.

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This provides a sense of how to think of each component process individually even though the Marker et al. (2014) framework is nonlinear.

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This diagram from Marker et al. (2014) is useful for considering how CAEP standards can keep a project grounded.

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Spiral Human Performance Improvement Framework

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Spiral Human Performance Improvement Framework

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This model by Marker et al. (2014) emphasizes the need for continual iteration and feedback throughout the performance improvement process.

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Template provided by Kaufman et al. (2003) for thinking about Organizational Elements Model. This will be important to circle back to as I become more clear on the goals and macro-level outcomes for my project.

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Kaufman et al. (2003) asserts that results should be planned for at the mega, macro, and micro level simultaneously in a system.

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Kaufman et al. (2003) differentiates between a system and a stovepipe. A system is interdependent whereas a stovepipe leads to a "heap." A heap depends more upon size to be worthwhile whereas a system can be gauged on efficiency.

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Aziz's (2013) diagram is useful for determining whether value-added changes should be addressed by improving instruction and/or systems. 

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Chevalier's (2014) template allows for a systematic evaluation of qualitative and quantitative measures of performance.

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As Chevalier (2014) describes, this model illustrates the degree to which environmental variables leverage greater improvement than individual variables. 

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Chevalier's (2014) diagram shows that the trajectory of change may be unrelated to an intervention.

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The refined "Performance Improvement/HPT Model" developed by Dessinger, Moseley, & Van Tiem (2012). A template for diagnosing needs and sustaining improvements.

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Kaufman's (2000) Organizational Elements Model. Note the initial consideration of Societal or "Mega" Outcomes.