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Dr. Holley Handley

Biography

Dr. Holley Handley is an Assistant Professor in the Department of Instructional Design and Technology. Dr. Handley’s overarching research interest is the application of the principles of Human Performance Technology (HPT) to improve individual and organizational performance in educational and non-educational settings. 

Her professional experience includes teaching and administrative roles in Florida K-12 institutions, instructional and administrative roles in the Florida State College system, molecular biology research in the Georgia University system, and executive professional representation in the pharmaceutical industry.

Degrees & Institutions

Dr. Handley earned her Doctorate in Curriculum and Instruction with a specialization in Administrative Studies from The University of West Florida. In addition to the doctorate, she received her Education Specialist degree and certification in Human Performance Technology. Dr. Handley received her Bachelor of Science degree in Zoology and her Master of Science degree in Cell Biology from Auburn University. 

Research

  • The application of change management theories and models to support the implementation of large scale interventions in organizational settings.
  • Integrating problem based learning and authentic learning experiences, including the Dissertation-in-Practice, in academic programs to enhance the transfer of student learning outcomes.
  • The application of the performance, gap, and cause analyses phases of the Human Performance Technology (HPT) process to identify, design, develop, implement, and evaluate interventions to improve curriculum and organizational performance in academic settings.

Current Courses

Dr. Handley teaches Training Needs Assessment, Human Performance Improvement, Human Performance Technology Interventions, Implementing HPT Interventions, and Evaluating HPT Interventions.

Keywords: human performance technology, hpt, implementing hpt interventions, organizational performance, problem-based learning experiences, authentic learning experiences, hpt intervention evaluation