What is a good e-learning course? That is the
question that my co-author, Dr. Richard Mayer and I answer in our forthcoming
book, E-Learning & The Science of Instruction. The goal of
the book is to describe and illustrate what works in e-learning based
not on intuition or folk wisdom but on empirical data and cognitive
psychological theory. In the book, we present six multimedia design
principles based on the research of Rich Mayer conducted at the University
of California over the past 15 years. In addition, we include five chapters
that summarize research-based guidelines on five key issues relating
to design of practice interactions, examples, navigational options that
support learner control, the use of online collaborative facilities,
and ways to use e-learning to build problem-solving skills. Here is
a summary of the design principles that are described and illustrated
in detail in the first half of the book:
consistently shows that adding relevant illustrations to text improves
both memory and application learning. However, not all illustrations
are effective. In the book, we present the research data and summarize
dual encoding theory that suggests that text and pictures send two separate
codes into memory and thus make more memory traces.
using words to describe an illustration, learning is better when the
words are presented in audio narration than in text. This is because
working memory has two separate channels to process information: a visual
channel and a phonetic channel. By using audio and visual modalities,
the limited capacity of working memory is maximized.
due to technical limits its not possible to use audio to describe
visuals. In these cases, learning is improved when textual information
is placed close to or contiguous with the visual information. The close
alignment of illustration and words minimizes split attention, which
in turn minimizes the load on working memory.
e-learning courses provide an exact audio narration of text on the screen.
In situations where the screen includes other important visual information
such as an illustration or animation, the redundant presentation of
words depresses learning.
is often tempting to spice up e-learning lessons with stories, visuals,
or music. In many cases, these additions depress rather than improve
learning. The addition of related, yet not directly relevant material
can distract the learner or build inappropriate mental models.
and Nass (1996) found that people respond subconsciously to computers
as they would another person. Drawing on this research, Mayer found
that using first and second person writing style plus using on-screen
agents to provide guidance using a conversational script improved learning.
second half of the book contains five chapters that describe guidelines,
provide examples, and summarize research regarding:
design and placement of practice interactions in lessons
research on design and use of worked examples to improve learning
on how and when to use navigational facilities to support learner
we know about the use of synchronous and asynchronous facilities
to promote collaboration during e-learning
to use e-learning to build problem-solving skills
B. & Nass, C. (1996). The media equation: How people treat computers,
television, and new media like real people and places. Stanford,
CA: CSLI Publications.
Colvin Clark is the principal of Clark
Training & Consulting specializing in design and evaluation
of training for classroom and computer delivery. She is the author
of two ISPI publications, the award-winning Building
Expertise (1998) and Developing
Technical Training, Second Edition (1999). Her book, E-Learning
& The Science of Instruction, co-authored with Dr. Richard
Mayer will be available this fall from Jossey-Bass/Pfeiffer. Ruth
may be reached at Ruth@Clarktraining.com.
the 2002 International Performance Improvement Conference & Expo
this past April in Dallas, we caught up with Artur Nunes, Managing Partner
of Valor Humano Consulting
in Lisbon, Portugal. He may be reached at Artur.Nunes@valorhumano.pt.
Artur shared his experiences of using a performance-centered approach
with his clients and the opportunities he envisions for the use of Human
Performance Technology (HPT) in Portuguese organizations and others in
Growth of Performance Technology in European Organizations Currently,
Artur feels that managers and employees in many companies value the traditional
power of management, long-term organizational stability, and employment
longevity. However, with the direction of business and the world economy,
some have embarked on the transition to a performance-oriented culture
aided by the tools and models offered by HPT.
paraphrases Geary Rummler (www.performancedesignlab.com),
Companies are losing performance because they have good people in
bad systems, and as we know, the bad systems always win. The solution
is to restructure the system for performance.
symptom of poor organizational performance is the lack of alignment between
the organizations culture and the brand promise. For example, employees
may provide excellent customer service to their end-user customers and
very poor service to their internal clients. They may also be expected
to provide excellent service externally while being treated poorly by
their own management. If part of the brand promise is superior service,
there must be a balance between the external and the internal to sustain
the organizations future success.
organizations in the old-world European economy are struggling because
they have recently entered the open market through privatization. It is
a slow process to recognize all the operating areas in which competition
has an effect and make appropriate performance-based systemic changes.
challenges these organizations face, as they enter into competition are:
the transition to pay-for-performance
qualified performance improvement specialists to help them design and
implement performance-based programs
their focus to the end-user customer
pressure to compete causes these organizations to pay more attention to
external performance indicators than internal factors. This often results
in low salaries for employees and increased working hours and stress.
for Performance Improvement
combined approach that addresses culture change, reward systems, and performance
appraisal systems is an effective response. Organizations that have instituted
changes such as these are seeing improved performance results.
European countries, such as Portugal, new market pressures and the change
to the Euro create greater business opportunities. This is especially
true in tourism where price differences are very visible to tourists and
make travel to these lower-cost countries more attractive. As tourism
increases, so will other business opportunities, creating economic growth
in additional sectors.
view, HPT offers a comprehensive solution to the challenges that old-world
organizations are facing in todays business environment. Our observations
during the conference support the trend to performance-based systems across
borders as evidenced by the number of delegates from outside the United
States who came to share their experiences and add to their HPT skills.
you have any suggestions about trends driving performance in todays
business environment that you feel would be of interest to the PerformanceXpress
readership, please contact Carol Haig at email@example.com
or Roger Addison at firstname.lastname@example.org.
by Dennis S. Reina, PhD
than ever there is a need for trust in the workplace.
Before Enron and Anderson began making the daily news headlines, organizational
leaders were beginning to discover that building trust isnt just
a nice thing to havebuilding trust affects performance, productivity,
and the bottom line at every level, each and every day on the job.
recent study by Watson Wyatt Worldwide found that organizations in which
front-line employees trusted senior leadership, posted a 42% higher
return on shareholder investment over those firms where distrust was
the norm. A 42% higher return!
Because at the core, business at every level, every day, is conducted
via relationships, and effective relationships are built on a solid
foundation of trust. However, what is trust? How do you measure it?
And, how does it specifically relate to performance?
is a highly complex and emotionally provocative topic that means different
things to different people. And, that is a big part of the problem.
Through our extensive research and work in over 67 organizations in
19 different industries, we were able to define trust as transactional
in natureit is reciprocal, you have to give it to get it, and
it is developed incrementally over time. And, there are three types
of trust: contractual, communication, and competence trust.
trust focuses on performance behaviors, such as how well do people
keep their agreements, how clear are expectations and boundaries, and
how consistent are people in their behavior toward one another. Communication
trust deals with behaviors that indicate how well people share pertinent
job information, how freely they admit mistakes, give and receive constructive
feedback, and speak directly to people when they have an issue with
them. Competence trust focuses on behaviors regarding how well
people acknowledge other peoples skills and abilities, include
them in decisions that affect their jobs and their lives, and how often
they help people learn new skills.
Reina Trust Model gives people a common language and
a shared understanding of what trust means, the performance behaviors
that build it, those that break it, and what can be done to rebuild
it after it has been broken.
do you measure trust? We have spent years developing statistically valid
and reliable instruments that measure trust at the organizational, team,
and individual leadership levels. These are available through a certified
network member or through our Trust
Building Certification Program. However, we would like to offer
you a sample of our research through the following trust quiz. This
abbreviated assessment is by no means equivalent to the research-based
instruments mentioned above. However, it is valuable enough to give
you a quick perspective regarding the level of trust and how it relates
to performance in your team or organization.
Reina Trust Quiz
Ways to Assess Trust and Performance in Your Team or Organization
(Excerpts from Reina & Reina, 1999).
we keep our agreements?
we do what we say we will do? Do we re-negotiate or simply ignore
our obligations when we cant make deadlines? (NOTE: If people
do not believe that others will honor their agreements, this affects
their ability to depend on one another for getting the job donecausing
uncertainty, duplication of work, and wasted resources.)
expectations and boundaries managed clearly and explicitly?
people find out what is expected after it is too late and they are
reprimanded for not fulfilling an expectation? Or, are expectations
clearly set out as they relate to work processes, tasks, and functions?
(NOTE: When people find out about an expectation after the fact,
trust is tarnished. Yet, when expectations are clear as they relate
to work processes, tasks and functions get accomplished, performance
we consistent in our behavior?
our actions match our words? When people dont walk their
talk, it sends mixed messages and sets double standards. (NOTE:
As a result, people are no longer able to trust what they hear from
each other. They spend more time and energy working around
people they dont trust, than accomplishing their goals.
we share information that is pertinent to the getting the job done?
there a willingness to support one another or do people hoard information
because they think they will gain power and job security? Is information
constrained or willingly shared? (NOTE: When people are not provided
the information they need to do their jobs, it sends a message to
them that they are not trusted with the information. In return,
they may not trust each other, which negatively affects performance.)
we openly admit mistakes, or do we try to cover our acts?
When there is a trusting environment people are more willing to
take responsibility for their actions, and learn from their mistakes
versus spending time and energy covering their butts
and making excuses for lack of performance.)
we give and receive feedback constructively?
When feedback is given with the intention to help, trust is created
between the two parties and performance improves. When feedback
is given with the intent to harmit destroys trust and the
potential for optimum performance between the individuals.
we speak with good purpose, or do we gossip behind each others
When someone has an issue or concern and speaks directly to that
personwith the intention of clearing up the misunderstandingtrust
has the opportunity to be rebuilt and the potential to work together
is restored. When people talk behind the backs of others, it destroys
trust and the potential for performance between those individuals.
information is shared in confidence, do we respect the confidentiality
or do we leak the information?
Breaking confidentiality is a sure-fire way to break trust and the
potential for performance between those individuals.
we acknowledge the skills and abilities of others?
we trust anothers judgment, or do you try to micromanage people?
(NOTE: When a person is given a task with the authority and the
resources to do that task to the best of his/her ability, trust
in that persons competence is demonstrated and that persons
performance many times exceeds our expectations.
leaders, do we invest in the continuous learning and development
see and nurture the potential that exists in our people? (NOTE:
When people feel their desire to learn, perform, and grow is shared
and respected, trust is cultivated in their leaders and their organization.)
Rating:If you answer at least 8 questions favorably, you contribute to
fostering an atmosphere of trust. Answer 5-7 favorably, you may need
to re-evaluate your level of trust. Answer 4 or less favorably, you
may contribute to creating an environment of distrust.
Reina Transactional Trust Model provides people with a common
framework so they are able to discuss trust-related issues and take
action on them. The Reina Trust Quiz is a quick barometer indicating
the level of trust in a team or organization. Together they help people
get on the same page regarding what trust means, the behaviors that
build it and break it, and provide people with a practical lens to be
able to align toward similar goals, in order to achieve higher performance.
D.S. & Reina, M. (1999). Trust and betrayal in the workplace:
Building effective relationships in your organization. San Francisco:
Dennis Reina, co-author of Trust and Betrayal in the Workplace:
Building Effective Relationships in Your Organization is a speaker,
practitioner, and principal of the organizational development research
and consulting firm, Chagnon & Reina Associates, Inc., based in
Stowe, Vermont. Dennis may be reached at email@example.com
is a highly complex and emotionally provocative topic that means different
things to different people. And, that is a big part of the problem.
ISPIs games guy
and QBInternationals Resident Mad Scientist (aka Director of Research
and Development) Sivasailam Thiagi Thiagarajan has created
an interactive game designed specially for the readers of PerformanceXpress.
Play this Whos Who in ISPI? flash game by visiting:
you can play this addictive Hangman-type game repeatedly. Each time you
play, you will see a new sequence of people. You can even select a level
to match your skills. Before you know it, you will become so fluent with
ISPI thought leaders and their accomplishments that everybody will be
impressed. Each issue of PerformanceXpress will feature a new game.
by Guy W. Wallace, ISPI President-elect
Procrastinationthe opposite of the 5 Ps
of Planning: proper planning prevents poor performance, and
then getting on with it!
there are sometimes positive consequences for postponing actions or being
late. However, more often than not, there are negatives for you somewhere
down the line, and for someone else someplace else. Lets explore
this theme while I try to convince you to both start early and finish
early for some ISPI windows of opportunity, because of the
positive impact to you and to others for you doing so.
windows are open already for:
Fall Conference Registration
Spring Conference Concurrent Session and Pre-conference Workshop Proposals
Awards of Excellence
If you have just begun thinking of individuals you believe should run
for ISPI office and/or your own desires and intentions, you might be running
a little late. If you wait too long to nominate someone, they will have
less time to think about it before the deadline. Start thinking about
this one RIGHT NOW! Encourage others to run and contribute. Its
a great experience! Think about it for yourself!
If you would
like to nominate someone, please send the your name and contact information
along with the nominees name and contact information to firstname.lastname@example.org.
Be sure to indicate the Board position (President-elect or Director) you
are submitting for in the Subject line.
Fall (Chicago) Conference Registration
Early birds will get a discount of $100.00 to the September 26-28, 2002
event if they register
by August 15, 2002. This conference on Performance-Based
ISD is limited to a cozy 250 participants to enable meaningful dialogue
between attendees and presenters before, during, and after the sessions.
Spring (Boston) Conference Concurrent Session and Pre-conference Workshop
The window of opportunity has opened and will shut on July 26, 2002. If
youve been waiting and thinking about it, it is now time to act!
the guidelines today. Talk with your internal or external customers about
co-presenting with you. And then focus your presentation on the results
targeted and on how you got them! Come prepared to share and learn from
your HPT peers!
If you start now, you have more than three months left to download
the submission package, review it, and begin to answer the submission
questions and gather and prepare your submission materials. The deadline
for receipt is October 25, 2002. If you wait, youll find yourself
stressing and perhaps missing that window. Doesnt some of your recent
work deserve recognition? Talk to your customers about co-submitting.
Market them as you market you! Champion HPT through the Awards
of Excellence program! If you have any questions, contact Ellen Bodalski
Kaplan, ISPI Senior Director of Meetings, at email@example.com
for more information.
Performance Technologist (CPT)
CPT is ISPIs new certification
program. Being a CPT is not about attendance at workshops or conferences.
It is about what results you have accomplished by means
that meet 10
Performance Improvement Standards and adhere to our Code
of Ethics. The grandparenting window of opportunity has opened already
and is due to close May 1, 2003. Thats sooner than you think. If
you start now, you have plenty of time to be recognized as one of the
early adopters, and then be able to better distinguish yourself in a field
of self-declared professionals. If you wait, youll be playing catching
up with the rest of the crowd, and miss the relative ease of the grandparenting
procrastinate. Your timely efforts may be the difference between your
active participation and professional growth and waiting until the next
cycle! Remember the lesson about the early bird. Do it early. Start early.
Finish early. Relax sooner. Enjoy your summer!
by Carl Binder
is the relationship between research and practice
in the field of Human Performance Technology (HPT)? The answer depends
on a number of factors including the research topic and the methodology
used in the research, and particularly relevant to this column, the
type of measurement used in the research.
days, little published research seems to involve measurement of the
effects of performance improvement methods or tools. This is a shame,
since we claim as a field to be research-based, implying
that we design interventions based on demonstrated results of carefully
controlled studies. However, much current research related to HPT is
what I would call about performance improvement. It typically
involves studies that use surveys, literature reviews, and opinion-gathering
tools to find out what people think about aspects of performance technology,
how people say that they use HPT methods, and so on. Although these
topics might interest some of us, Im guessing that most day-to-day
HPT practitioners find them largely irrelevant. Such studies do not
expand our research base about what actually works, how well,
and under what conditions. (By the way, please email
me if you either agree or disagree with anything I say in this column!
Im trying to push a few buttons here.)
of our colleagues have published excellent summaries of academic research,
and its implications for practitioners. Ruth Clarks award-winning
Expertise, is a good example. She covers some research that
is based on opinion (e.g., ratings by experts on the degree to which
specific CBT screens should support learning versus actual measures
of learning), while other studies report actual results of learning
interventions. Such summaries are of value to practitioners to the degree
that they describe and compare the measured effects of different procedures
or operations on learning and performance comparable to real-world performance
would be great if we could accelerate the number of articles published
in ISPI journals that report the effects of specific types of interventions
on measures of behavior, accomplishments, or business results. Such
studies would allow us to be genuinely research-based. A good example
of this type of research was an article by Bucklin, Dickinson, and Brethower
(2000) in Performance Improvement Quarterly about fluency training.
It compared the effects of specific learning procedures on retention
and application. Although the experiment used arbitrary verbal stimuli
and responses to control for learning history, by testing procedures
similar to those one might apply in a real-world setting, and counting
responses in the same way one would measure behavior in a practical
application, it was directly relevant to HPT practice.
what is the difference between research and measured application? Having
begun my own professional career as Associate Director of a learning
research lab and classroom, my training in measurement began in a research
setting. Whether in the relatively abstract and controlled environment
of the programmed learning lab or in the more pragmatic and wooly world
of regular and special education classrooms, our measurement always
included counts of behavior and accomplishments (the outputs of behavior).
We always looked for interventions and variables that would produce
the greatest changes in behavior or accomplishments in the least amount
of time. We measured to determine the effectiveness and efficiency of
that perspective, so-called research was simply a more controlled version
of practice. Our goal was always to produce measured changes in performance.
Sometimes we were more careful to control the environment and the performance
objectives because we wanted to know exactly what was contributing to
the changes we observed or which out of several possible factors was
having the effect. We didnt need statistical methods because the
effects we sought were large enough to be obvious in graphic analysis
without using tests of significance.
answer the question posed at the beginning of this column, Id
say that the relationship between research and application, and the
value of research for practitioners, depends greatly on how and what
the research measures. If researchers count behavior, accomplishments,
or organizational resultscomparable at least in form to those
we might encounter in applied settingsand if they aim to determine
the effectiveness or efficiency of specific learning or performance
interventions, then it seems reasonable to conclude that their research
will be interesting, and directly relevant to the practice of HPT. If
not, then it might be a stretch for most of our practitioner colleagues.
those in the readership who function as researchers, instead of or in
addition to being practitioners, let me propose the following: It would
be great if you could conduct and share more research that directly
measures the results of intervention variables and seeks to provide
guidance for practitioners about what works, how well, and under what
conditions. In so doing, you would be making an immediately applicable,
and highly valuable contribution to the advancement of Human Performance
Carl Binder is a Senior Partner at Binder Riha Associates, a consulting
firm that helps clients improve processes, performance, and behavior
to deliver valuable results. His easy-to-remember e-mail address
and his companys website is www.Binder-Riha.com.
by Terrence Gargiulo
How do you convey complex concepts without lecturing? Take
a moment and try to recall teaching experiences when you communicated
well and learning ones when you felt engaged. What role did active participation
play? Its critical to honestly examine our basic assumptions about
how people learn. How much do people learn through didactic explications?
If people learn more through making associations then we must use less
instruction, and more stimulation. Here are some ideas:
We want to be the expert. At the end of a session, we hope for glowing
accolades and fulfilled students. Is it possible to have even greater
control over the learning experience by not focusing on these things?
How far can we meander from the course materials and still hit our objectives?
It all depends upon our willingness to give up a certain amount of control.
Its important not to just pay lip service to the notion of participation.
Exhibit a willingness to learn from others. Whenever I stand in front
of a group, I remind myself that the collective knowledge and experience
of it is far greater than my own. If I build good rapport with a group
and create an environment where sharing is encouraged, everyone stands
Create a path of questions. For each concept or learning objective, develop
a set of questions you can use to guide people. Lead them to the concept
through associations. Even the most complex concepts can be explained
in this way and in a shorter amount of time than through traditional lecturing.
A lecture follows a single stream of ideas. Often, there are parts of
a concept that are self-evident. Let the participants state these for
you and move past them quickly. When there is too much information, use
rhetorical questions. These plant a seed in a peoples minds for
making future connections.
fast on your feet.
Scripts are easy to follow. What do you do when there is no script to
follow? As we allow more room for flexibility in our sessions, we need
to think quickly on our feet. As you ask questions, you will not always
get the same responses. Be prepared to move in any direction. You may
be surprised by a persons answer or comment. Tune in to how various
people are synthesizing the information you are presenting, and adjust
your questions and tact accordingly.
What do we know about a group, its personalities, and dynamics before
we meet them? Try to identify the type of language or metaphors that people
will respond to and understand. Prepare examples that use concepts from
their areas of expertise and use anecdotes and stories whenever possible.
Do you find it easier to listen passively than actively participate? Most
of us prefer to sit quietly and listen to someone else. People may not
like to be bombarded with questions but it forces them to think. Set the
ground rules from the beginning. Let people know they will need to participate
and work in order to learn.
Performance Improvement Conference & Expo,
April 11-15, in Boston, MA, will set a new benchmark for the International
Society for Performance Improvement (ISPI). The conference theme is Lessons
in Leadership, and the backdrop of historic Boston will put us all in the
mood for learning from our past and exploring new leadership paths.
the following new presentation formats and speaking opportunities:
Forums. These 60- or 90-minute sessions will be scheduled throughout
the three-day conference. Headed by Andrea Moore, this track seeks session
proposals offering experiential learning opportunities that break the
ISPI concurrent session mold. For ideas to inspire your creative juices,
see Andreas article in this issue Innovative Forums: Whats
New for 2003?
Research Concurrent Sessions. These 90-minute sessions will be featured
during the second afternoon of the conference. All Track Chairs welcome
session proposals from the academic community and students on recent research.
This provides students with opportunities to speak before their professional
community and enriches the knowledge base of our Society. Submit your
proposal to the track that best fits your research area.
Pre-conference Workshops. This new feature throws open the doors for
pre-conference workshops, at an additional cost to those who participate.
The committee, headed by Deborah Voosen and Dr. Karen Johnson, is seeking
one- or two-day workshops as well as shorter, experimental workshops of
a half-day or a shorter seminar format.
on this yearwith more gusto than everare the following presentation
Concurrent Sessions (90 minutes). Fundamentals focus on the core competencies
of Human Performance Technology (HPT) and will be presented by those with
experience presenting to ISPI audiences.
Gallery. This format allows you to create a visual display about a
successful project. The Performance Gallery will be scheduled during the
Welcome Reception and remain in the Exposition Hall for two days. The
deadline for Performance Gallery proposals is October 14, 2002. Look for
additional information about the Performance Gallery in future editions
of PerformanceXpress from the co-chairs, Marilyn Spatz and Michelle
Applications Concurrent Sessions (90 minutes). This format is ideal
for our newer members and provides an opportunity to share systematic
steps, results, and lessons learned.
a novice in speaking at ISPI? Here are a few tips:
a coach! Several members of the Conference Program Committee have volunteered
to provide assistance in helping submitters craft a winning session
becoming a proposal reviewer this year and submitting one next year.
This experience will provide you with insights into how others write
session proposals and how session proposals are viewed by reviewers.
forward to receiving your ideas for making the 2003 Conference program
the best ever! If you have any questions, contact Ellen Bodalski Kaplan,
ISPI Senior Director of Meetings, at firstname.lastname@example.org
for more information.
by Patrick Murphy
Background As explained in the June issue
of PerformanceXpress, the International Society for Performance Improvement
(ISPI) initiated the Marketplace 2002 Taskforce to better understand our
marketplace and to assist in rendering products and services for our members.
The 2002 International Performance Improvement Conference & Expo in
Dallas this past April presented the opportunity to conduct focus group
sessions with members within our identified marketplace segments. Five focus
group sessions were conducted, and I was fortunate to moderate two of those
As the vice
president of consulting services for Stractics
Group and a relatively new member of ISPI (three years), moderating
the sessions gave me an opportunity to enhance my understanding of the
Society and get to know other members. The experience was very valuable
to me personally.
first focus group consisted of HPT members in the Enterprise-Manager-Partner
segment. Participants in this session included:
Courtney, Six Continents Hotels
Trombley, Ford Motor Co.
Kroczek, Argonne National Laboratory
Fleet Training Center, San Diego
Tucker, Caterpillar Financial
Stuart, Boeing Employees Credit Union
Whitesides, Ricoh Electronics Inc.
Dwyer, Conexant Systems
Wolf, LifeScan, Johnson & Johnson
Wells, Sandia National Laboratories
Rand, US Department of the Treasury
The Session Participants
were extremely open in their comments and group discussion. Although individual
comments covered a broad range of opinions, general themes could be identified.
the participants viewed the Society positively. Items identified as strengths
of ISPI include:
to the expertise and knowledge of members of the Society. When discussing
ISPI in relation to other professional societies, session participants
commented that the experts (i.e., those conducting research, writing
books and articles, and expanding the overall field of performance improvement)
belong to and are involved in ISPI.
willingness to provide assistance to others by sharing experiences,
ideas, and collaborating where needed. This ability was particularly
noted throughout experiences with local ISPI chapters.
available, such as publications and the Job Bank.
personal treatment by the Society. Participants in this session found
ISPI staff to be very helpful and felt the Society treats them professionally.
session, participants discussed areas in which they felt the Society could
improve. During that discussion, the following areas were identified:
a variety of products and services are available through the Society,
improved communications to create awareness would ensure that these
offerings are better understood and used by ISPI members. This should
also include how to access the available products and services.
the overall profile and awareness of ISPI among organizational managers,
executives, and industry leaders. This would help position the members
of ISPI and the Society in general as highly specialized and proficient
alignment and coordination between the Society and the local chapters.
of the other focus group sessions will appear in future issues of PerformanceXpress.
If this summary, or the summaries of the other focus group sessions raise
some ideas or comments, please make your opinion known by contacting the
members of the Marketplace View 2002 Taskforce, Guy Wallace (email@example.com)
and John Swinney (firstname.lastname@example.org).
discussing ISPI in relation to other professional societies, session
participants commented that the experts (i.e., those conducting research,
writing books and articles, and expanding the overall field of performance
improvement) belong to and are involved in ISPI.
Andrea Moore, Track Chair for Innovative Forums
are many answers to this question.
Could it be the return of the skort? Or how about pierced
heels? What about cloning your pet? All of these may be true, but Im
referring to the new and exciting, Innovative Forums.
this, you ask? Well, its an exciting new venue for presenting information
about HPT for the 2003 International Performance Improvement Conference
& Expo April 11-15, in Boston, MA. Were looking for a few good
men and women to express cutting-edge, state-of-the-art concepts using
alternative strategies. These alternative strategies could include, but
are not limited to, plays, games, simulations, mock courtroom trials,
improvisational skits, magic acts, and even pantomime (with subtitles
so your participants get the right message).
the best way to describe this new presentation medium is to call it the
Wacky Track. Wacky Track pretty much sums up what were
looking for as well as the types of presentations that do not fit the
bill. Lets do a little test:
Forum material or not?
slide show describing an evaluation project with high amounts of audience
of a web-based training tool, providing exercises that the audience
impersonator using HPT phrases as new song titles.
of experts debating behaviorism versus constructivism, with a Weakest
Link-type or Chris Matthews Hardball-type moderator.
I think you have the picture. But one important message that should be
remembered, were still in the business of HPT. While this track
is fun and wacky, we wont lose sight of our overall goal: HPT is
the systematic approach to improving productivity and competence. Just
keep that phrase as your mantra and let your creativity and imagination
the guidelines today and begin preparing your proposal for the 2003 Conference.
The submission deadline is July 26, 2002. If you have any questions,
contact Ellen Bodalski Kaplan, ISPI Senior Director of Meetings, at email@example.com
for more information.
to the Innovative Forum material or not?
it is likely fine in the regular presentation tracks.
since there is no unique or wacky flair.
Especially if one of the songs is, You aint nothing but
and I personally would love to see this one!
International Board of Standards for Training, Performance and Instruction
(ibstpi) recently revised its set of competencies for instructors and
is seeking validation of this revised set by instructors and trainers
from around the world. The Board has developed a survey to determine the
extent to which the competencies reflect the skills most critical to instructors
and trainers in both face-to-face and online settings.
If you are
willing to be a part of this validation study, please go to http://cstl.syr.edu/ibstpi/
where you will find detailed directions and the survey itself. If you
would prefer to fill out a paper version of the survey, directions are
available on the site to download the Adobe Acrobat version to complete
and mail or fax it back to ibstpi.
If you have
trouble accessing this survey online and would like a printed version
sent to you, please contact Meng Fen Hsieh at firstname.lastname@example.org
or Barbara Grabowski at 814.863.7380. It would be helpful if you could
complete the survey by August 15, 2002. If you have any questions,
please contact ibstpis President Tim Spannaus at email@example.com
or ibstpis Vice President of Research Jim Klein at firstname.lastname@example.org.
more information about the International Board of Standards for Training,
Performance and Instruction.
Deborah Voosen and Dr. Karen Johnson
Call to Action
This is an invitation to all interested professionals working in the field
of performance improvement who have outstanding workshops to offer their
colleagues. As you plan to attend the 2003 International Performance Improvement
Conference & Expo in scenic Boston, consider making history by submitting
a proposal to present a pre-conference workshop. Share your expertise
with your colleagues by becoming part of their conference experience.
Pre-conference workshops are an integral part of ISPI conferences and
serve as a BIG draw. About 25% of the conference attendees attend a pre-conference
the guidelines, and submit a proposal to present a Pre-conference Workshop
for ISPI 2003. Proposals will be accepted until July 26, 2002.
and Audiences: Workshops are skill exchanges that must be performance-based
and highly interactive. A variety of workshops are selected to meet
the range of interests and skill levels of attendees (basic, intermediate,
advanced, all). Workshop topics in 2002 included competency identification,
measuring results, business focused systems, e-learning, process improvement,
and cultural due diligence, which is essential for successful mergers
and acquisitions. Topics range from the fundamentals to those that are
innovative and state-of-the-art.
for Submission: Workshop attendees pay additional fees for the workshops,
so they have high expectations and expect and deserve a significant
return on investment. Workshop presenters must demonstrate that their
workshop will meet the evaluation criteria when submitting their proposals.
Workshops must be piloted and perfected before the conferenceat
local chapter meetings or mini-conferences, or as public- or client-sponsored
Workshop presenters participate in revenue sharing from the workshop
and part of your effort contributes to the financial strength of ISPI.
is to encourage proposals from a wide variety of people on a wide variety
of topics so that ISPI can offer 2003 attendees a choice of outstanding
pre-conference workshops. New this year is the option of presenting half-day
workshops or shorter experimental seminarsover breakfast or lunchprior
to the conference.
proposal today and make a lasting contribution to the profession of improving
Human Performance. If you have any questions, contact Ellen Bodalski Kaplan,
ISPI Senior Director of Meetings, at email@example.com
for more information.
Once again, it is time for the membership
of the International Society for Performance Improvement (ISPI) to determine
the future direction of the organization by nominating those members that
you feel have the qualifications, experience, and vision to lead our Society.
Up for nominations this year are the President-elect and three Board members.
They will join the President, two continuing Board members, and the non-voting
Executive Director who make up the eight-member Board.
of the Board are to manage the affairs of the Society and determine the
strategic direction and policy of the Society.
Job Descriptions President-elect The President-elect assumes the Presidency of ISPI for a one-year
term at the conclusion of his/her one-year term as President-elect. The
President-elects efforts are directed to assuming the Presidency
and assignments are designed in preparation for that transition. The President-elect
serves to provide continuity of programs, goals, objectives, and strategic
direction in keeping with the policy established by the Board of Directors.
Director on the Board serves a two-year term and is a leader in motivating
support for established policy. He/she serves to develop new policy and
to obtain support for ISPIs programs. A Director should provide
an objective point of view in open discussions on issues affecting the
membership and profession. He/she should thoroughly analyze each problem
considered, vote responsibly, and then support those actions adopted by
majority vote. Individually, each member of the Board is considered a
spokesperson for ISPI and represents the integrity, dedication, and loyalty
to established policy.
for nominations is August 30, 2002. If
you would like to nominate someone, please send the your name and contact
information along with the nominees name and contact information
to firstname.lastname@example.org. Be sure to indicate
the Board position you are submitting for in the Subject line. If you
are interested in additional information on the nominations process, click
participation is important submit your nomination today at
International Society for Performance Improvement (ISPI) would
like to congratulate the list of professionals below who have taken advantage
of the exemptions available during the grandparenting period and received
the designation of Certified Performance Technologist (CPT). Apply today
to receive your CPT. Visit www.certifiedpt.org
for more information.
Harless, Georgia, USA
Rossett, San Diego State University, California, USA
Stolovitch, HSA Learning & Performance, California, USA
Meyer Markle, Retired, Illinois, USA
Komoski, EPIE Institute, New York, USA
Thiagarajan, QB International, Indiana, USA
Rob Foshay, Plato Learning Inc., Illinois, USA
Addison, ISPI, California, USA
Springer Steele, Retired, Minnesota, USA
E. Clark, University of Southern California, California, USA
Murray, MMHA-The Managers Mentors Inc, California, USA
Zemke, Performance Research Associates, Minnesota, USA
Jackson, Vanguard Consulting, California, USA
Tosti, Vanguard Consulting, California, USA
Pipe, Peter Pipe Associates, California, USA
Rummler, Performance Design Lab, Arizona, USA
Kaufman, Florida State University, Florida, USA
Tiemann, Illinois, USA
Valentine, The Cortex Group, California, USA
Wells, The Wells Group, New Mexico, USA
Lindsley, Behavior Research Company, Kansas, USA
Hale, Hale Associates, Illinois, USA
L. Moseley, Wayne State University, Michigan, USA
Dessinger, The Lake Group, Michigan, USA
Van Tiem, University of Michigan, Michigan, USA
L. Christensen, Merchant Link LLC, Maryland, USA
J. Keeps, HSA Learning & Performance, California, USA
R. Preston, Walgreens, Illinois, USA
Lane, MVM Communications, Canada
K. Castle, New Orleans Consulting, Illinois, USA
Phillips, Pennzoil-Quaker State Co., Texas, USA
Kastelein, Pioneer Spirit (Europe) B.V., The Netherlands
D. Kutzner, Fleet Training Center, California, USA
R. Sola, EdD, Fleet Training Center, California, USA
L. Harris, Media Workshop Inc., Illinois, USA
N. Loube, Odyssey Consulting Ltd., Canada
D. Chevalier, PhD, ISPI, California, USA
LaLonde, Carlson Marketing Group, Michigan, USA
Moshinskie, PhD, Mo, etc. Consulting, Texas, USA
Moore, Moore Performance Improvement Inc., Ohio, USA
M. Harris, Diane Harris & Associates, Canada
R. Biggs, Williams Gas, Kentucky, USA
S. Wehmer, AT&T Broadband, Colorado, USA
P. Kevilus, Sr., ILD Telecommunications Inc., Texas, USA
Hartnett, Symmetry Consulting Inc., Pennsylvania, USA
C. Nichols, BWXT Pantex, Texas, USA
C. Zurkiwskyj, EDS, Michigan, USA
M. Panza, CMP Associates, New Jersey, USA
W. Phillips, USAA, Texas, USA
J. DAmbrosio, Eli Lilly & Company, Indiana, USA
McGuire, Eli Lilly & Company, Indiana, USA
Silber, Northern Illinois University, Illinois, USA
A. Patterson, Agilis Consulting Group, Arizona, USA
Elizabeth Carey, Department of Defense, Hawaii, USA
L. Fair, U.S. Department of Labor, Washington, DC, USA
Singh, Indian Oil Corporation Ltd, India
C. Pfefferkorn, Olympic College, Washington, USA
W. Carlile, A.T. Kearney, Texas, USA
Hennessey, PlainTech, Illinois, USA
Roberts-Luttrell, PlainTech, Illinois, USA
Fruge Titus, Williams Gas, Texas, USA
Momsen, Genesis 10, Wisconsin, USA
M. Shehabi, Saudi Electricity Co., Saudi Arabia
is pleased to announce a new feature, beginning this month.
Performance Marketplace is a convenient way to exchange information
of interest to the performance improvement community. Take a few moments
each month to scan the listings for important new events, publications,
and services. If you would like to post information for our readers,
contact ISPI Director of Marketing, Dan Rudt at email@example.com
Design Workshops, In-House and Public Darryl L. Sink
& Associates, Inc. (DSA) workshops include: Designing Instruction
for Web-Based Training, The Instructional Developer, The Course
Developer, and The Criterion-Referenced Testing. Special pricing
for courseWriter Software to DSA graduates.
Instructional Systems Design Conference September 26-28,
2002, Chicago, Illinois. Take away valuable hands-on solutions to
your most critical challenges in Instructional Systems Design. Return
to your employer/clients with the tools needed to improve performance
and deliver success.
and Information CD-ROM
Set with 185 Hours of Performance Instruction Cutting-edge,
workplace performance improvement presentations recorded at the
recent ISPI Annual Conference. Purchase the Conference CD-ROM at
a new, low price and receive substantial savings on ISPI Conferences,
Institutes, and Publications.
Opportunity, Deadline July 26 Do you have workplace performance
improvement information to share? Consider speaking at ISPIs
next annual meeting. Join 1,500 of your peers in Boston, Massachusetts
from April 11-15, 2003, and wow them with your presentation.
ISPI is looking for Human Performance Technology (HPT) articles
(approximately 500 words and not previously published) for PerformanceXpress
that bridge the gap from research to practice (please, no product or service
promotion is permitted). Below are a few examples of the article formats
that can be used:
I wish I had thought of that Articles
to the article, please include a short bio (2-3 lines) and a contact email
address. All submissions should be sent to firstname.lastname@example.org.
Each article will be reviewed by one of ISPIs on-staff HPT experts,
and the author will be contacted if it is accepted for publication. If
you have any further questions, please contact email@example.com.
free to forward ISPIs PerformanceXpress newsletter to your
colleagues or anyone you think may benefit from the information. If you
are reading someone elses PerformanceXpress, send your complete
contact information to firstname.lastname@example.org,
and you will be added to the PerformanceXpress emailing list.
(formerly News & Notes and Quick Read) is an ISPI member
benefit designed to build community, stimulate discussion, and keep you
informed of the Societys activities and events. This newsletter
is published monthly and will be emailed to you at the beginning of each
you have any questions or comments, please contact April Davis, ISPIs
Senior Director of Publications, at email@example.com.