Guerra-López, Ingrid

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Email: iguerral (@gmu.edu)

Dr. Ingrid Guerra-López is the Dean of the College of Education and Human Development and a Professor of Learning Design and Technology at George Mason University. An internationally recognized expert in human performance systems, she specializes in needs assessment and planning, monitoring and evaluation, and aligning talent development and performance improvement innovations to achieve strategic goals. Her work emphasizes a systems approach, multistakeholder engagement, and cross-disciplinary collaboration.

Dr. Guerra-López has authored nearly 100 publications, including eight books, and has successfully secured nearly $18 million in external funding from organizations such as the National Science Foundation (NSF), the National Institute of Environmental Health Sciences (NIEHS), the Virginia Department of Education, the Skillman Foundation, General Motors, and Daimler-Chrysler. Among her most notable achievements, she secured funding to launch George Mason University's first lab school, the Accelerated College and Employability Skills (ACCESS) Academy, in collaboration with NOVA Community College, Loudoun County Public Schools and industry partners across the region. This program creates pathways from high school to college and high-demand careers through problem-based learning, an innovative information technology and future ready curriculum, and comprehensive wrap-around student supports, including learn and earn opportunities.

Her leadership extends to transformative interdisciplinary initiatives, including her role in the Transformative Research in Urban Sustainability Training (T-RUST), an NSF-funded program preparing graduate students to tackle complex societal challenges in urban settings. As part of the leadership team for the NIEHS-funded Center for Leadership in Environmental Awareness and Research (CLEAR), Dr. Guerra-López co-directs the Research Experience and Training Coordination Core, which fosters the development of transdisciplinary team scientists through experiential learning, stakeholder integration, and cross-disciplinary training.

Dr. Guerra-López has extensive experience working with international development agencies, governments, educational institutions, and industries on designing and evaluating large-scale educational and workforce development initiatives. She has led strategic planning, needs assessments, and the development of monitoring, evaluation, and learning (MEL) systems for organizations such as the United States Agency for International Development (USAID), the World Bank, and the United Kingdom Foreign, Commonwealth and Development Office (formerly DFID). Her work has involved mentoring diverse teams and leaders across more than 40 countries.

In addition to her academic leadership at Wayne State University as Interim Dean of the College of Education and Interim Dean of the Graduate School, Dr. Guerra-López has held prominent roles in professional organizations. Among them, she has served on the Board of the Council for Accreditation of Educator Preparation (CAEP), the Board of Directors of the International Society for Performance Improvement (ISPI) and as Editor-in-Chief of its research journal, Performance Improvement Quarterly. In 2017, she was honored with the ISPI Distinguished Service Award for her significant contributions to the field.

Dr. Guerra-López earned her Ph.D. and Master’s degrees in Instructional and Performance Systems from Florida State University (FSU). Recognized for her scholarly contributions, she received the Gagné/Briggs Outstanding Alumnus Award in 2014 from FSU's top-ranked Instructional Systems and Learning Technologies program.

Dr. Guerra-López’s current research interests are focused on the intersection between the evolution of learning and working, emerging technologies and innovations, and talent development and diversification.

• Multistakeholder, cross-sector talent development assessment and design
• Competency-based modeling and alternative credentialing 
• Future-ready skills development and integration
• Transdisciplinary collaboration and education
• The future of learning and work

SELECTED PUBLICATIONS

Books

• Kelly, S. Guerra-López, I. & Novak, M. (2018).  Performance Assessment and Analysis: Development Solutions for Worthy Results: Murray & McCarthy Publishing.
• Guerra-López, I. & Hicks, K. (2017). Partner for Performance: Strategically Aligning Learning and Development.  Virginia: Association for Talent Development
• Kaufman, R. & Guerra-López, I. (2013). Needs Assessment for Organizational Success. Virginia: American Society for Training & Development.
• Guerra-López, I. (2008). Performance Evaluation: Proven Approaches for Improving Program and Organizational Performance. Jossey Bass.
• Guerra-López, I. (2007). Evaluating Impact: Evaluation and Continual Improvement for Performance Improvement Practitioners. Amherst, MA: HRD Press. 
• Guerra-López, I. (2007). Evaluación y Medición del Desempeño: Conceptos y Herramientas para la medición del desempeño de programas y organizaciones. AuthorHouse.
• Kaufman, R. & Guerra-López, I. (2008).  The Assessment Book. Amherst, MA: HRD Press. 
• Kaufman, R., Guerra, I. & Platt, W.  (2006). Practical Evaluation for Educators: Finding Out What Works and What Doesn’t.  Thousand Oaks: Corwin Press.     

Book Chapters

• Guerra-López, I. (2022). A Systemic Approach to Assessing Competencies and Skills. In E. Biech (Ed.). Association for Talent Development’s (ATD) Handbook for Training and Talent Development. ATD Press. Virginia.
• Guerra-López, I. (2021). Evaluating and Improving the Impact of Digital Learning.  In S. Jagannathan (Ed.).  Reimagining Digital Learning for Sustainable Development - How Upskilling, Data Analytics, and Educational Technologies Close the Skills Gap.  Routledge. United Kingdom.
• Guerra-López, I.  (2014). Organizational learning and performance.  In M. Spector (Ed.).  Encyclopedia for Educational Technology. Thousand Oaks: Sage Publishing.
• Guerra-López, I. (2012). Criterion-referenced measurement: A definition. In R. Richey (Ed.). Encyclopedia of Definitions in Instructional Technology. New York: Springer-AECT.
• Guerra-López, I. (2012).  Needs assessment: A definition. In R. Richey (Ed.). Encyclopedia of Definitions in Instructional Technology.  New York: Springer-     AECT.
• Guerra-López, I. (2010). The impact evaluation process. In J. Moseley & J. Dessinger (Eds.). The Measurement & Evaluation Handbook. ISPI/John Wiley & Sons. 
• Guerra-López, I. (2010). Performance tracking and management systems.  In R. Watkins & D. Leigh (Eds.).Handbook for the Selection and Implementation of Human Performance Interventions. John Wiley & Sons. 
• Uday-Riley, M. & Guerra-López, I. (2010). Process improvement: Measurable outcomes based on customer requirements. In Watkins, R. & Leigh, D. (Eds.). Handbook for the Selection and Implementation of Human Performance Interventions. John Wiley & Sons. 
• Guerra, I (2006). Human performance technology: Standards and ethics. In J. Pershing (Ed.). Handbook of Human Performance Technology (pp. 1024-1046).  San Francisco: Jossey-Bass.
• Guerra, I. (2006). How to plan an evaluation.  In M. Silberman & P. Phillips (Eds.). The 2006 Training and Performance Sourcebook (pp. 233-239). Alexandria, VA: American Society for Training and Development.
• Guerra, I. (2005).  How to develop useful questionnaires. In M. Silberman & P. Phillips (Eds.). The 2005 Training and Performance Sourcebook (pp. 233-238). Princeton: Active Training.
• Guerra, I. (2003).  Does your performance require improvement?  In M. Silberman & P. Phillips (Eds.). The 2003 Training and Performance Sourcebook (pp. 125-37). Princeton: Active Training.
• Watkins, R. & Guerra, I. (2003).  How do you determine whether assessment or evaluation is required? In M. Silberman & P. Phillips (Eds.). The 2003 Team and Organizational Development Sourcebook) (pp.131-139).Princeton: Active Training.

Refereed Journals

• Wallen, M.M., Guerra-López, I., Meroueh, L.; Mohamed, R., Sankar, A.; Sopory, P., Watkins, R., Kashian, D.R. (2022). Designing and Implementing a Novel Graduate Program to Develop Transdisciplinary Leaders in Urban Sustainability. Ecosphere. e3901. https://doi.org/10.1002/ecs2.3901 
• Guerra-López, I. and El Dellal, S. (2021). A content analysis of change management strategies used in technological transitions in higher education institutions from the lens of a strategic alignment framework.  Online Learning Journal.  25(3), 191-207
• Guerra-López, I. & Joshi, R. (2021). A Study of Instructional Design Master's Programs and Their Responsiveness to Evolving Professional Expectations and Employer Demand. The Journal of Applied Instructional Design, 10(2).   
• Guerra-López, I. & Hutchinson, A. (2017) Stakeholder-driven learning analysis: A case study.  Journal of Applied Instructional Design. 6(1), 21-33.
• Larbi-Apau, J. Guerra-Lopez, I., Moseley, J., Spannaus, T., Yaprak, A. (2017). Educational technology-related performance of teaching faculty in higher education: Implications for eLearning management.  Journal of Educational Technology Systems. Baywood Publishing Company. doi:10.1177/0047239516685849.  1-19
• López, M., González, N. Navarro, A., & Guerra-López, I. (2016). Evaluación de un modelo de innovación aplicado a una empresa de servicio. Revista deAdministración y Finanzas. 2(4),19-28.
• Guerra-López, I. & Elo Hicks, K. (2015).  The participatory design and implementation of a monitoring and evaluation system in an international development environment.  Evaluation and Program Planning. 48, 21-39
• Guerra-López, I. & Hutchinson, A. (2013). Measurable and continuous performance improvement: The development of a performance measurement, management, and improvement system. Performance Improvement Quarterly, 26(2). 159-173.
• Guerra-López, I. & Elo Hicks, K. (2013).  The impact monitoring and evaluation process: A systemic approach to continual improvement. Journal of Business and Technology, 1(1), 32-40.
• Guerra-López, I. (2012). The monitoring and impact evaluation process: A systemic approach to improving performance and impact. International Journal of Environmental Science and Engineering Research, 3(3), 80-85.
• Guerra-López, I. (2012). The prevalence of performance improvement as a central topic in the professional literature. Performance Improvement Quarterly, 25(1), 35-45.
• Guerra-López, I. & Toker, S.  (2012). A performance measurement and evaluation framework for K-12 environments: Supporting decision-making through ongoing performance measurement. Evaluation and Program Planning, 35, 222-235.
• Guerra-López, I. & Blake, A. (2011). Leadership decision-making and the use of data.  Performance Improvement Quarterly, 24(2), 90-104.   
• Guerra-López, I.  (2010). The impact evaluation process: Essential steps.  Social and Organizational Performance Review, 2(1), 91-117.         
• Guerra-López, I. & Leigh, H. (2009).  Are performance improvement professionals measurably improving performance?  A look at what PIJ and PIQ have to say about the current use of evaluation and measurement in the field of performance improvement.  Performance Improvement Quarterly, 22(2), 97-110.       
• Guerra-López, I.  (2009). Introduction to social and organizational performance review.  Social and Organizational Performance Review, 1(1), 7-8.         
• Guerra, I. (2005). Outcome-based vocational rehabilitation: Measuring valuable results.  Performance Improvement Quarterly, 18(3), 65-75.   
• Guerra, I. & Rodriguez, G. (2005).  Social responsibility and educational planning. Performance Improvement Quarterly, 18(3), 56-64.           
• Guerra, I., Bernárdez, M., Jones, M. & Zidan, S. (2005).  Government workers adding societal value: The Ohio Workforce Development Program. Performance Improvement Quarterly, 18(3), 76-99.
•  Guerra, I (2003). Key competencies required of performance improvement professionals.  Performance Improvement Quarterly, 16(1), 55-72.
•  Guerra, I. & Watkins, R. (2003).  Systematically designing instruction for distance education. Quarterly Review of Distance Education, 4(3), 199-201.
• Kaufman, R. & Guerra, I. (2002).  A perspective adjustment to add value to external clients, including society. Human Resource Development Quarterly, 13(1), 109-115.
• Kaufman, R., Flowers, G., Guerra, I. & Crispo, N. (2002).  Thriving and not just   surviving: New realities for tomorrow’s public service executive.  International Public Management Review, 3(1), 68-83.
• Kaufman, R., Watkins, R., & Guerra, I. (2002). Getting valid and useful educational results and payoffs: We are what we do, say, and deliver. International Journal of Educational Reform, 11(1), 77-92.
• Kaufman, R., Watkins, R. & Guerra, I. (2001). The future of distance learning: Defining and sustaining useful results. Educational Technology, 41(3), 19-26.

Professional Journals

• Guerra-López, I. (2021). An Ounce of Good Assessment is Worth A Pound of Analysis and A Ton of Cure: Revisiting Seminal Insights in Performance Improvement. Performance Improvement Journal.   60(1). 26-30.
• Guerra-López, I. (2018). Ensuring Measurable Strategic Alignment to External Clients and Society. Performance Improvement Journal, 57(6).
• Guerra-López, I. (2016).  Design-Oriented Needs Assessment: Transitioning from Problem Definition to Solution Design.  American Evaluation Association 365 Needs Assessment Topic Interest Group.
• Guerra-López, I. & Hicks, K. (2015).  Turning Trainers into Strategic Business Partners. TD at Work. 32 (1506). 1-15
• Guerra, López, I. (2013). Performance Indicator Maps: A visual tool for understanding, managing, and continuously improving your business metrics. Performance Improvement Journal, 52(6), 11-17.
• Guerra-López, I. & Norris-Thomas, M.  (2011). Making sound decisions: A framework for judging the worth of your data.  Performance Improvement Journal, 50(5), 37-44.
• Guerra-López, I. (2007) Planning a responsive evaluation: Establishing solid partnerships by clarifying expectations and purpose. Performance Improvement Journal, 46(8), 32-36.
• Guerra-López, I. (2007).  The impact evaluation process: Building a case for demonstrating the worth of performance improvement Interventions. Performance Improvement Journal, 46(7), 33-38.
• Guerra, I. (2003).  Asking and answering the right questions: Collecting relevant and useful data.  Performance Improvement Journal, 42(10), 24-28.
• Guerra, I. (2001). Performance improvement based on results:  Is our field adding value?  Performance ImprovementJournal, 40(1), 6-10.

Editor’s Column

• Guerra-López, I. (2016). The Performance Improvement Journey. Performance Improvement Quarterly, 29(3). 1-4
• Guerra-López, I. (2016). Using Performance Improvement Tools Effectively.Performance Improvement Quarterly, 29(2). 1-3
• Guerra-López, I. (2016).  Reflecting on our Practice. Performance Improvement Quarterly, 29(1). 1-3
• Guerra-López, I. (2015).  Setting Clear Direction and Ensuring Alignment. Performance Improvement Quarterly, 28(4). 1-3
• Guerra-López, I. (2015).  A reintroduction to Design. Performance Improvement Quarterly, 28(2). 3-5
• Guerra-López, I. (2015).  Going Back to Basics. Core Mental Processes for Performance Improvement. Performance Improvement Quarterly, 28(1). 3-6
• Guerra-López, I. (2014).  Process-Based Performance Consulting vs. Intervention-Based Performance Consulting. Performance Improvement Quarterly, 27(4). 3-5
• Guerra-López, I. (2014).  Evaluation as a Vital Generator of Performance Evidence…and Value. Performance Improvement Quarterly, 27(3). 3-5
•  Guerra-López, I. (2014).  Performance Impact as the Litmus’ Test of Instructional Solutions. Performance Improvement Quarterly, 27(2). 3-5.
• Guerra-López, I. (2014).  Performance improvement from varying perspectives. Performance Improvement Quarterly,27(1). 3-4.
• Guerra-López, I. (2013).  Management of performance variables.  Performance Improvement Quarterly, 26(4), 3-4.
• Guerra-López, I. (2013). Human cognition at work. Performance Improvement     Quarterly, 26(3), 3-6.

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