This Dissertation in Practice (DiP) on Human Resource Development was conducted to investigate the establishment and implementation of a new position within a postsecondary workforce innovation department. This position was developed during the COVID-19 epidemic to cater to lower socioeconomic communities with lower post-secondary education attainment in the state. The inception of this study revealed notable deficiencies in the original conception and execution of the role, including in adequately providing new employees with the requisite competencies and understanding for successful student involvement. These personnel with varied professional backgrounds faced significant challenges because they needed special training in engaging with and assisting students. This opportunity resulted in a mismatch between their expectations and the actual situation. To tackle these opportunities, the DiP utilized improvement science as a methodological framework to improve the onboarding process by creating a training program focused on developing soft skills. Improvement Science, which emphasizes iterative testing and evidence-based tactics, enables a systematic method for developing, designing, evaluating, and improving practical approaches for training Career Pathway Navigators (CPN). This method ensured that the navigators had a comprehensive understanding of the technical aspects of their roles and the required interpersonal skills to promote student retention and enrollment. The decision to prioritize the investigation of a performance gap within the DiP was based on the initial observations of the navigators' difficulties. These opportunities were not a result of insufficient effort or ability on their part but rather a deficiency in the organization's training and development system. The DiP sought to address the gap between the navigators' current talents and the skills needed to fulfill their function effectively, therefore improving their ability to assist student achievement. The technique involved a root cause analysis, which allowed for a thorough examination of the underlying causes of the observed performance discrepancy. Applying this analytical method resulted in identifying precise locations within the onboarding and training procedures that needed enhancement. By comprehending these fundamental factors, the DiP could focus interventions more accurately, guaranteeing that the formulated solutions were pertinent and practical. Afterward, the DiP implemented a Plan-Do-Study-Act (PDSA) cycle, a fundamental element of improvement science, to experiment with and improve the suggested training interventions. This iterative process facilitated the ongoing assessment of training outcomes and the flexibility to make modifications depending on immediate input and outcomes. The implementation of the PDSA cycle guaranteed that the training program adapted in a manner that effectively and efficiently addressed the specific requirements of the navigators, hence optimizing its influence on their performance. Ultimately, the Phillips return on Investment (ROI) methodology was utilized to evaluate the financial effectiveness of the training program. This research yielded a measurable metric of the program's success concerning its economic gains, showcasing the effectiveness of the implemented training in improving the navigators' skills and, consequently, their impact on student retention and enrollment. Overall, this DiP shows how well improvement science, focused performance gap analysis, root cause analysis, iterative PDSA cycles, and ROI evaluation can be used to make and improve a CPN onboarding soft skills training program. This complete method tackled the immediate training requirements and established a basis for long-term enhancement and achievement in assisting lower socioeconomic students by improving CPN performance. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]