While effective training has been found to result in about a 20% increase in job performance, efforts to increase work motivation produce at least as much, and often exceeded the impact of training (Clark, 2003; Clark & Estes, 2001). Knowledge and skills give us the capacity to work smarter and more effectively. Yet, people with knowledge and skills often choose not to use what they know, or they lack interest in learning new things. Motivation provides us with the focus, enthusiasm, persistence, determination, and effort needed to go beyond what weve accomplished in the past. It gets us started, helps us persist in the face of barriers and distractions, and encourages us to be “mindful” and work smarter. As Calvin Coolidge, one of our past U.S. presidents, suggested:
So, what defeats persistence, and what works to increase it? Some organizations have found that removing “motivation killers” is a very inexpensive first step. Here are 10 conditions found in many organizations that often damage work motivation. Most of them are easy to eliminate or change. Do they exist in your organizations culture or work processes?
The “10 Most Wanted” Motivation Killers
Clark, R. & Estes, F. (2001). Turning research into results: A guide to selecting the right performance solutions. Atlanta: CEP Press.
Condly, S., Clark, R.E., & Stolovitch, H.D. (2003). The effects of incentives on workplace performance: A meta-analytic review of research studies. Performance Improvement Quarterly, 16(3).
Top Three Predictions
Our profession will shift from its human performance technology (HPT) focus to a business performance technology (BPT) focus. The HPT brand will remain, but our mindset will be increasingly business-centric, as we work to improve the performance of the business, not just the performance of the workers.
HPT leaders will take on greater roles in the businesses where they work as they realize that to effect real change, they must operate in lines of business rather than in staff support functions.
Why These Predictions
As part of their quest for truth, organizations want to stop the waste. They are tired of guessing at solutions. They want to be able to look at an opportunity for performance improvement, determine what it will take to capture it, and get results that net a real return on investment.
These times call for a shift from HPT to BPT. When a solution enables workers to perform better, generates revenue, and improves quality, we are considered successful, and the results are invaluable to the fortunate organization and its stakeholders. However, for HPT practitioners to make this kind of difference requires more than a nodding acquaintance with the organizations business. As performance improvement professionals, at a minimum, we must be able to answer these three basic questions:
Jim suggests that right now few HPTers can do this, leaving us without a place at the executive decision table.
Each of us must determine if we are willing to take on a greater role by inserting ourselves into the business of our organizations and assuming the same level of risk as the lines of business do. Are we willing to learn to apply business thinking to business performance improvement? Can we reduce duplication of effort and redundant job responsibilities in our own groups? Can we cut costs, increase our speed of delivery to our customers, and establish common thought, language, and processes for improved efficiencies and a cohesive branding of the products and services we deliver? Some of these suggestions and decisions will be unpopular, but when we can deliver on them we will raise the bar for HPT and truly contribute to our organizations results.
How Organizations Will Be Different
One way to align effectively with business results in this new environment is for the HPT practitioner to recast his or her role from that of maintenance engineer to one as design engineer. Most requests received by performance consultants are for “fix it” projects because something is not working as it is supposed to. In the scheme of organizational operations, these tend to be mostly low-level efforts that equate to a building maintenance person being called to fix the plumbing.
A better situation is to have a seat at the building design table so we can affect the layout, flows, and operations before the system is badly built. In an organizational context, this role has a much greater impact and considerably higher payoff for both the business and the performance technologist.
HPT, with its focus on principles and practices rather than on models, will be utilized consistently across savvy organizations. Shifting analogies from architecture to medicine, Jim notes that emphasizing diagnosis before prescription, together with consistent HPT standards, will reduce our risk of “malpractice.” Practitioners will quickly and accurately identify business performance improvement issues and opportunities and lead the way to solutions, via specialists, that produce valued results.
Implications for ProofPoint Systems
To illustrate, Jim tells the story of having a cold and searching the medicine cabinet for a particular remedy. When he doesnt find it, he looks for another that might substitute, such as an over-the-counter medication or maybe the remnants of an old prescription. When his second choice is not effective, he goes back to the medicine cabinet for a third option. Jim continues to try different medications until something helps his cold—much as organizations do when prescribed performance improvement solutions fail.
In Jims example, it is unclear if the “speedball” of solutions actually helped or if the cold went away on its own. What is very clear is that weve been overmedicated, which is costly and sometimes dangerous.
To guard against these events, Jim and his ProofPoint team educate their clients about the value of separating analysis from solution design and delivery. Established as a diagnostic organization with the capability of referring clients to the right solution specialists, ProofPoints advisory model and the software applications they are developing ensure the integrity of the results they produce.
People still did not perform. So, we spent more time and money. We had instructors smile more and look really organized, and still people did not perform. Frustrated, I sought the advice of an old-timer who told me we were focusing on the training and not on the performance. And worse, he noted, that even if I had the training right, I was not aligning the training with mission accomplishment and safety. I was looking at the pieces and not the whole. In fact, he told me, “When you just look at the pieces of a system and not at the whole system, it is like looking at trees and not knowing you are in a forest.”
I was shocked. I thought if you looked after all of the pieces, the whole would take care of itself. I was guilty of looking at trees and ignoring the forest and the environment in which the forest nested.
Getting It Right
Maybe not a great analogy. How about another? Steve Duncan at East Carolina University introduced this one to me. In football, we focus on individual positions: quarterback, center, tacklers, and receivers. We keep track of each ones stats and send the best of the best to the All Star game. Each position is like a “tree” in our trees-and-forests analogy.
We train each position, praise them, and show TV highlight clips of them. As if the other members of the team did not matter. Mistake. For any team to be successful, each “tree” must perform his or her task perfectly, as well as perform together with a common purpose (winning each game and the championship with no injuries). Now, lets shift to the performance improvement professions conventional wisdom.
When we go to workshops, take courses from institutions, and attend conventions, we focus on the “trees of our business.” It seems natural. People pay to learn about trees. They insist on “tree-oriented” presentations, and we provide them. They call them “practical tools that can be used right away.” So we pander to that, and more and more of our popular programs are about the trees of our business: instructional design, computer assisted learning, the Internet, learning objects, motivation, distance learning, etc. We provide trees, and people go away happy. Dont ever talk at one of these about forests. Ever. Not good for feedback ratings or being invited back. To do so risks poor reviews. Trees are “in,” forests are “out.”
This is a shame. For, maintaining the focus on the pieces of the puzzle and not on the whole, demonstrates what Peter Drucker (1973) has told us for some time, “We are getting better and better at doing that which should not be done at all.” We can be very good at one or two of the tools of our trade, but we will never be successful unless we integrate those individual skills and contributions into the whole. We should not focus on improving performance on tasks alone unless we also make sure that each task aligns with what the entire organization uses, does, produces, delivers, and the value it adds for internal and external stakeholders.
What Does this Mean for Successful Organizations and Successful
The next time you go to a workshop or professional conference to develop your tools (such as learning objects, computer assisted learning, e-learning, motivation, needs analysis, evaluation), also expand your professional toolkit to include the forest and environment, the whole. Demand both learning opportunities about trees and forests. If you develop both, you will achieve individual and organizational success. If you dont, you will just be part of the masses that dont understand that thriving forests must include thriving trees.
Kaufman, R, Oakley-Browne, H., Watkins, R., & Leigh, D. (2003). Strategic planning for success: Aligning people, performance, and payoffs. San Francisco, CA: Jossey-Bass/Pfeiffer.
What is “Lean” from an improvement perspective?
“Lean” is a particular set of tools and toolkit that is designed to reduce the waste and reduce the lead-time for any given process, whether in manufacturing, or for performance evaluations, or to close the financial books annually.
You use lean tools, including techniques such as, “value stream mapping,” to weed out the waste from huge amounts of decision time, or recycled decisions, wait-time, or work-in-process inventory. These may all sound like manufacturing terms, but you find these same process issues throughout an entire organization. Lean is actually “Lean-Six Sigma” and is one of the tool sets available to shorten up lead-times and eliminate waste.
So, what then is Six Sigma, from an improvement perspective?
To get to a truly optimized system, youve got to do two things. First, stabilize the system to get the variability out, which gets results measurements much tighter, grouped around the mean or average of the process. The Six Sigma tools help to achieve “reduction of variability.”
Once there, you want to move the mean to a more optimum position, typically using the Lean techniques to reduce cycle time and waste in the current state processes. The two tools sets of Lean and Six Sigma create a strong tool set for improvement.
What is your experience in either improvement approach?
The actual tool sets have been around for a long time. I was exposed to them early in my career as I tried to determine what was going to be most sensitive in the designs for an item I was creating for installation at the nuclear power plant. So, Ive had a lot of background in it.
For over 10 years, Ive used these tools and techniques as a consultant and in-house to drive significant improvement, such as 8:1 and 10:1 value improvement as measured in stock prices.
Are both Lean and Six Sigma compatible with HPT? If so, how?
HPT and “Lean-Six Sigma” are compatible on two different levels. One level is in providing the organizations processes with humans that have the core competencies necessary to the processes. As a specialist in HPT, you have to know how you are going to get those competencies into place to best meet the needs and constraints of the organization.
Another level is using those tools to improve the HPT processes themselves. Some of the leading companies in the Lean-Six Sigma world have had tens of millions of dollars in improvement returns generated in less than a year through human performance improvement in their HR organizations.
What will attendees at the Tampa conference get from your keynote panel discussion?
This session will bring together speakers who represent aspects of the Baldrige model. Our goal is to show the breadth and the linkage of the human variable within the Baldrige model, and how the human variable is managed and contributes to the performance of the organization per that model.
HPT plays a significant role in managing and operating the Baldrige business model. Conference attendees need to understand that potential if their organizations are following the Baldrige model, or some adaptation of it.
The panel tentatively includes a representative from the first hospital to win the Baldrige Award, and one of the leading thinkers in the Six Sigma world. It should be a very interesting session and hopefully will connect the dots for the attendees between HPT and the National Malcolm Baldrige Award.
CAFÉ provides guided practice on paired associates (or multiple discriminations as we used to call them in the good old days of Programmed Instruction) such as recalling airport codes, postal abbreviations, French words, chemical symbols, and product features.
As an experimental validation of CAFÉ, I memorized the sequence of playing cards in a shuffled deck. If you call out a number between 1 and 52, I will tell you the name of the card at that location. If you specify a playing card, I will tell exactly where that card will be found in deck. Obviously, this is not of any great value—unless you want to show off or perform mind-reading tricks.
This month, we have a sample game that helps you explore CAFÉ. The content of the game is a list of IANA (Internet Assigned Numbers Authority) country codes. Similar to postal abbreviations for US states, these are the official two-letter codes used on the Internet to represent different countries of the world. (They are used in email and web addresses.)
When you start the game, you will see names of different countries flashing across the display area. Your task is to type the two-letter abbreviation (simple task, eh?) of the country. When you do this, the name of the country will disappear and your score will go up. During each round of play, you will be presented with a random set of 10 countries in a random order. The maximum score you can earn is 100. To avoid frustrating you too much, we use only 75 countries (out of the complete list of 243).
You can play the game repeatedly. But be careful: Just like any other digital game, you may get addicted and forget your staff meeting. Sooner or later, however, you may have mastered all of the 75 country codes and find the task to be fairly simple and boring. At this stage, you can jump up to the second level of play where the game is played the same way as before except the country names flash across the display area at a faster rate. When your performance has reached this level of fluency, you can move on to the third level. But enough talking. Click here to play the game.
by James A. Pershing, PhD, CPT, ISPI Director
There are a number of very good reasons for citing the work and ideas of others. First and foremost, very few of us have original thoughts and brand new ideas. Mostly through analysis, synthesis, projection, and re-contextualizing, we build upon the ideas of others. We build upon an existing body of thought and knowledge. By citing the work of others, we demonstrate to readers that we are on top of the body of professional literature pertaining to our work. Second, by providing easy access to the sources we use to build our ideas and arguments, readers can check the credibility of the sources we used to see if they agree with our interpretations. Third, we are enabling readers to advance their knowledge by exposing them to the ideas, principles, theories, and findings we cite in building our ideas and arguments. Collectively, these three reasons for citing the work of others help us to sharpen our own thinking and provide credibility to our work.
Plagiarizing negatively impacts the credibility of our work. Plagiarism is a relatively simple concept. If you use the words, ideas, or information from another source, with no citation, you are plagiarizing. According to Harris, “Plagiarism occurs when an information source is not properly credited” (2002, p. 15). “The key element of this principle is that an author does not present the work of another as if it were his or her own work. This can extend to ideas as well as written words” (American Psychological Association, 2001, p. 349). You must cite words you quote, words you summarize, words you paraphrase, and the ideas, interpretations, opinions, and conclusions of others. If you use data, drawings, photographs, graphics, or video sources of others, you must cite them. In addition, you must cite the unique ideas, apt phrases, and structure or sequencing of facts, ideas, or arguments of others (Harris, 2002).
You need not cite your own words, ideas, solutions to a problem, or unique concepts. Nor do you have to cite your own data, graphs, drawings, photographs, and so on (Harris, 2002). In citing outside information, what is often termed as common knowledge does not need to be cited. “Common knowledge includes whatever an educated person would be expected to know or could locate in an ordinary encyclopedia. It represents the kind of general information found in many sources and remembered by many people” (Harris, 2002, p. 19). Examples of common knowledge include common facts, common sayings, and information that are easy to observe.
Sometimes, people confuse plagiarism with copyright infringement. They are different. “A plagiarist is a person who poses as the originator of words he did not write, ideas he did not conceive, and/or facts he did not discover. A copyright infringer is a person who makes unauthorized use of material protected by copyright” (Fishman, 2003, p. 12/3). If one takes credit for the work he or she copies, and the work is protected by copyright, that individual would be both a plagiarist and a copyright infringer. Below are three examples to help clarify plagiarism and copyright infringement.
Example 1: Pat, a consultant, finds and uses in a workshop an obscure presentation given by an instructor from graduate school. The instructors presentation is in the public domain. Pat has not committed copyright infringement. However, Pat has committed plagiarism if she doesnt give credit to the original writer.
Example 2: The publisher Lee, Kim, Sons, and Daughters publishes a paperback version of Performance-Based Instruction by Brethower and Smalley without permission. They have committed copyright infringement, not plagiarism, given they did not pose as authors of the book.
Example 3: Dr. Knowitall, a famous performance technologist, copies a paper written by a colleague and publishes it under his own name in Performance Improvement. On the front of the copied paper, the colleague had his name with a date and a copyright symbol (©). Dr. Knowitall is both a plagiarist and a copyright infringer.
Typically, authors are not sued for plagiarism. However, college professors and journalists have lost their jobs. And, students have been dismissed from school. Copyright infringers can be sued. A plagiarist can also be sued by his or her publisher for breach of contract or fraud if an author signs an agreement indicating that the work submitted for publication is not in the public domain (Fishman, 2003). So, there are very practical reasons for learning about plagiarism and copyright infringement.
However, in my judgment, the most compelling reason to properly use citations in your work as a professional performance technologist is not esoteric or to avoid litigation. It has to do with credibility: your credibility and the credibility of our profession. Human performance technology (HPT) is an eclectic field of professional practice. HPT borrows from and builds upon associated disciplines and fields of professional practice. Most of the major ideas and practices in HPT have evolved from an array of disciplines and fields. Several ideas and principles of HPT are adaptations from other fields. As such, it is critical that in our own work we show respect for our fellow professionals and help our readers to understand the derivation of our reasoned ideas and arguments. In short, citing the sources that underlie and support our ideas and thoughts provides context, strengthens our arguments, and makes our writing more interesting. Over the years, I have found that writing with sources has helped me to develop my thinking and analytic skills.
Fishman, S. (2003). The copyright handbook: How to protect & use written works (7th ed.). Berkeley, CA: Nolo Press.
Harris, R.A. (2002). Using sources effectively: Strengthening your writing and avoiding plagiarism. Los Angeles, CA: Pyrczak Publishing.
Quick recap: Every month, three sites, one theme. While far from comprehensive, hopefully these sites will spark readers to look further and expand views about human performance technology (HPT). Please keep in mind that any listing is for informational purposes only and does not indicate an endorsement either by the International Society for Performance Improvement or me.
These are the general categories I use for the sites featured:
The theme for this months column is Women at Work. On March 8, 2003, the United Nations commemorates International Womens Day, a day celebrated around the world. The challenge for performance technologists in global businesses is to understand and enhance the performance of all workers in the context of specific cultural norms and economic pressures. This month we explore some sites that address this challenge as it relates to women at work. Together, we can strive to create workplaces that respect the history and success of men and women at work in our pursuit of collaborative organizational excellence—notwithstanding Hymenopteran fratricide.
Join us next month as we continue to “e”-volve our skills in the online honeycombs to bring you more Inter-nectar of note. Until April, enjoy your travels in the cybergarden.
The following members of the 2003-2004 Board retain their seats: Donald T. Tosti, CPT (2004-05 President), Barbara H. Gough, CPT, James A. Pershing, CPT, and Richard D. Battaglia, CAE (ex officio). A special thanks to the departing Board members: Guy W. Wallace, CPT, Clare Elizabeth Carey, EdD, CPT, and Jeanne Farrington, EdD, CPT, for their hard work and dedication to ISPI.
Just imagine…exchanging ideas with the gurus of the HPT field and they listen to you!
Just imagine…walking into a conference session and having the experience of sitting next to the ISPI President!
Just imagine…a newcomer to the HPT field sitting next to you in a session asking YOU a question!
Just imagine…meeting HPT professionals from around the world!
Just imagine…exchanging hints with newly forming chapters in the Chapter Partnership Committee meeting!
ISPIs 42nd Annual International Performance Improvement Conference & Exposition is shaping up to be one of the best ever. The theme—Partnering for Performance—is perfectly timed to help us all realize what other disciplines have to offer, and what we have to offer them as HPT professionals. Our world has changed, our corporations have changed, and it is up to us to lead the HPT aspects of those changes as creatively and efficiently as possible. One of the best ways to do this is to attend the conference April 18-23, 2004.
The tracks, forums, and events this year include:
Just imagine, if you arent coming to the ISPI conference in Tampa this year, none of these things can happen!
Just imagine…hearing new ideas from the best in the field and productively fulfilling your professional obligations.
Just imagine…experiencing how successful HPT partnering can be!
Just imagine…knowing how other chapters have conquered your chapter issues!
Now just imagine yourself in Tampa. Well be there! Register today!
While I dont agree with everything in Metrics, I recommend it because its a quick and enjoyable read, because it contains valuable references and links, and mostly because it challenges us to think outside many of the current ruts in measurement and evaluation.
Things I Like about Metrics
Things I Dont Like So Much About Metrics
I suggest you read Metrics yourself, and discuss it vigorously with your colleagues and clients. I am sure you will find it both entertaining and illuminating.
Thomas F. Gilbert Distinguished Professional Achievement Award
This award recognizes outstanding and significant contributions to the knowledge base of HPT. This years award goes to Robert E. Horn.
Robert Horns early years touched many elements now considered essential to HPT. He was a TV producer-director in the military and a systems analyst at Univac when the discipline was in its infancy. He worked at Basic Systems and conducted research at Columbia University where programmed instruction was being invented, taught at the University of Michigan Graduate School of Business with Dale Brethower and Geary Rummler, and worked with Tom Gilbert and Joe Harless at David Sage Associates. His career has been a series of research and development projects—at universities, research centers, corporations, and five start-ups that he founded—in a breadth of fields related to human learning and cognition, performance, information management, and large-scale problem-solving.
By the mid-1970s, Bob invented the Information Mapping® method of structured writing, probably his most widely known accomplishment. Through Information Mapping, Inc., the method has improved the productivity of tens of thousands of managers, consultants, trainers, writers, web designers, and others in organizations worldwide, benefiting millions of readers with improvements in the readability and performance application. His seminal works in hypertext design and visual language have influenced how we communicate in cyberspace; and his visual mapping of complex arguments has clarified an array of scientific, philosophical, and policy issues, including a recent application for the British Foreign Office at 10 Downing Street.
Bob received the Outstanding Research Award from NSPI for his Information
Mapping research and a Lifetime Achievement Award from the Association
for Computing Machinery. His work has appeared in numerous publications
including the renowned journal Nature and at an art museum in The Hague.
He currently lectures worldwide, consults to NASA and other organizations,
and is a Visiting Scholar at Stanford University.
Distinguished Service Award
Congratulations to Lynn Kearny, this years recipient of the Distinguished Service Award, an award that recognizes long-term, outstanding, and significant contributions to the betterment of ISPI.
Lynns unassuming demeanor belies her extensive and exceptional HPT career. She is a certified performance technologist, author, facilitator, instructor, and recognized expert in graphic recording. Her publications include chapters in the Handbook of HPT, second edition, and the Intervention Resource Guide, as well as From Training to Performance, in the first ISPI/Jossey-Bass series, and Creating Workplaces Where People Can Think, co-authored with Phyl Smith. Lynn has a unique ability to translate theory into practice as evidenced by her essential resource, the Facilitators Toolkit.
Her contributions to the Society range from local chapters to international forums. Lynn served as ISPI Director from 1999-2001 and as a Board facilitator for three ISPI presidents. She served on two presidential “kitchen cabinets,” lending her creative vision to the development of the ISPI HPT Institutes, the CPT certification process, and several strategic “think tanks.” She has served on the Awards, Nominations, and Gilbert committees, as deputy chair of the 1998 Conference Committee, and as co-chair of the 2003 Conference Cracker Barrel.
Lynns commitment to the Society is unmistakable. She has presented at every conference since 1990 and continues to serve as faculty for the Principles & Practices Institute. Her contributions to the field of HPT are notable. She made workplace analysis and design visible and accessible to the mainstream of practitioners, promoted the effective use of graphics, and created a 360-degree business model to broaden the HPT practitioners understanding of business issues.
Her artistic talents and HPT competence are a unique blend
that has touched the lives of many in and outside of ISPI. Her integrity
and selfless professionalism serve as standards for all HPT professionals.
Honorary Life Member
This award recognizes outstanding and significant contributions to the field of HPT and the Society. It is not bestowed easily: It requires the unanimous vote of two consecutive ISPI Boards of Directors, making it the Societys most prestigious award. This year the Society honors Dale Brethower.
Dale Brethower learned fundamental concepts of general systems theory while growing up on the family farm in Kansas. After graduating with honors (summa cum laude, Outstanding Senior in Psychology) from the University of Kansas, Dale earned a masters degree at Harvard in 1961. While studying with B.F. Skinner, Dale learned that there is a science of behavior that can be applied effectively in natural settings. He also learned that many intelligent people believe nonsense about behaviorism, such as the idea that behavior principles cannot be applied to cognition and emotion. Some people make such comments to this day, not paying attention to the extensive research that continues to show many varied and successful applications.
Dale earned a PhD from the University of Michigan. He applied general systems and behavioral psychology principles successfully in a not-for-profit agency as chief of the Reading Service, Bureau of Psychological Services at the University of Michigan. With Geary Rummler and George Geis, among others, at the Center for Programmed Learning for Business, he pioneered applications of these principles to instruction and to performance improvement in for-profit companies and not-for-profit agencies.
Dale was elected president of ISPI and of the North Central Reading Association. He has been honored for his long history of achievement by the Organizational Behavior Management Network of the International Association for Behavior Analysis.
A professor emeritus of psychology (Western Michigan University), Dale writes, publishes, operates three small businesses, and continues to learn from Carl Semmelroth, Geary Rummler, Karolyn Smalley, and dozens of former students and several ISPI colleagues. He is a member of the Advisory Board of the Performance Systems Analysis area of the Cambridge Center for Behavioral Studies. He has consulted with schools and private businesses and has been active in ISPI for about 40 years.
The next morning the Board met and checked in with notes from our personal and professional lives. Then, we dove into an aggressive agenda and broke to have lunch with the Tampa chapter. Approximately 70 of us networked, ate, and listened to ISPI President-elect Don Tosti talk about HPT and provide some highlights of the work of the Presidential Initiative Task Force on “Clarifying the HPT Value Proposition.” Then, each Board member gave a five-minute overview of how they personally use HPT in their work activities, demonstrating the varied settings and applications of our Human Performance Technologies.
After lunch, we picked up the agenda and discussed ISPIs Honorary Awards. The formal announcement of this years recipients is in the article above. The day ended with preparations of our own roles at the Tampa Conference.
Day two started with a phone-in report and Q&A session with Ray Svenson, who facilitated the Presidential Initiative Think Tank and wrote the final report that chairman John Swinney and I tweaked. More discussion on that topic ensued and led to the next agenda item on the Strategic & Operational Plan. As Ive mentioned in past correspondence, weve spent the year on this plan and will turn it over to the next Board to begin implementation.
Day three was the final half-day. We began with a discussion regarding the extension of the Board term from two to three years to address “continuity” as every other year there are more new Board members than retained. We settled on extending the presidents position into a three-year commitment, where the immediate “past president” will become a non-voting member of the next Board, to provide “counsel” only, and will not disempower the President from his/her leadership role.
Next, we dove into the macro-planning for an orientation session in Tampa for all ISPI committee and task force chairs. Of note, from the September Board meeting was the new policy requiring all committee and task force chairs to attend an orientation at the Annual Conference. Since these are the Societys leaders, the Board felt strongly enough about the alignment issues to make attendance at the orientation a condition of service in a leadership role, despite the fact that we are all volunteers. This year, orientation will occur early in the conference, at a morning “coffee” and will enable the two sets of “outgoing and incoming” Board members and chairs to meet and discuss “completing and aligning to the plan.”
Lastly, the Board concentrated on identifying new chairs for our committees and task forces that will begin their aligned work at the Tampa Conference.
When the meeting ended, it was off to the airport for most of us. Off-line work continues as we prepare for our next meeting, the conference, and get ready for the next cycle in the life of a professional society. I hope that your year is off a great start! See you in Tampa!
MyCareer@FESCo!™ is a unique program that enables Fidelity Investments employees to take charge of their own development and career growth. All employees need to know where they stand in their current jobs and in any potential career steps they might take. With MyCareer@FESCo!™, employees have a clear picture of their current job requirements and the learning and performance support tools available to them, and also guidance in acquiring and developing competencies for other prospective jobs in the organization. MyCareer@FESCo!™ has yielded enormous benefits for the organization. Employees now have the resources to take charge of their own development, and
Outstanding Performance Aid
Triad designed and implemented an internal knowledge management system (KMS) to decrease development time associated with service offerings, and reinforce the companys brand image through its people delivering consistent work. Analysis of the situation indicated that developing and enforcing better knowledge management practices to support employees performance on the job would support these goals.
Evaluation data indicates that Triads KMS has achieved business impact evidenced in a statistically significant improvement in the consistency of performance and a considerable reduction in development time. Triad realized a 100% return on investment in just over 16 months and has saved up to 5% of operating costs in efficiencies each year thereafter.
Stork Electronics assembles printboards. The assemblers do not have electro-technical education; they learn by “sitting next to Nelly.” This Basic Assemblers Course is the start of the development of a complete know-how system. The program was developed and implemented in seven months. Training, organized as part of the job, provides instruction, practice, and feedback. Mentoring is also part of the training program. Materials include handbooks for trainees and mentors, components, tools, production procedures, and so forth. The quality and efficiency numbers improved after the program was initiated.
The Indoctrination Basics and Indoctrination Applications courses work together to introduce new FAA Aircraft Certification Service employees to the structure and processes of their organization. The courses represent an analysis-based redesign from an eight-day lecture-based course to an approximately six-day blended learning experience. A 20-hour asynchronous online component provides the “what” of aircraft certification. A follow-on three-day automated classroom component provides practical hands-on experience in the form of an extended case study that promotes use of the fundamentals, access to online tools, and application of teamwork principles, so important to the FAA.
The Division Officer At Sea program signals a dramatic change in the way the U.S. Navy trains its Surface Warfare Officers. Designed, developed, and evaluated by IDSI, the Divo At Sea program transitioned junior officer training from a traditional schoolhouse to the at-sea environment. The program presents a performance-based solution to integrating junior officers more quickly and more effectively into the shipboard operating environment in which they are expected to perform. The program employs a variety of tools promoting learning that complements work and qualification processes, and permits a customized self-paced solution for each trainee. Program elements help trainees develop requisite foundational knowledge, engage in practical application, exercise problem-solving skills, and acquire leadership and professional watch-standing competencies.
Ford Motor Company implemented Consumer Driven 6-Sigma to reduce variability through systematic, data-driven, process improvement. While Black Belts lead major projects, Green Belts apply problem-solving principles to daily work, support Black Belts on specific projects, and ensure that improvements are sustained. Green Belt training is an integral element of a curriculum that supports long-term deployment of 6-Sigma. Training development followed a systematic design process, and the solution is supported by a multifaceted approach to evaluation. The target audience for the blended solution includes all managers, product development professionals, manufacturing engineers, and extends to unionized employees and portions of the supply base.
Buildings constructed following performance-based designs incorporate unique features never contemplated in traditional prescriptive building codes. (For example, one complex is 1,149 high, with a 12-story rotating entertainment pod and roller coaster on the top.) This training program was developed by NFA and PTIi, following HPT principles. The objective was to improve the capability of fire professionals to work with other stakeholders in a project—owners, engineers and architects, and tenants—in a systematic approach to evaluating performance-based building designs that ensures the resulting buildings resist fire, and keep occupants and property safe in the event that a fire occurs.
Among the goals of this new-hire solution are to decrease
associate ramp-up time, improve quality, and increase customer satisfaction.
The solution involves a blended learning experience and includes self-paced
modules, instructor kit, customer service scenario bank, online performance
support tool, assessments and answer keys, and quality audit tool. Implementation
results achieved include a 20% decrease in associate ramp-up time, 2.8%
improvement in quality, 10% decrease in average handle time, and significantly
higher associate satisfaction compared to baseline data.
Outstanding Instructional Communication
The DaimlerChrysler Services “All Eyes on Integration” Instructional Communication Database was designed to support the successful implementation of the Consumer Portfolio Integration project. It was imperative that the training strategy provide just-in-time training, utilizing the most effective, efficient, and applicable solutions to optimize user performance for a seamless system and process launch.
To ensure that the training strategy was successfully implemented, DaimlerChrysler developed an instructional communication database that would allow them to communicate training initiatives just in time and would serve as a central repository for all Consumer Portfolio Integration related training materials.
Drawing on extensive empirical research conducted by Richard Mayer, e-Learning and the Science of Instruction summarizes and illustrates evidence and guidelines for optimal use of words and visuals in multimedia instruction to promote learning. Later chapters summarize evidence-based guidelines for design and placement of practice and examples, use of synchronous and asynchronous communication facilities, learner control, and design of problem-based e-learning.
e-Learning and the Science of Instruction is rated a 5 Star book on Amazon and has been positively reviewed in Training and Development, Performance Improvement, and Canadian Journal of Training.
Much has changed in the past 10 to 15 years with regard to learning, including an explosion of technology that enables learning in new and innovative ways. But at the same time, much has remained the same. Almost all organizational training is a marginal intervention and has only slight effects on performance improvement. The trend to e-learning and other enabling technologies holds promise, but offers no guarantee that high-tech training is likely to have more impact than any other sort of training.
In this book, the authors have created the high-impact
learning (HIL) approach. HIL is a comprehensive conceptual framework
and integrated set of methods and tools that training practitioners can
use in any setting to help their organizations achieve dramatically increased
business results from learning investments.
Chapters of Merit
Chapters of Excellence
The Austin Chapter of ISPI was a good, solid organization; however, applying for the Chapter of Excellence Award catapulted them into becoming so much more! The Chapter established measurable goals, strategically aligned to the national organization (meeting them by 90% at the time of submission). Board members developed Individual Performance Plans, tied to the goals. Processes were documented and process improvements implemented where gaps existed. They enhanced their educational program with an intentional study of the HPT model over 12 monthly meetings. Their website was redesigned to be a better resource and promotional tool.
In 2003, the Kansas City Chapter of ISPI focused on aligning their strategic plan with the goals and objectives of International. A part of that alignment was to ensure they were meeting ISPI criteria for chapter excellence. They saw applying for the Chapter of Excellence Award as a great opportunity to celebrate the things they did well, and also understand the areas in which they could improve. The Kansas City ISPI chapter has been in existence since 1990 and has previously won a Chapter of Excellence Award, a Communications Award of Excellence, and a Virtual Chapter Award of Excellence. With each application, they continue to learn about new ways to serve members and share the ISPI and HPT story.
The Minnesota Chapter of ISPI has been wow-ing its members since 1977. Their mission is to provide professionals with the information, resources, and skills necessary to improve performance. Their vision is to be recognized leaders in improving how work gets done. To accomplish the mission and vision, they create programs that focus on performance improvement and continually aim to increase member benefit. To achieve this, the Chapter hosts two national speakers every year, in addition to the eight chapter meetings led by top-notch presenters. They also run the organization using performance improvement principals. The Chapter of Excellence is more than an award to them; it is a guideline on how they run the Chapter.
The New Mexico Chapter has a long history of successes that continued in 2003! The year saw the chapter reach, and exceed, its strategic goals. Particular highlights include:
In addition 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.
PerformanceXpress 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 month.
If you have any questions or comments, please contact April Davis, ISPIs Senior Director of Publications, at firstname.lastname@example.org.