The Theory of Performance (ToP) develops and relates six foundational concepts  to form a framework that can be used to explain performance as well as performance improvements. 

To perform is to produce valued results. A performer can be an individual or a group of people engaging in a collaborative effort.

 Developing performance is a journey, and level of performance describes location in the journey. 

Current level of performance depends holistically on 6 components: 

1. context, 
2. level of knowledge, 
3. levels of skills,
4.  level of identity, 
5. personal factors, and 
6. fixed factors.

 Three axioms are proposed for effective performance improvements. These involve a performer’s mindset, immersion in an enriching environment, and engagement in reflective practice. A theory of performance (ToP) is useful in many learning contexts. 

Traditional Contexts 

A theory of performance(ToP) informs learning in classrooms, workshops, and other venues that are traditionally associated with learning. 

Non-traditional Contexts 

A ToP informs learning in contexts that are not traditionally conceptualized as learning environments. Examples of these contexts include academic advising, self development, departments, academic committees, professional research groups, colleges. 

Organizational Learning

 A ToP informs learning by organizations through the idea of examining the “level of performance” of the organization. Performance 

To perform is to take a complex series of actions that integrate skills and knowledge to produce a valuable result. 

In some instances, the performer is an individual. In other performances, the performer is a collection of people who are collaborating such as an academic department, research team, committee, student team, or a university.

 Level of Performance Performance,  is a “journey not a destination.” The location in the journey is labeled as “level of performance.” Each level characterizes the effectiveness or quality of a performance. 

• As a lawyer improves her level of performance, she can conduct legal research faster, more thoroughly, and more in-depth. 

• As an academic department improves its level of performance, the members of the department are able to produce more effective student learning, more effective research, and a more effective culture. 

• As a manager advances his level of performances, he is able to organize people and resources more effectively and to get higher quality results in a shorter time. 

• As a teacher advances his levels of performance, he is able to produce deeper levels of learning, improved levels of skill development, and more connection with the discipline for larger classes while spending less time doing this. 

• As an actor improves his level of performance, he is able to learn parts quicker, play more varied roles, and produce an deeper and more meaningful impact on audiences. Performance advancing through levels is shown in Figure 1 where the labels “