by Ruth Clark, EdD


With each new generation of learning technology, two dysfunctional responses are predictable: techgnostic and technophilic. Techgnostic users ignore the technology and transfer the instructional approaches and materials most familiar to them. For example, classroom instructors will port over the same slides and activities into synchronous e-learning systems. By failing to adopt instructional methods to the technology, these users do not optimize its capabilities. The word soon gets around that the new technology is “boring,” “ineffective,” and so on.

At the opposite end of the spectrum, technophiles are so enamored with technology that they use all of the bells and whistles and, in so doing, often overload human psychological learning processes. Today’s technology can deliver more information than humans can meaningfully absorb. By ignoring human learning needs, technophiles come up with “cool” products that look and sound slick but lack instructional validity.

Instructional Methods Mediate Learning—Not Media
Delivery media never mediate learning. Rather, instructional methods selected to facilitate human learning processes are what determine the effectiveness of lessons. Bernard, Abrami, Lou, Borokhovski, Wade, Wozney, Wallet, Fizet, and Huang (2004) analyzed more than 200 research studies that compared the effectiveness of lessons delivered via electronic distance education with lessons delivered in the physical classroom. Regarding learning, they reported: 1) most effective sizes fell between -.30 and +.30, indicating no practical differences between the two delivery media; and 2) great variations in results among studies, indicating that some distance education versions were much more effective than some classroom implementations and vice versa. These data replicate the many media comparison studies showing that when instructional methods are controlled there are few significant differences in learning outcomes as a result of the delivery media.

The trick to successful deployment of any media for learning purposes is twofold. First, assess the affordances or features of the new technology, unlike the techgnostics. Look at the capabilities of the medium to deliver fundamental elements of learning: visuals, text, audio, and both synchronous and asynchronous interactions including collaboration among participants. Consider the basic learning psychological processes, unlike the technophiles, especially the requirements of a limited capacity but active working memory partnered with a large capacity long-term memory.

Harnessing the Features of the Virtual Classroom
Figure 1 shows a screen from a virtual classroom session conducted on Elluminate. All major virtual classroom tools such as Breeze, Centra, Live Meetings, and Elluminate share the following major features that you can use for effective instruction:

  • A whiteboard for projecting slides, which allows participants to write or draw
  • An instant messaging area for synchronous chat
  • Response facilities such as polling, icons, and “raise your hand”
  • Audio for both instructors and participants
  • Application sharing facilities that support demonstrations of desktop software
  • Multimedia and Internet sharing capabilities for projection of multimedia files and for web tours


Figure 1. Example of a Virtual Classroom Session.

As you review the features of the technology, consider how to adapt evidence-based guidelines on the most effective use of visuals, words in text and audio modes, and interactions. I have developed a model called DVEP to guide the most effective use of these fundamental learning elements in the virtual classroom. Below, I give a brief summary of the DVEP framework; and I invite readers to learn more from the article posted on my website at www.Clarktraining.com.

The DVEP Model: Define, Visualize, Engage, Package
Define: As with all learning products, begin with a definition of your business goals and your instructional objectives linked to those goals. Consider your media mix by matching your instructional requirements to the features of the various media available to you. To make best use of the virtual classroom, select instructional goals that benefit from visualization and interactivity. If your instructional message can be effectively disseminated in text, then don’t abuse the virtual classroom with mounds of text. Instead, send out a reading and use the virtual classroom for discussion and interactions about the content.

Visualize: If you look at the virtual classroom interface such as the one in Figure 1, you see that the largest amount of screen real estate is devoted to the whiteboard. Use the whiteboard to its greatest advantage by visualizing your content. Create relevant and effective visuals to engage participants and to help them build new mental models.

Engage: Participant interaction with the instructor, the content, and other participants is essential to learning in any delivery medium. Use all of the different interactive facilities available to you to engage your participants in processing new content in ways that lead to achievement of your instructional goals. Just as in asynchronous e-learning, attention spans will be lower than in the classroom. Unlike the physical classroom, instructors won’t have the visual cues to assess participant understanding and reactions. Therefore, incorporate meaningful interactions regularly and throughout class sessions.

Package: Any technology-based instruction demands special attention to learner preparation prior to the event, during the introduction to the class, and between sessions. Some elements to consider include the welcome letter or class announcement, class handouts, establishing social presence during the introduction, and building in effective asynchronous activities between sessions.

No matter what new high-tech delivery opportunities come along, avoid taking either a techgnostic or a technophilic approach by harnessing the various capabilities of that medium in ways that best promote learning.

References
Bernard, M., Abrami, P., Lou, Y., Borokhovski, E., Wade, A., Wozney, L., Wallet, P., Fizet, M., & Huang, B. (2004). How does distance education compare with classroom instruction? A meta-analysis of the empirical literature. Review of Educational Research, 74(3), 379-439.

Clark, R. (2005). Four steps to effective virtual classroom training. Available at www.Clarktraining.com.

Ruth Clark’s professional focus is the integration of research in instructional psychology into her seminars and books on design and development of organizational training for classroom and e-learning delivery. Her latest seminar focuses on best practices for the virtual classroom. You can find out more at www.Clarktraining.com or call (602) 230-9190.

Advertisement 

Would you like to advertise in this space? Contact marketing@ispi.org

 

 
  When instructional methods are controlled there are few significant differences in learning outcomes as a result of the delivery media.


by Carol Haig, CPT and Roger Addison, CPT, EdD


This month we welcome Christine Marsh, CPT, to TrendSpotters. Her consultancy, Prime Objectives, focuses on the way work is organized and the way people interact with each other. Based in the United Kingdom, Christine works with U.K. companies and with international and global organizations as a coach, facilitator, and consultant to research, design, and deliver improvement projects. She may be reached at cmarsh@primeobjectives.com. Christine is the 2005 recipient of ISPI’s Distinguished Service Award.

Predictions
Christine observes that organizations are engaged in a balancing act between systems and people that will continue as they attempt to blend business efficiencies, cost savings, and customer service.

She predicts we will see the continuation of outsourcing to countries where there is a vast pool of people who are either fully qualified or are prepared to learn the required skills, and where wage expectations are low. This trend is apparent in service functions such as call centers where technology enables remote customer contact, in functions that require specialist knowledge such as IT, and in manufacturing where assembly of components or final production can be completed at competitive rates.

As the practice of outsourcing continues, the need for balance between systems and people will become increasingly apparent to leadership as they determine that people skills are required to implement these transitions, manage complex interfaces, and maintain the organization’s core business.

A critical balancing aspect of outsourcing or any type of subsidiary operation is the need for cultural awareness and sensitivity, as when call centers are moved from the United Kingdom to India or the Czech Republic, or when respected manufacturers, such as Rolls Royce, move portions of their fabrication operations to China.

It is interesting to see that, in counterpoint, some companies have returned to in-company resourcing to ensure service for their internal and external customers as well as providing IT awareness and learning opportunities for their communities. Rather than expending resources to establish customer and technical support offshore, these forward-thinking organizations are putting their efforts into doing it right the first time, thus minimizing the need for such services. One company in Northern Ireland recently added 300 employees because it decided to compete, not on cost and the commoditization of preventable services but to remove the need to do the work at all and find new revenue-generating services.

Reasons for These Predictions
Christine observes that companies shed jobs in order to remain lean and ensure that their bottom line satisfies their stakeholders. This can conflict directly with customers’ expectations. In the public sector, staffing and services are being reduced or cut back while the taxpayer’s charges continue to increase. In the private arena, where top executives receive incentives based on stock prices, layoffs are often the quickest way to reduce staff, although this often means a corresponding reduction in customer service and product quality.

Advances in technology continue to present the workplace with mixed blessings. As the world worried about Y2K computer disasters back in 1999 and expended vast resources to guard against millennium meltdown, organizations may have unwittingly become the slaves of the electronic systems built to serve them, rather than remaining their masters. Today, our IT systems may drive our work processes more than they serve as tools to support the efficient functioning of our operations. Organizations are increasingly aware of the balance required to implement systems, processes, and procedures that are effective (do the right things) and ensure an efficient workforce (do things right to match customer expectations and demands).

How Our Organizations Will be Different
Corporate strategies will increasingly take into consideration the needed balance between systems and people through:

  • Ongoing scans of the marketplace: Those corporate leaders who continue to think strategically will be in the best position to identify and take advantage of opportunities to innovate and stay ahead of their competitors.
  • Alternative working strategies: Advanced technologies make remote officing possible. More workers will telecommute from their homes or drop-in satellite locations, reducing operating costs while maintaining and even improving quality and productivity. Companies will be able to reduce the cost of owning or leasing large office complexes, as Sun Microsystems has done with its Flexible Office initiative, while offering employees attractive working arrangements.
  • Cultural integration: Organizations will increasingly consider exceptions to their core operational requirements. They will realize that a balance between systems and people is essential for efficiency, cost containment, and a committed workforce.

Implications for Christine’s Work in HPT
As a Certified Performance Technologist, Christine has enriched her consulting practice by focusing her clients on the process covered by ISPI’s 10 Standards of Performance Technology. By establishing a working partnership at the initial meeting, Christine is able to address core issues in a comprehensive, integrated way rather than merely treating the surface symptoms. This enables her to achieve sustainable results and to be invited back to help other departments address their performance improvement challenges.

If you have been spotting trends that may be of interest to the PerformanceXpress readership, please contact Carol Haig, CPT, at carolhaig@earthlink.net or http://home.mindspring.com/~carolhaig or Roger Addison, CPT, EdD at roger@ispi.org.

 

 


  

  



by Gregg Thompson


I see coaching everywhere. Many organizations are making a significant investment in coaching. Coaching is probably the fastest growing human resource development process today. The demand for coaching is growing for one reason; coaching works! No other process provides greater impact on individual performance improvement and career development. This interest in coaching is not limited to the use of external, professional coaches but we are also asking leaders at all organizational levels to be more coach-like with their staff members.

Unfortunately, many of us who lead organizations or teams are poorly equipped to effectively provide such coaching in the workplace. The main obstacle is that we often see our coaching role as simply doing more of the same leadership practices that have served us well in the past. Giving feedback, encouragement, advice, and support are all good leadership practices but should not be mistaken for coaching.

The great leader coaches I have worked with have one thing in common—they expect exceptional performance from all those they coach. Through their “Great Expectations,” they deliberately see others at their highest potential and are able to identify personal talents and strengths that others are not able to see, even the individuals being coached. Effective coaching also requires leaders to engage in a different kind of process, to establish special developmental alliances in which they can engage in uniquely positive, candid and demanding conversations aimed at producing significant performance improvements. These few leaders who are also great coaches have recognized that to effectively coach in the workplace they must first earn the right to coach.

Earning the Right to Coach
Leader Coaches earn the right to coach by:

  1. Demonstrating their commitment to performance improvement by openly discussing their personal development plans. (Mastery)
  2. Being clear and consistent about their personal values. (Authenticity)
  3. Having a burning desire to make a positive personal difference in the lives of others. (Passion)

High Performance Alliances
Leader Coaches establish relationships in which they:

  1. Are focused on fostering the very best in others. (Appreciative)
  2. Insist upon personal ownership for performance improvement. (Detachment)
  3. Seek out the truth, wherever that path will lead. (Confrontation)

Dangerous Conversations
Leader Coaches engage in conversations that:

  1. Explore new perspectives and possibilities, which are often radical and difficult. (Discovery).
  2. Develop multiple new paths forward that involve significant personal change and rewards. (Creation)
  3. Foster high levels of personal accountability for sustained change and development. (Commitment)

Coaching in the workplace is a challenging, difficult, and often risky process but being part of the personal change and growth of others will make you glad you chose to coach!

Gregg Thompson is the President of Bluepoint Leadership Development, Inc. and may be reached at greggthompson@bluepointleadership.com.

Note: Reprinted from The Point with permission from Bluepoint Leadership Development, Inc.

Advertisement 

Would you like to advertise in this space? Contact marketing@ispi.org

 

  Giving feedback, encouragement, advice, and support are all good leadership practices but should not be mistaken for coaching.



by Brian Desautels, CPT


This article series is designed to increase the visibility of the workplace impact that Certified Performance Technologists (CPTs) are making. These collected stories are meant to provide a showcase that you may share with your clients.

Performance Issue
The problem was one of not realizing performance potential. The call center operation of a small Texas deregulated electric service provider needed to increase the number of calls handled per hour. Competitive pressures were forcing the drive to both improve service delivery and reduce associated costs, while becoming positioned to handle an expanding customer base. While the customer satisfaction surveys showed a consistent level, cost-per-call warranted analysis of key goals and their metrics, applicable processes, and employee reward programs to identify and implement high-impact and low-cost improvement opportunities.

Performance Analysis
The service provider saw the call center as a source for competitive advantage; best practices close rates allowed for the most effective customer service at a desired level of customer satisfaction. The challenge was to keep the population of call center agents steady, while optimizing capacity and providing higher levels of customer service.

The vice president of customer operations deployed a Call Center Productivity Team. The team, consisting of the training and quality assurance manager, the call center director, representatives of frontline employees, an outsourcing partner, and external technology and business processes experts, focused on high impact and easily actionable performance improvement opportunities:

1. Performance Metrics: Significant amounts of data were available, but there were no performance metrics against which to drive employee contribution. The development of performance objectives, which aligned directly to organizational results requirements, was identified as a high priority.

2. Technology and Processes: The analysis identified opportunities to improve employee contribution through a set of high value technology improvements: from natural voice interactive response units to forecasting and workload management software, from skill-based routing to a new phone system, to packaged metric and reporting software. Due to budget limitations, technology improvements are occurring in phases.

3. Performance Culture: Key metrics and associated ownership were not aligned throughout the organization at the team and individual level. For example, supervisors took on a number of “staff” tasks instead of focusing on team results.

4. Create Capacity: The analysis indicated that productivity improvements would create excess capacity in the U.S. call centers.

5.   Criteria-Based Skill Progression: The organization effectively did not have any performance or skill criteria-based job progression. All customer representatives reached the top of the pay scale due to time in grade, rather than due to their skill or performance level.

Performance Solution
A three-year business plan was created, which focused on the following change strategies:

1. Performance Metrics: An overall approach called “1st Call Resolution,” which meant identifying the customer issue correctly and resolving it appropriately the first time. The associated metrics were articulated and provided to the call center employees. A dashboard containing employee performance against the metrics was provided to the supervisor and refreshed daily. Metrics now included:

  • Overall ready time
  • Percentage of time on phone
  • Number of daily calls
  • Average handle times
  • Daily calls abandoned.

Feedback, driven by the daily refreshes, was communicated between the employee and supervisor. Employee performance was managed to these metrics through rewards, coaching, and performance management.

2. Technology and Processes: Due to budget consideration, Year 1 technology changes were limited to a simplified customer enrollment process using a web-based interface, a simplified display-based process, and online capability to verify database information. Also under way are actions focusing on supporting the 1st Call Resolution from the billing, and credit and collections departments, to simplify their processes and reduce handling time. Technology changes with higher costs will be conducted from Year 2 and Year 3 budgets.

3. Performance Culture: To create a performance culture, the focus exhibited by the supervisor needed to shift. Formerly, the supervisor was one who personally took on a variety of “staff projects,” inefficiently compiling data and performing low-value tasks. Under the new perspective, the supervisor became a “performance coach” focusing on team and individual results, based on the metrics. The time will now be allocated to rewards, feedback, coaching, and performance management.

Self-calibration of performance through benchmarking and “best-in-class” ratings encouraged the development of a sustainable performance culture. Provided on the metric dashboard and available for all employees to review is a gold performance bar, which indicates external performance excellence. The dashboard visually displays improvements to organizational performance while setting evolving goals for internal teams and individuals.

4. Create Capacity: The projected excess capacity was realized through the clarity of the metrics and the achievement of the associated results. Excess capacity was utilized to reduce costs by in-sourcing work previously given to an offshore vendor, by slowing hiring due to the increased production, and by growing billable business.

5. Criteria-Based Skill Progression: A job analysis resulted in a plan to implement skill and performance criteria-based progression, provide better training for each position, and create a number of career pathways, while eliminating traditional departmental silos that discouraged job growth.

Organizational Results
Impact from these performance solutions was realized within the first three- to four-month period. Some of the results included:

  • Average handle time-per-call went from 12.2 minutes in 2003 to 10.0 at the start of the first phase to the current 7.5 minutes. The 2006 target is five to six minutes.
  • Calls per agent went from 25-30 to 45 per day.
  • Service levels went from 58% answered within 30 seconds to 85% answered within 30 seconds.
  • The productivity gains resulted in reducing offshore FTEs by 40 positions. It is anticipated an additional 25 can be reduced by 2006.

More significant results are anticipated as additional phases are implemented.

About the CPT: Paul Travalini, certified as a CPT in 2003, is currently manager of Training and Quality Assurance at a Texas deregulated electric service provider. He may be reached at Paul@Travalini.com.

To submit a CPT story, contact Brian Desautels at briandes@jb2dperformance.com.

   Brian Desautels, CPT, is a past ISPI Board Director and Society Treasurer, 2000 ISPI Conference Chair, and co-founder of the Seattle chapter of ISPI. He is a former Sr. HR Manager for Microsoft Corporation and is currently the Managing Partner of JB2D Performance, a Seattle-based consulting firm which applies performance technology strategies to human resource management.

 


  


by Thiagi


The Steering Committee members and Track chairs for ISPI’s 2006 Annual International Performance Improvement Conference, April 6-11 in Dallas, Texas, are busy putting together a great event. Let’s help them by providing some suggestions.

Think back on the wonderful Vancouver ISPI Annual Conference that you recently attended. (If you did not attend this conference, think back on a previous ISPI conference you attended. If you never attended an ISPI conference, pretend you did.)

What happened during the previous conference that the 2006 Conference Committee should stop doing? (Example from a recent email that I received: Abolish “reserved tables” at the Closing Banquet. My friends and I had to split up (even though we arrived early) while two banquet tables were reserved in the name of the same individual. This is not in alignment with ISPI’s democratic values.)

Also, let us know what we should start doing that we did not do during the previous conferences. (Example from another email: Feature more presentations from thought leaders who are not members of ISPI.)

Finally, tell us what we should continue doing from the previous ISPI conferences. (Example from an ISPI member in Zurich, Switzerland: Continue having an International Room in an easy-to-access location.)

Click here to visit this month’s OQ (Open Question) input area to contribute one or more of your valuable suggestions. While you are at it, please add your response to last month’s OQ: There is something wonderful about ISPI. And, you may also want to review ISPI and HPT paradoxes by visiting the April IQ area.

Thanks for your participation.

 


  



by Clare Elizabeth Carey, CPT, EdD, ISPI President-elect


Aloha all. When many of you were headed home from the wonderful conference in Vancouver, your new Directors conducted their first official Board meeting. We may have been a bit bleary-eyed from the week’s activities, but we were no less enthusiastic about starting our 2005-06 leadership term with gusto.

As volunteers, the Directors are a dedicated bunch. However, the yearly revolving membership of the Board presents some interesting performance challenges. Although every Board will have its own distinct personality, each is dedicated to serving the Society and its members. Here are some insights into how your current Board intends to operate.

Defining Desired Results, Roles, and Responsibilities
According to David A. Nadler (2004), “Good boards become great ones…when boards define their optimal roles and tasks and marshal the people, agendas, information, and culture to support them.” That’s how we started, discussing our desired results and determining our collective working norms.

Prior to our first meeting, each 2005/06 Director reviewed the ISPI Board Orientation Handbook, which outlines ISPI’s strategic goals and operational procedures. This detailed document provides a baseline for new and returning Board members.

Coming prepared to our first meeting, we shared our individual goals and work styles and discussed our preferred group norms. One outcome was our revised Board Placemat. This simple yet successful meeting tool outlines the behaviors and processes we will follow in future sessions. It serves as a quick and visible reference to keep us on track during our Board meetings.

Keeping a Strategic Focus
We recognize that our primary job is to be strategic. We will align our efforts with ISPI’s four strategic goals:

  • Develop, test, and promote HPT principles and applications
  • Support, recognize, and enhance the proficiency of practitioners
  • Position ISPI as the leading resource for HPT applications
  • Maintain sound and resilient Society operations and governance.

Although there will be some operational issues requiring Board action, we want to focus our synergy on ISPI’s future. We will enable the ISPI staff, committees, and task forces to determine and manage the tactics for their assignments.

Harnessing Technology
The current Board members are geographically dispersed, and many travel extensively. Accommodating time zones and schedules are immediate challenges. Historically, e-mail and face-to-face meetings have been the primary forums for the Board’s work. To increase connectivity, efficiency, and momentum, our Board is going to conduct pre-meeting phone conferences, try some web-based meetings, and continue with our ISPI Board Chat Room.

Staying Connected
This Board is committed to staying engaged with the Society. In addition to our collective and individual Board assignments, each Director will coordinate with their designated committee and task force chairs on a regular basis:

  • Thiagi: Conference 2006, Nominations, and Certification
  • Mariano: Awards and Honorary Life Member
  • Andrea: Chapter Partnership
  • Marilyn: Research and Distinguished Professional Achievement
  • Bob: Sales and Marketing
  • Matt: Professional Communities (ProComms)
  • Clare: Conference 2007 and whatever Thiagi and fellow Directors need.

As the ISPI Board, we plan to meet with Advocates and partners, engage past presidents, participate in ISPI institutes and related professional conferences, present at chapter events, and, most important, listen to members. In addition to our assigned committees, we will solicit member feedback through a variety of forums, including PerformanceXpress articles, surveys, and web-based discussions (do check out Thiagi’s innovative games in each issue of the newsletter!).

Having served on three prior Boards, this is the fourth time I have witnessed the group’s annual metamorphosis. It is a fascinating experience and motivates me to have great respect and empathy for our Executive Director, Rick Battaglia, and the ISPI staff. It is not easy to forge different personalities, backgrounds, and experiences into a focused and high-performing group. The driving forces of passion, commitment, and desire “to do good” contribute greatly to our success. The Board sets the direction for the Society and the Executive Director serves as the glue. It’s a powerful and effective combination. Be assured, your 2005/06 Board promises passionate performance. And with your continued support—we will deliver!
  




We have all heard the expression “What happens in Vegas, stays in Vegas.” The International Society for Performance Improvement (ISPI) is looking to bend this rule by encouraging you to share the information you learn at one of its two Fall Conferences with your colleagues (or bring them along). From September 19-24, 2005, at Harrah’s Las Vegas Hotel & Casino in Las Vegas, Nevada, ISPI will offer the following concurrent educational events:

Management of Organizational Performance
&
Instructional Systems

“ISPI Conferences are truly the place where you can meet and learn from credible, results-oriented practitioners. I've been doing so since 1980!” —Guy W. Wallace, CPT, EPPIC, Inc.

HPT Institute: September 19-21
ISPI’s highly acclaimed Principles & Practices of Performance Improvement Institute has been updated and expanded to include the latest thinking from the field of performance improvement.

Pre-Conference Workshops: September 21
Sign up for one of the six in-depth workshops offered and work with an expert in the field to broaden your knowledge base. Learn the “Faster, Cheaper, Better” approach with Thiagi. Explore with Timm Esque why implementation has been called “the weakest link” in the application of HPT. Beginner? Darryl Sink teaches a 101 course on performance improvement and performance-based instructional design. And that’s not all…visit the website for more information about all the Workshops.

Conference: September 22-24
Both conferences begin with a Keynote Presentation by Richard Clark, CPT, on “Training in the 21st Century: What Do We Know and Where Are We Going?”

Networking is an important part of your profession, and ISPI provides many great opportunities to chat with colleagues in formal and informal environments. Enjoy the Opening Reception, daily networking lunches, the Bagel Barrel; or buy tickets to join your colleagues and friends on a dining excursion to one of two restaurants at Harrah’s Las Vegas, or a night at Harrah’s Improv Comedy Show.

Don’t miss the Masters’ Sessions, “Talking to C-Level Executives” by Roger Korman, and “Implementation: The Weakest Link” by Judith A. Hale, CPT.

Plan your days by choosing from among many highly interactive and informative 90-minute Concurrent Sessions scheduled on Thursday, September 22, through Saturday, September 24. Every session offers valuable information and takeaways.

Detailed information about all conference events is available online at www.ispi.org/FALL2005/is and www.ispi.org/FALL2005/mop. Group discounts are available. Bring your team and experience what these two concurrent conferences have to offer. Viva Las Vegas!

 
  



by Charline Wells, CPT


“Organizations are beginning to see that ‘performance’ is not just the job of the learning organization. It’s true that the learning organization must model a performance culture—in the way leaders communicate expectations, in how performance is reinforced and rewarded, and in the work products the learning organization produces. But it is equally true that a performance culture requires new skills and actions from business leaders, from managers and supervisors, and from colleagues on the Human Resources Team.”

Are you asking yourself, “Where have I read this before?”

The above quote is taken from the May issue of PerformanceXpress and reprinted with permission from the Center for Effective Performance. It focuses on creating a performance culture: infusing performance in the fabric of your business.

At the ISPI Annual Conference in April, three Advocate companies—Elena Galbraith for Microsoft, Susan Seaburg for Hewlett-Packard, and U.S. Navy Captain Laurie Cason—partnered with the Management of Organizational Performance Professional Community to share their experiences with the application and results of HPT in their own organizations.

Microsoft has chosen an evolutionary approach rather than a revolutionary approach to institute worldwide their new career development model and the associated processes. This model is a multi-stage career development model that begins by defining the competency as well as the accompanying results. Accomplishment of this ambitious task requires partnership among three key players: the employees, human resources, and the management team. They began the journey with descriptions of what high performance for that particular competency set “looked like,” and continued on with a three-pronged approach:

  • Ensuring there are tools, resources, and processes available
  • Preparing managers to coach employees as well as moving obstacles that reduce success
  • Preparing employees to assume responsibility to “drive” the process.

One of the more complex outcomes is creation of relevant meaningful experiences that align with the employee career ladder and provide the employees with meaningful developmental growth experiences.

The U.S. Navy faces many of the same issues as other major corporations. In this case the U.S. Navy required a third party, objective, non-biased review of the performance of its Voluntary Education Programs to re-capitalize resources for recent mandated requirements in the area of Professional Military Education. The Navy has relied on its Human Performance Center for a systematic, data-driven analysis to make a compelling argument for interventions that will lead to performance improvement in its Voluntary Education Program. Data analyzed has included detailed statistical review of links between counseling sessions, tuition forms processed, and success in college courses. Just as in the business world, U.S. Navy leadership realizes the value of an educated workforce working at optimal performance levels.

For Hewlett-Packard (HP), a finely tuned sales force is a critical success ingredient. Each member of that sales force must know and understand the “common corporate” approach that ensures customers are recognizing the HP “common look and feel.” At one point in HP history, there was more than one sales process, which created much inefficiency. Results of a sales training assessment revealed that each sales process had a separate training program, materials, and methods. Evidence mounted that one sales process provided three key benefits in the following areas:

  • Supported the solution selling approach and provided customers with integrated products
  • Ensured a common language for sales, internal support staff, and
  • Increased efficiency related to tools, methods, job aids, billing, and so on.

What were the key “takeaways” from this presentation?

  • Don’t wait for business to make the decision—select areas for impact and step out with all your HPT skills and reach for the business impact.
  • Tune your sales skills and demonstrate the benefits that will result from the HPT interventions.

Sell it! Sell the value managers will receive from HPT. Managers in all companies have common needs and value the results.

If the information above got you excited and piqued your interest to learn more, you’ll want to register to attend ISPI’s Management of Organizational Performance Fall Conference.
 


by Jeff Grenzer, CPT


In today’s business environment, organizations must “perform” in lieu of accepting excuses in order to remain competitive. Performance means different things to organizations, because it is defined by a plethora of opinions, policies, objectives, and goals. One of the more “overlooked” areas that help an organization perform and remain competitive is value creation through ideas. It doesn’t matter if the ideas are internal or external via the “voice of the customer.”

All of the ideas must be considered and cultivated, but how do ideas move through an organization? How do we break through the political landmines, business silos, and “not invented here” actions normally associated with large corporations? One approach that has worked for me is to give each business unit a piece of the pie, the accountability that goes with it, and tie those to performance goals.

Any true learning organization models a performance culture in the way its leaders communicate expectations and how they are reinforced and rewarded. That said, a performance culture constantly requires new skills and actions from its personnel. I’ve found that many organizational problems can be solved with ideas; however, you must have a structured and agreed-upon process to move ideas through the organization. Allowing ideas to sit and not be addressed is worse than not asking for ideas in the first place.

The local management of one of our client groups provided idea boxes and electronic databases where ideas could be submitted across the organization boundaries asking for new product ideas or improvements on existing products from the workers. Internal and external people and customers crammed ideas into the team. Not much went forward. To make a long story short, most of the ideas were never addressed. It turns out we had a nice process for getting ideas but getting the ideas moved forward was another story.

How would we start the cultivation process? We took all the ideas and typed them onto strips of paper that measured 2"x 8", conducted affinity exercises to identify similarities among the ideas, and decided which had the strongest and best possibilities or probabilities of success. Once the initial affinities were completed, we put more meat around the ideas and formed general concepts.

We were now ready to cultivate the opportunities by placing them into a SWOT matrix. The matrix also included customers, target markets, and a prioritization area. This simple process helped move ideas through the organization and helped the organization cultivate ideas from internal and external people. The key is agreement among the business units and to be sure to give each a slice of the pie…now some even want seconds.

Jeff Grenzer, CPT, is currently an R&D Organizational Excellence associate with Praxair Inc. He’s held a variety of training and organizational development positions in the manufacturing, logistics, services, and retail industries over the past 21 years. He may be reached at Jeff_Grenzer@praxair.com.
 

Allowing ideas to sit and not be addressed is worse than not asking for ideas in the first place.


by Carl Binder, CPT, PhD


When we teach managers and performance improvement professionals about arranging consequences and incentives to motivate behavior, it is critical to take the context of possible alternatives into account—what some people call the behavioral economy. Simply stated, there are always multiple options for what behavior a person can perform at any given moment. We select those options based in part on a comparison of their “value”—the potential short-term or long-term (or combination of both) positive or negative consequences that we expect them to produce. When we attempt to manage or support performance by arranging rewards, recognitions, or compensation for specific behavior, we sometimes fail to take into account the competing behavior available to performers and the payoffs that behavior might produce.

Payoffs, or what behavior scientists call “reinforcers,” can vary in amount, quality, delay, and numerous other dimensions. So we compare payoffs against one another based on their value, for example Employee-of-the Month certificates versus dollars. We take immediacy of payoffs into account, for example, when choosing a relatively small consequence (e.g., selling a small deal immediately) in comparison with a long-delayed but larger consequence (e.g., selling a larger deal with a longer sales cycle). And so on.

An area of behavior science called behavioral economics studies how we make choices based on comparisons among payoffs. The late R.J. Herrnstein, a psychologist at Harvard University (unfortunately known more widely for his controversial work on the inheritability of intelligence), founded an important branch of this science. The quantitative analysis of behavior that Herrnstein began spawned an enormous body of work in the study of choice, self-control, and other types of basic and applied research. The simplest formulation of his model is:

B1
=

R1
B2
R2

In plain English, this means that we tend to allocate our behavior (B) according to the relative value of the reinforcement (R) available for it. If, for example, we use two different websites to do our jobs, and one of them seems to give us the needed information about twice as often as the other, we might continue to use both but are about twice as likely to spend time with the one that pays off twice as frequently. This is a very orderly “law” of behavior, of which performers themselves are often unaware, but which enables scientists to quantitatively predict the allocation of behavior in both humans and non-humans. And it can help us better understand how and why people distribute their time and effort across the range of activities available to them in the workplace or elsewhere (e.g., see Daniels, 1994, pp. 174-175).

Clearly the real world is more complex than this simple model of two choices. There is usually a mix of multiple behavior choices, each of which has different value based on different payoffs of different kinds and amounts with different delays, and so on. However, we can say with certainty that when we arrange for any kind of consequence or “payoff” for any behavior, that the behavior and its payoff occur in an overall economic “ecology” or context. And we should always take into account the value for the performer of as many options as we can see, including the payoff for not engaging in the desired behavior. As usual, taking the whole picture or system into account leads to better management practices and performance improvement interventions.

References
Daniels, A.C. (1994). Bringing the best out in people. New York: McGraw-Hill, pp. 174-175.

Logue, A.W. (2002). The living legacy of the Harvard pigeon lab: Quantitative analysis in the wide world. Journal of the Experimental Analysis of Behavior, 77, 357-366.

  

 

Dr. Carl Binder is Senior Partner at Binder Riha Associates, a consulting firm that teaches clients to apply the FluencyBuilding™ training and coaching methodology, the Six Boxes™ Performance Management model, and practical performance measurement for evaluation and decision making. His easy-to-remember email address is CarlBinder@aol.com, and you may read other articles by him at www.Binder-Riha.com/publications.htm and access his work in performance management at www.SixBoxes.com.

 

 

 


by Todd Packer


Ah, summertime. Plans for vacations and enjoyment are in the air. While our thoughts may turn to activities outside of work, it remains important to also plan for safety on and off the job. This month we don our cyberspace helmets and strap on our virtual seatbelts to learn about Safety while exploring the Internet.

Successful performance assumes a safe environment to accomplish tasks. An awareness of safety concerns enhances our work as performance technologists in specific settings. This month we find some sites to help us and our clients create and ensure safe workplaces for performance excellence. And St. Bernards who smoke.

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 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:

  1. E-Klatch: Links to professional associations, research, and resources that can help refine and expand our views of HPT through connections with other professionals and current trends
  2. HPT@work: Links to job listings, career development, volunteer opportunities, and other resources for applying your individual skills
  3. I-Candy: Links to sites that are thought provoking, enjoyable, and refreshing to help manage the stresses and identify new ideas for HPT.

E-Klatch
Sponsored by the National Safety Council (NSC), National Safety Month is June, and the theme this year is “Safety: Where We Live, Work and Play.” According to NSC data, “45% of injury-related deaths happen to workers while off the job.” Their comprehensive website has materials to help organizational leaders promote safety in their workplace, including access to downloadable posters and tip sheets and a planner’s toolkit with e-mail messages and more to alert employees. Of particular note to ISPI members, the NSC offers a fellowship “on research or practice-based projects that consider unintentional injury prevention or violence prevention from the perspectives of health education or behavioral science.” The NSC also has a schedule of a no-cost course on “Safety Communication and Training Techniques” offered by chapters across the United States.

HPT@work
For an international example of the link between safety and workplace performance, visit the Corporate Health & Safety Performance Index (CHaSPI) funded by the United Kingdom’s Health & Safety Executive (HSE). With a focus on U.K. organizations with more than 250 employees, the CHaSPI “is intended to assist external stakeholders in assessing how well an organisation is managing its risks and responsibilities towards workers and the public [and i]nternally…as an indicator of performance and, over time, progress in health and safety management.” The HSE website offers links to a searchable index of resources for health and safety and an online Research Projects Directory. And, as summer brings to mind the desire to “de-stress,” PTs can print, to read at the beach, HSE’s Management Standards for work-related stress.

I-Candy
”Don’t play with matches!” The standard safety rule from our childhood. But when it comes to “match safes,” ornamental holders for matches, you can play safely at the website of the International Match Safe Association and Museum. To learn of the history and purpose of match safes, the site offers brief articles by Karl P. Koenig and others. Koenig notes: “The match safe’s vital and central purpose, however, has remained the same; the provision of a secure container for matches together with a striking surface.” On view at the museum are numerous detailed samples of match safes (some risqué), for a variety of interests, including Charles Dickens, a Scientific American Newspaper, the Mystical Order of Veiled Prophets 1903 annual festival held in St. Louis, Missouri, and, well, bowling. And among the snakes and other animals, we find the “unusual” commemorative match safe for Champion, the winner of a 1912 St. Bernard Dog Show. Even dogs must play it safe with matches!

Until next month, play it safe and perform it well. By the way, last month we issued a challenge to our readers: How can we advocate for a day, week, or month in honor of HPT and our excellent profession? What date should we pick and why? Please continue to send your suggestions to tp@toddpacker.com, and we’ll share some ideas in a future column.

When he is not Internet trawling for ISPI, Todd Packer can be found improving business, non-profit, government, and individual performance through research, training, and innovation coaching as principal consultant of Todd Packer and Associates, LLC, based in Shaker Heights, Ohio. For sample articles on performance innovation and additional information, please visit www.toddpacker.com. He may be reached at tp@toddpacker.com.
  
  


by Roger Chevalier, CPT


ISPI hosted a special luncheon and professional development clinic for Certified Performance Technologists (CPTs) at our Annual Conference in Vancouver. One hundred eighty of the 250 CPTs who attended the conference attended the lunch; 150 stayed for the clinic to learn from some of our best-known CPTs. The clinic took the form of an intensive “double session” just for CPTs. The program was led by Roger Addison, Judy Hale, Jim Hill, Roger Kaufman, Margo Murray, Geary Rummler, and Don Tosti. This team presented analysis and evaluation tools and applied them to a case study. Participants then used those tools to analyze another case study under the watchful eyes of the presenters, assisted by Mariano Bernardez, Roger Chevalier, Carol Haig, and Klaus Wittkuhn. This talented team facilitated the hands-on learning experience using some of their best tools and tactics for improving performance. 

The feedback for both the lunch and clinic was excellent. The CPTs appreciated the opportunity to network with their peers during lunch. They also appreciated hearing how each of the experts would approach the same case study with one of his or her tools and the practice they received in applying those tools in a second case study. A similar program just for CPTs is planned for next year’s Annual Conference in Dallas, Texas.

Is it time that you became a CPT?
The next deadline for applications is June 15, 2005. Visit www.certifiedpt.org for the most up-to-date information and to download the application forms. ISPI recently added a Self-Assessment Guide to determine your readiness to apply and a Work Description Example to show how all 10 Standards of Performance Technology can be demonstrated with one project. Click here for a four-page PDF of the Certified Performance Technologist brochure that summarizes the certification process.

 


 
  



by Mary L. Langian, CPT, PhD


One of the greatest performance gaps in our industry today is evaluating training programs using higher-level data. Solutions to close this gap often miss the mark because the interventions neglect to teach practitioners the fundamental skills in measurement, statistics, and evaluation. As a result, the CD workshop, Evaluating Training Programs—Eight Modules, was developed by thirdhouseinc.com. All modules, including the preface, are written in simple and practical language assisting everyone from users with math phobias to those holding doctorates needing a review in:
  • using basic statistics
  • proving various types of validity and reliability
  • developing sophisticated reactionnaires to predict behavioral transfer
  • creating reliable attitudinal instruments
  • writing content valid multiple-choice exams
  • measuring inter- and intra-rater reliability to evaluate on-the-job behavior
  • calculating return-on-investment
  • incorporating simultaneous pre and post self-efficacy instruments into reactionnaires
  • predicting behavior transfer from self-efficacy, external control, and subjective norms instruments.

Audios, slideshows, examples, exercises, and tests are used throughout the eight modules to help users fully engage in and interact with the training content. The information obtained in this workshop is similar to taking three graduate school classes.

After completing the course, participants are confident in their evaluation skills and administer more sophisticated assessments for their organizations. For example, participants enhance their corporate reactionnaires by eliminating double-barrel items, editing biased statements into the neutral, and incorporating concrete response sets as well as using post self-efficacy scores to predict behavior transfer. By the end of the last module, trainees are using correlations and t-tests to measure pre and post change regarding trainees’ attitudes, self-efficacy, subjective norms, external control, and behavioral intentions, which also assist in predicting and measuring behavioral transfer.

One criterion for all Award of Excellence submissions is showing evidence of the product’s success in achieving its objectives. Quantitative data illustrated post enhancement of users’ confidence levels in carrying out 65 of the 66 workshop objectives. Likewise, qualitative data supported the success of Evaluating Training Programs—Eight Modules as exemplified below.

“We redid our standard course evaluation so the survey items met the criteria stated in the evaluation modules. The previous evaluation contained double-barrel items, always or never items, and statements that were not relevant to data collection. Moreover, we used to gather data mainly for FYI purposes so the trainer could learn how participants liked courses. Now we are exploring new software options so we can gather more meaningful statistics. We want to share these statistics with our customers so they can see the impact of training. We are also implementing pre and post self-assessments measuring participants' confidence levels carrying out the course objectives. This is a completely new element of the evaluation process at Kirkland. This is the first level of phasing pre and post self-efficacies into our evaluation strategy. Our goal is to have this established by end of year.”

—Jennifer Bentley, Kirkland and Ellis LLP

“I was able to apply the principles I learned in the class to recreate my department's post training evaluations. Before taking the class, our training evaluations didn't really tell us anything. Using the principles from the eight modules, our evaluations now provide clear, specific feedback to the designers and management about the training sessions.”

—Angie Vincent, SSD Learning & Development at Blue Cross/Blue Shield

If you are interested in learning more about the workshop, contact Mary L. Lanigan, CPT, PhD, at marylanigan2005@yahoo.com. She is a professor at Governors State University and is a three-time Awards of Excellence winner (2005, 2002, and 1999).

To assist others in becoming an Award of Excellence recipient, Dr. Lanigan created a CD-Rom workshop containing information and tips on how to successfully meet the award criteria for the various submissions. To obtain a free copy, send a self-addressed, postage-paid 5x7 envelope (60 cents postage for inside the United States and $1.60 postage for outside the United States) to: P.O. Box 1245, Tinley Park, Illinois 60477.

To further enhance the value of the award and to ensure greater exposure of the program throughout the Society's membership and the profession, the International Society for Performance Improvement has asked the 2005 Awards of Excellence recipients to contribute an article to PerformanceXpress highlighting their projects.

 



by Joe Monaco, CPT, 2006 Chair of the ISPI Awards of Excellence


Congratulations to the recipients of the Awards of Excellence, ISPI’s most significant honor!

The closing banquet at our Annual Conference in Vancouver was the time and place for celebrating each award recipient. They received a plaque commemorating their exemplary performance in a particular Awards of Excellence category. This completed our annual ritual of bestowing professional recognition on ISPI members who can now claim their place among other ISPI-recognized exemplary performers. They earned it.

To receive the award, recipients spent the greater part of the prior year documenting their work in accord with a set of performance criteria published by ISPI. Some of the submitters worked with larger groups to share the burden of documenting their submission. Others are individual members, or small groups of two or three people, who submitted their documentation as a result of work performed with clients. In all cases, submitting for an award is not for those who take the idea of criterion-referenced performance lightly. Because the evaluation process is stringent, only work that meets all of the criteria (by judgment of evaluators of the Awards of Excellence Committee) will pass muster for an award.

The criteria are, in my opinion, clearly stated and attainable by those who do the work. On average, only about 40 award submissions are tendered each year from our members. Of these submissions, only about 50% will meet the criteria and receive an award. So when I say, “They earned it,” I think you must agree. Consider this an invitation to earn your place among the exemplary performers of ISPI. Consider submitting for one or more of the award categories, so you too might be counted among our next Awards of Excellence recipients.

Congratulations to these 2005 award recipients in their respective categories:

Outstanding Human Performance Intervention

  • Wellpoint Health Networks
  • Computacenter & Vector Europe Business Consultants Ltd.
  • Dell Training & Certification and RealVue Simulation Technologies, Inc.
  • U.S. Navy & Proofpoint Systems

Outstanding Instructional Communication

  • Mary L. Lanigan, CPT, PhD
  • Carmen Taran, CPT, EdD
  • Harold D. Stolovitch, CPT, PhD, & Erica J. Keeps
  • Wellesley R. Foshay, CPT, PhD, Kenneth H. Silber, CPT, PhD, & Michael B. Stelnicki, EdD

Outstanding Instructional Product or Intervention

  • The Great Atlantic and Pacific Tea Company, Inc. & Novations Group, Inc.
  • Imperial Oil Fuels Marketing Performance Team
  • U.S. Coast Guard, Perot Government Systems, & Titan Corporation

Outstanding Performance Aid

  • U.S. Coast Guard
  • Ford Motor Company—ET&D, the Americas

Chapters of Merit, Chapters of Excellence

  • Golden Circle (Central Iowa) ISPI Chapter
  • New Mexico ISPI Chapter Executive Board

Chapters of Merit, Outstanding Educational Program

  • New Mexico ISPI Chapter Annual Winter Workshop

Chapters of Merit, Chapter Hall of Fame

  • New Mexico ISPI Chapter

To see a complete list of winners, visit the 2005 Awards of Excellence website.

 


The International Society for Performance Improvement’s 44th Annual International Performance Improvement Conference in Dallas, Texas, April 6-11, 2006, will feature several opportunities for you to develop your professional skills, learn new HPT tools and techniques, and hear the latest research findings in our field.

How can you participate? Attend! Present! Volunteer! It is not too early to mark these dates on your calendar:

  • July 29, 2005: Deadline to submit workshop proposal
  • August 31, 2005: Deadline to submit session proposal and early speaker registration for conference
  • April 6-8, 2006: Attend an HPT Institute prior to the conference
  • April 7-8, 2006: Attend a pre-conference workshop
  • April 8-11, 2006: Attend ISPI’s 44th Annual Conference.

Here are some suggestions to help you prepare a successful submission, especially if you are a novice speaking at ISPI:

  • Review the 2006 Call for Proposals, which outlines the review criteria for session proposals. Then, download the Session Proposal Template.
  • Review the Sample Session Proposal. This is an example of an accepted session proposal, updated to include all of the required information for 2006.
  • Download and review the Sample Handout and Sample Performance Tool as these will provide guidance as you are preparing your session proposal.
  • Consider a coach! Review the 2005 Conference Program, and see if you recognize anyone you might contact to provide feedback on your proposal.

If you have any questions or would like additional information, contact ISPI at 301.587.8570 or by email at conference@ispi.org.

 

  


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, services, and employment opportunities. To post information for our readers, contact ISPI Director of Marketing, Keith Pew at keithp@ispi.org or 301.587.8570.

Annual Conference Sponsors
Understanding your business processes is key to improved business performance. GEM’s Process Power™ solutions include training in process modeling, process assessment, and gap analysis, leading directly to enhanced employee process knowledge. Our GEMWorX FlowModeler® process tool supports your business improvement goals. Visit GEM, or call 215-706-4190.

With Mimeo.com at your fingertips, you’re one step ahead! Print and proof finished, bound documents from your desktop, with next morning delivery for orders placed by 10pm ET. Secure digital libraries for quick re-orders. Exceptional quality. Reliable turnaround. Flexible specifications. Try Mimeo.com free: www.mimeo.com or 800.Go.Mimeo.

Positive relationships are a prerequisite to efficient teams. The Strength Deployment Inventory® is a memorable relationship-building tool that integrates seamlessly into performance improvement programs. The SDI® recognizes the motivation behind behavior—revealing why individuals act the way they do. Mention ISPI for a free SDI. www.personalstrengths.com or 800-624-SDIS.

Conferences, Seminars, and Workshops
FASTER, CHEAPER, BETTER. Thiagi and his friend Darryl Sink have put together the 2005 Learning and Performance Strategies Conference. When? June 28-30. Where? Monterey, CA. Why? Explore the basic principles of rapid instructional design and performance improvement. Attend performance-based mini workshops. Visit www.learningandperformance.com.

HURRY! There's still time to register for the Learning and Performance Strategies Conference 2005: Faster, Cheaper, BETTER, co-sponsored by Darryl L. Sink & Associates, Inc. and The Thiagi Group on June 28-30. Details and registration at www.learningandperformance.com.
DO NOT miss this event!

ISPI Hits Las Vegas. Seeing Double? Nope, ISPI is holding two conferences simultaneously September 19-24. One conference is focused on Instructional Systems and the second on Management of Organizational Performance. For more information, visit www.ispi.org.

 

 

Job and Career Resources
ISPI Online CareerSite is your source for performance improvement employment. Search listings and manage your resume and job applications online.

Magazines, Newsletters, and Journals
The International Journal of Coaching in Organizations (IJCO) is a professional journal, published quarterly to provide reflection and critical analysis of coaching in organizations. The journal offers research and experiential learning from experienced practitioners representing various coaching schools and methodologies.

Performance Improvement journal is ISPI’s premier HPT publication, reporting on the latest applications, trends, and ideas in the field. A subscription to PI is a benefit of membership, and non-members can subscribe for only $69 in the United States ($119 international).

Performance Improvement Quarterly, co-published by ISPI and FSU, is a peer-reviewed journal created to stimulate professional discussion in the field and to advance the discipline of HPT through literature reviews, experimental studies with a scholarly base, and case studies. Subscribe today!

 
 


Are you working to improve workplace performance? Then ISPI membership is your key to professional development through education, certification, networking, and professional affinity programs.

If you are already a member, we thank you for your support. If you have been considering membership or are about to renew, there is no better time to join ISPI. To apply for membership or renew, visit www.ispi.org, or simply click here.

 

  



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:

  • Short “I wish I had thought of that” Articles
  • Practical Application Articles
  • The Application of HPT
  • Success Stories

In addition to the article, please include a short bio (2-3 lines) and a contact email address. All submissions should be sent to april@ispi.org. Each article will be reviewed by one of ISPI’s on-staff HPT experts, and the author will be contacted if it is accepted for publication. If you have any further questions, please contact april@ispi.org.

 

  

Go to printer-friendly version of this issue.


Feel free to forward ISPI’s PerformanceXpress newsletter to your colleagues or anyone you think may benefit from the information. If you are reading someone else’s PerformanceXpress, send your complete contact information to april@ispi.org, and you will be added to the PerformanceXpress emailing list.

PerformanceXpress is an ISPI member benefit designed to build community, stimulate discussion, and keep you informed of the Society’s 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, ISPI’s Senior Director of Publications, at april@ispi.org.

ISPI
1400 Spring Street, Suite 260
Silver Spring, MD 20910 USA
Phone: 301.587.8570
Fax: 301.587.8573
info@ispi.org
http://www.ispi.org