August 2010

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In this issue:

Train the Trainer, Before Training Others

Ad: Boise State

TrendSpotters

Blended Learning Model Sets the Stage for Seamless Project Management

Ad: Performance Technology Toolkit

Back to School with Rossett, Gayeski, & Rosenberg

Shaping ISPI's Future

From the Board

SkillCast Webinar
Comparing Four e-Learning Applications

Present at THE Performance Improvement Concerence 2011

Organizational Spotlight

ISPI Announces New Performance Technology Toolkit

Building a Higher Performance Culture Conference

Tales from the Field

CPT News

Are You Recognized for Your Work?

Career Center

Performance Marketplace

Join ISPI Now!

Newsletter Submission Guidelines

ISPI Board of Directors

ISPI Advocates

Back Issues

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Train the Trainer, Before Training Others

by Jim Hopkins, CEO, JK Hopkins Consulting

One of the biggest misconceptions in the learning development world is that if you are a subject matter expert in something that you can be a trainer. Not all people who really “know their stuff” make good trainers, facilitators, teachers or designers of training materials. Just because you know about something does not mean you know how to help others learn it well enough to perform the same tasks. The secret to successful training is training the trainers before they train others.

There is an entire skill set that belongs to the person conducting the training that includes knowing how adults prefer to learn and the best ways to build the bridge from knowing to doing. We call these adult learning principles, and they are the keys that will open the door to success if applied correctly or the door to failure if they are ignored. The people who design training programs must also understand these principles so that the principles can be incorporated into the appropriate learning activities to teach the skills and to reinforce or apply the skills in the work environment.

Many of us in the training and development profession began our careers coming straight from line functions in the organization and were tapped because we were good at our jobs. The common thought was if you were good at something (a subject matter expert) you could then be taught how to be a trainer. Although I agree pretty much with that statement, I later modified that approach when I began running training functions and needed to hire staff. In addition to hiring for subject matter knowledge, I looked at something I called “heart.” I knew I could teach someone how to train another person, but I also wanted to see if that person had the desire to share what he or she knew with another person.

Some humans are downright stingy with their knowledge and abilities. They feel that what they know how to do is only valuable if they keep it locked up inside and they are the only ones who benefit. Finding people with the right heart means that they see the value in more people knowing what they know, and thus they are willing to share. The only caveat I have discovered that prevents training a subject matter expert to be a great trainer or instructional designer is a lack of a willingness to share.

So let’s assume you find the right person, and this person not only wants to train others to do what he or she can do, but he or she has the right knowledge to pull it off. It is very important you arm this person with trainer skills either in instructional design or training facilitation before you let him or her loose on your employees.

Let’s look at the need first to train the trainer before training others. Think back to recent training events at work and ask yourself if you were engaged? Did the activities make you interact with the subject being taught, or could you multitask at the same time? After the event, were you able to implement the new skills rather quickly, or did the new skills rather quickly leave you? Did the training materials used in training add to your learning process before, during, or after the event (or are you asking yourself right now, “What training materials?”)?

If your answers to these questions were positive, then the people involved in your training are skilled in not only the subject but in the ways of adult learning. They are also being managed by people who make sure that training events support learning objectives, and training department employees are being trained, coached, and mentored to be on a continual learning path themselves. This is outstanding news, and you should be most pleased with your company’s training efforts.

However, if your answers were not positive, and you find yourself looking for reasons to avoid training events at your company, then you have a dysfunctional training department. Sadly, I need you to realize that you are not alone. Nearly every time I conduct an audit of a training function, I note a lack of professional development in the training team. When I discover training materials that are a bunch of handouts, or worse a four-inch manual of text, I know that there are no instructional design skills around. When I hear trainers detail out stories of their training experience, I see a lack of learning as the result. And when any of these poor practices are in place, there is usually a manager running the function without a clue that he or she is missing a complete skill set, too.

So before you worry too much about the color of the next binder that holds your training program materials, take the time to make sure that the contents will add value to the learning process. Before you pluck an all-star employee from the line and expect magic to occur in the classroom or webinar, give him or her the skills to facilitate an engaging event. Before you even consider closing a training function because you cannot identify a return on the investment, see if the manager of the department has the skills to lead adult learning.

Taking the time to train your trainers before you let them train others will not only yield better results, but it will make the learning experience a lot more enjoyable for everyone.

Jim Hopkins is the president and CEO of JK Hopkins Consulting and author of the new book The Training Physical. He may be reached at 562.943.5776 or jim@jkhopkinsconsulting.com.

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The common thought was if you were good at something (a subject matter expert) you could then be taught how to be a trainer.

 

 
 

TrendSpotters
HPT (Huge Personal Transitions) Model

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

We are honored to welcome Barbara Gough, CPT, to TrendSpotters this month. Barbara, bgough1@att.net, is a longtime ISPIer with chapter involvement, conference presentations, committee leadership, and Board treasurer achievements to her credit. She is committed to education and has been adjunct faculty at her alma mater, Oakland University, in Rochester, Michigan. Barbara and her husband, Allen, are the proud sponsors of an ongoing annual scholarship for a deserving student attending the school. A strong believer in the power of goal setting and action planning, Barbara is an exemplar in the application of performance improvement tools to achieve personal goals. She contributes a familiar model, HPT, or Huge Personal Transitions, to the TrendSpotters Open Toolkit (TOT).

Barbara had back surgery in early 2004 that went terribly wrong. After multiple surgeries, incredible complications, two strokes, and almost a year in hospitals and nursing homes, she came home to a revised life confined to a wheelchair, and with mental and physical functions that required relearning. At the 2007 ISPI conference in San Francisco, Barbara shared her story in her presentation, HPT: Huge Personal Transitions.” She showed us how she adapted an HPT model to analyze her situation, set critical life goals, take action to achieve them, and succeed.

Barbara was invited back the following year to present her session as an Encore, but she was unable to attend the 2008 conference. At TrendSpotters Central, we think the Encore is long overdue and asked her to reprise how and why she chose this HPT model, how it helped her achieve her goals, and what new ones she has set for herself in the last few years.

Genesis of the Huge Personal Transitions Model

Barbara chose the HPT model because it was familiar and comfortable at a time when she was discovering what had happened to her and was unsure of her skills and abilities. The model provided an anchor in the turbulence that characterized her transition from hospital care to life at home with new limitations. She applied its elements to her life, as a performance improvement opportunity, and worked through the sections as she would with a client in the workplace, only she was the client and the world was her workplace.

Description of the Model

This HPT model is well suited to personal application. From the traditional gap analysis through cause analysis, we can address a range of issues and opportunities for improving how we perform and identify obstacles and roadblocks to achieving our goals. Moving on through solutions selection, design, and development, we can choose one or more areas of focus, as we do with clients, and plan the actions we will take to put those solutions in place. Of particular help in the personal realm is the evaluation step that provides dual feedback and enables us to continue to work our plan until we reach our goal.



Figure 1. HPT (Huge Personal Transitions) Model

How To Use the HPT Model

This model lends itself to modification, and Barbara encourages using it to fit your particular circumstances. Try these steps:

  • Clarify the personal issue or opportunity to address and write it down
  • Modify the elements in the performance analysis section to mirror your circumstances, such as changing organizational analysis to personal analysis, perhaps
  • Do the analysis and specify the gaps or opportunities
  • Based on the gaps and opportunities, identify other elements in the model that do not apply to your personal issue or opportunity—financial systems, for example—and remove or replace them
  • Add specific information you have about any of the remaining elements
  • Follow the model to develop the information critical for reaching your goal

Success Story

We asked Barbara to first recap her original post-hospital analysis. The gaps and opportunities she identified were:

  • Take care of personal needs
  • Do more for self
  • Be a partner with husband
  • Be less of a burden on family and others

Barbara discovered that her family and friends were already a superb support system and that key to closing those four gaps and opportunities was to build her self-confidence and to know she could accomplish any goal she set. With confidence came success, and with success came continued motivation to set new goals and achieve them. Barbara echoes TrendSpotters Arnoud Vermei and Michiel Bloem in their work with the Dutch Olympic swim team when she tells us, “I don’t set any limits for myself,” making any goal reachable.

A new goal Barbara set last year was to lose weight, and she is within sight of achieving that goal. Husband Allen is a terrific cook and he made wonderful meals for Barbara. Unfortunately, she gained weight easily, and with her life in a wheelchair, physical activity was severely limited. With the imminent threat of diabetes, high cholesterol, and other critical health issues looming, Barbara began a medically supervised weight loss regimen. Her goal was to change her lifestyle so as to lose weight and sustain the weight loss, something only one-third of her doctor’s patients achieve. She’s lost 49.5 pounds to date and looks forward to reaching her goal weight very soon.

Barbara says her doctor’s enthusiastic response to her vastly improved health, praise for her success, and general cheerleading have fueled her determination to reach her goal. Added bonus: her doctor presented Barbara’s case at a medical conference as an example of a success story!

Advice to Users

“We have cool tools in our profession,” says Barbara. She encourages us to think about familiar ones like this HPT model as we address personal challenges and opportunities. There are definite advantages to tackling a difficult personal issue with a tool we have used in the workplace and know well. The combination of a model or tool we have had success with at work and a can-do attitude can take us a long way toward reaching the goals we set in our personal lives. And, once we experience the success of resolving an issue, we can add that new confidence to our next challenge. Success really does breed success.

Links to the Performance Technology Landscape

Add these principles of performance technology to your personal improvement process:

R

Focus on Results—What results do you seek? How do you define success?

S

Take a System view—What are the elements of your environment? How do they relate to each other?

V

Add Value—How will your results add value to your life? To the lives of others?

P

Establish Partnerships—Who can help you achieve your results? What is in it for them? What is a successful partnership? How can you build your network?

Application Exercise

Choose a personal issue or opportunity you would like to improve. Use the HPT model to structure and conduct your performance analysis. Modify the model with the elements that apply to your situation. Set critical milestones, and go for it!

Direction for Performance Improvement

Barbara has seen firsthand the power of performance improvement tools to make a difference on a personal level. It is a small step from the personal out into the community and then to the larger society. If we step forward to use our skills, models, and tools outside our work, we have the opportunity to influence our world for the greater good.

Find all the models and tools featured in TrendSpotters at www.ispi.org/archives/perfXpress.htm#trendToolkit.

You may reach Carol Haig at carolhaig@earthlink.net or at http://home.mindspring.com/~carolhaig; Roger Addison may be reached at rogeraddison@earthlink.net. Roger blogs at http://rachekup.blogspot.com.

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Blended Learning Model Sets the Stage for Seamless Project Management

by Kathleen King, PMP, Managing Principal, Kittim Consulting

When the curtain rises to a packed house on opening night, the actors onstage have already spent weeks, if not months, carefully rehearsing every detail. Lines are memorized; cues are identified; and seamless transitions are in place.

The cumulative effect should be a perfectly scripted show that goes off without a hitch.

During live performances, however, slipups occasionally happen. A line is flubbed. A cue is missed. A transition does not occur. And the audience may never even realize it.

With thorough planning and rigorous practice schedules in place, trained actors continue to move in synch—even in the face of unanticipated circumstances—so the show can keep playing out, all the way to a standing ovation.

The same guiding principle holds true for today’s project managers. Those who fail to practice are more prone to stumble. Those who have assembled their teams, anticipated the scenarios that could arise during a project, and rehearsed the team response are more likely to continue moving in synch when real-world obstacles arise—and when it matters the most.

But with so many variables outside of a project manager’s control, how does he or she prepare to navigate missed cues or absent transitions to keep the show going on time, within budget, and to the level of quality that is expected?

That’s when the right kind of project-management training can be of tremendous value. But, buyer, beware: not all project-management training is the same. The format is just as important as the content.

Textbooks offer theory-based guidance. Classroom instruction is helpful, but its long-term value can diminish in the face of a project-related crisis. Internet-based coursework is convenient, but it often requires a self-guidance that does not mirror real-world, team-based environments.

Instead of seeking a universal format to train project managers, many companies are turning to a “blended-learning model” that combines the best parts of classroom instruction, e-learning, and computer simulation so participants are prepared to steer even the most complex situations. Scenarios and training techniques can be adapted to any industry and for any scale of project.

  • Raise your hand! Pool your core project management team into a traditional classroom or teleconference environment to initiate the blended-learning process. An experienced instructor scales the subject matter—from beginner to mid-level to experienced—to address the core fundamentals participants can expect to master throughout the course. The classroom environment also facilitates dialog among a project team and provides an objective, third-party resource to answer questions at the onset of training that participants can utilize immediately on the job.
  • A click away! Project Management Body of Knowledge (PMBOK) based e-learning exercises are then completed individually in an efficient timeframe. PMBOK is an internationally recognized standard that provides the fundamentals of project management for a wide range of projects, including construction, software, engineering, and automotive. The classroom instructor checks in with each participant during the e-learning phase to evaluate progress and offer initial hands-on coaching.
  • Simulation helps you take flight! The blended-learning format culminates with project-management simulation that is facilitated by a classroom instructor and SimulTrain, a computer-based simulator that has trained more than 85,000 project managers in more than 50 countries. SimulTrain replicates the obstacles managers are likely to encounter throughout a project. Extreme situations also force quick decisions as the system simulates urgent phone calls, voicemails, and e-mails participants would encounter. Participants immediately see how their decisions can positively or negatively affect project outcomes—from delayed deliverables to improved team morale.

Through combined instruction formats, the blended-learning model encourages participants to focus on the real-world, execution phase of a project without ignoring the importance of planning. Its customization to any industry and scalability to any assignment or level of project manager means your team will be well prepared when all eyes are on them.

Kathleen King, PMP, CMP, is managing principal for Kittim Consulting. She leads the enterprise program management (EPM) practice. In this capacity, she helps global companies develop the structure and methods to manage complex business initiatives in support of strategic business objectives. Her expertise includes designing and implementing program management offices, EPM tools and integrating dashboards. Her passion is teaching others and sharing her experience in the field of program/project management. For more information or to reach Kathleen, visit www.kittimconsulting.com.

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Those who fail to practice are more prone to stumble.

 

 
 

Back to School with ISPI and Rossett, Gayeski, & Rosenberg


Monday, September 13, 2010, 12:00–4:00 pm EDT
| Register Online

As the month of August begins, we are starting to see signs of the new school year approaching. Store shelves are lined with supplies, lunch boxes, and backpacks. Everywhere you turn, the focus is Back to School. ISPI believes September is a perfect time for you to head Back to School with us, and jumpstart your professional development. You can still buy that new fall outfit or the latest writing gadget but since our program is online, there’s no need to worry about packing bags, making a flight, or changing rooms for each presentation. The only requirements are a computer, a telephone, and an interest to learn the latest tools and tips for better workplace performance.

Join featured speakers Allison Rossett, Diane Gayeski, and Marc Rosenberg online on September 13, 2010, from 12:00-4:00 pm Eastern Time in ISPI’s virtual classroom and experience learning at its best.

Performance Improvement Through Performance Support

Allison Rossett, CPT, EdD, San Diego State University

Performance support helps us get things done—without going through formal education on the matter. If you want to boost sales, enable more ethical decisions, reduce infections in the ICU, grow roses, or call the right plays in the huddle, performance support is great. What is performance support? When do you rely on it? When would you not? What are planners and sidekick supports? Why should you care? And what does technology, especially mobile devices, add to the humble job aid? We’ll tour concepts and examples, from the sublime to the ridiculous, as we explore performance improvement through performance support.

My Students Today are Your Learners Tomorrow:
What Can Performance Improvement Practitioners Learn from Higher Ed?

Diane Gayeski, PhD, Ithaca College

There’s a lot of talk about training and managing Gen-Y, but most of it is fueled by stereotypes about the younger generation’s obsession with technology and need for immediate gratification. Nonetheless, the workforce of the future WILL pose a number of challenges for performance improvement practitioners, including large numbers of potential workers who drop out of high school and are functionally illiterate—and at the other end of the spectrum, those who succeed in college despite complex learning, physical, and psychological disabilities. Mix those challenges in with new leadership and learning skills gained through multi-player online gaming plus a dash of new and perhaps shocking values and lifestyles, and you’ve got a recipe for a whole new look to performance improvement and training strategies.

Performance Improvement through Web 2.0:
The Easier It Gets to Do, the Harder It Gets to Do Well

Marc Rosenberg, CPT, PhD, Marc Rosenberg and Associates

When technology becomes so ubiquitous and so easy to use that almost everyone is doing it, the goal is not to get everyone into the pool; it is to teach them to swim. This is the challenge performance professionals face when incorporating new Web 2.0 tools into an organization’s performance improvement and learning systems. Beyond the hype, new approaches to managing, distributing and accessing information, and new ways to collaborate with colleagues across time and distance, create great opportunities to improve performance at a time when knowledge is doubling every couple of years, but its half-life is shrinking at an even faster rate. That social networking, blogs, online video sharing, and other Web 2.0 approaches are permeating the workplace is a blinding flash of the obvious. How we help our colleagues and companies take advantage of these new capabilities is not nearly as clear. Learn how new Web 2.0 strategies are changing the nature of learning and, as a result, providing expanded opportunities for enhancing performance. Find out how you might be affected—and what you might do—when a client comes to you not for a course, but for a wiki, or a podcast, or a community of practice, or a knowledge base, or a…

ISPI members, register for this half-day program by August 16 for $159 and receive a complimentary seat to attend our SkillCast Webinar, Working Together When You Are Apart: Web-Based Collaboration Tools, with Peter R. Hybert, CPT, Principal Consultant, PRH Consulting Inc. and Dorothy A. Soelke, CPT, Senior Consultant, Soelke Consulting Inc., on September 15 at 1:00 pm EDT ($79 value).

For more information, click here. Register today!

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Shaping ISPI’s Future


Call for Nominations to 2011-2013 ISPI Board of Directors

It is time once again for you, the ISPI membership, to determine the future direction of ISPI by nominating those members who you feel have the qualifications, experiences, and vision to lead our Society. Up for nominations this year are the President-elect (3-year term, President-elect, President, and Immediate Past President) and two Directors (2-year terms. They will join the President, three continuing Board members, the non-voting Immediate Past President and Executive Director who make up the nine-member Board. The duties of the Board are to manage the affairs of ISPI and determine the strategic direction and policy of the Society.

Brief Job Descriptions

President-elect
The President-elect assumes the presidency of ISPI for a one-year term at the conclusion of his or her one-year term as President-elect. The President-elect’s efforts are directed to assuming the Presidency, and assignments are designed to prepare for that transition. The President-elect serves to provide continuity of programs, goals, objectives, and strategic direction in keeping with policy established by the Board of Directors. Presidents serve on the Board for one year after their term as the Immediate Past President.

Director
Each Director on the Board serves a two-year term and is a leader in motivating support for established policy. He or she serves to develop new policy to obtain support for ISPI’s programs. A Director should provide an objective point of view in open discussion on issues affecting the membership and profession. He or she should thoroughly analyze each problem considered, vote responsibly, and then support those actions adopted by majority vote.

Individually, each member of the Board is considered a spokesperson for ISPI and represents the integrity, dedication, and loyalty to established policy. The deadline for nominations is September 17, 2010. If you would like to nominate a member, please send the following information to nomination@ispi.org:

  • The candidate’s name and contact information
  • The position for which the candidate is being nominated
  • Your name and contact information
  • A 250-word statement on the candidate’s qualifications

If you are interested in additional information on the nominations process, or the complete job descriptions and qualifications required, click here.

2011 Honorary Awards

Each year, ISPI presents three special honorary awards that recognize outstanding individuals and organizations for their significant contributions to Human Performance Technology and to the Society itself. The awards are the Thomas F. Gilbert Distinguished Professional Achievement Award, the Distinguished Service Award, and the Honorary Life Member Award. As requested each year, the membership submits names of qualified individuals for consideration for the Thomas F. Gilbert Distinguished Professional Achievement Award and Distinguished Service Award. If you are interested in nominating an ISPI member, please email the following information to april@ispi.org:

  • Name of award
  • Name, telephone number, and email of nominee
  • Name and telephone number of nominator
  • Brief supporting information for the nominee

This year’s recipients were Honorary Life Member: Guy W. Wallace, CPT, Thomas F. Gilbert Distinguished Professional Achievement Award: Roger M. Addison, CPT, EdD, and the Distinguished Service Award: Mark A. Laurin, MA.

The deadline to receive nominations is October 8, 2010. For more detailed information on the guidelines used for selecting individuals to receive these awards, click here.

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From the Board
How You Can Make the World a Better Place? Through Participation in ISPI’s Award of Excellence Program

by Carol Lynn Judge, ISPI Director

My 10-year-old daughter is rehearsing her speech for a local pageant entitled “How I Can Make the World a Better Place.” With parental pride, I find her words inspirational; “At 10 years young, I can tell my parents I love them and I can remind my teacher that her efforts are helping to pave the way for my future….” The fact that she recognizes at age 10 the importance of recognizing the people who have helped her and thanks them for their contributions to her accomplishments, I believe is both commendable and motivational. Similarly, the company Intel currently has a very successful advertising campaign showcasing faces of the people in their workforce that says, “We are the faces of Brilliant”; their advertisement says, “Behind every Intel innovation is a face….The passion, creativity and yes the brilliance, of these amazing individuals around the world is what makes our technology superior and our company unmatched.”

At ISPI, “We are the faces of Excellence.” ISPI takes the opportunity each year to recognize its “excellent” people, products, and accomplishments. In fact, ISPI’s Awards of Excellence (AOE) program is designed to showcase the people, products, innovations, and organizations that represent excellence in the field of instructional or human performance technology (HPT). ISPI’s recognition process is designed to recognize the great works of its members and to share those ideas with the membership as “Best Practices” and “Lessons Learned,” which increase ISPI’s relevance and its role as the “professional home of HPT.”

Just like my daughter’s speech recognizes several people that contribute to her personal success, ISPI also recognizes that many of its members are making outstanding contributions to the success and growth of performance improvement. In an effort to provide recognition to all of them, ISPI’s AOE program was built as a criterion-referenced process where every submission that meets the criteria earns the award! This allows ISPI to have an effective recognition program where awards can be fairly and frequently given, based on specific goals, and in a timely manner.

The AOE submission process is not complex. ISPI will also provide help to first-timers working on their awards submissions. Past award winners volunteer and are paired as mentors for first-timers working on their award submissions, so contact ISPI if you are interested in being connected to a mentor.

So where do you begin? This link takes you to ISPI’s Award of Excellence submission information. In addition, below are a few tips gathered by past Award of Excellence Committee chairs and Board liaisons:

  • First, begin with the end in mind. If possible, consider designing your project around the AOE standards to both add value and serve as a roadmap for an AOE submission package. Decide which award categories are most appropriate for your project:
  • Outstanding Human Performance Intervention. This category recognizes outstanding results derived from the successful application of HPT to problems, needs, or opportunities.
  • Outstanding Human Performance Communication. This award recognizes an outstanding communication that enables individuals or organizations to achieve excellence in HPT.
  • Outstanding Research/Student Research Award. This recognizes outstanding research in the field of HPT or a related field such as adult education, human technology, behavioral psychology, or vocational education. The research may be quantitative, qualitative, or a blend of both.
  • Chapter of Merit. This category celebrates the accomplishments of ISPI chapters that have been chartered for one year or more prior to the awards nomination deadline.

Finally, some general advice:

  • Download required submission applications for your category and download a copy of ISPI’s 10 Standards of Performance Technology; and for each question in the application, refer to the relevant ISPI standard for the criteria the evaluators will use when judging your submission.
  • Plan your project: For each question/criterion, incorporate specific tasks or steps into your project to ensure that you will meet all the criteria.
  • Analyzing, designing, developing, implementing, and evaluating your project: Document as you go to record what you did to meet each criteria and the results you achieved.
  • Answer only the questions being asked as concisely as possible.
  • Substantiate all answers.
  • Ensure the products and interventions developed concisely articulate the results achieved as a result of each intervention.
  • Number your appendix pages and refer to them by number.
  • If you are planning to submit an award package this year, bookmark this article so you can refer back to it.

Finally, as my daughter’s speech ends, if you do all these things “the world may just be a better place.” Just like the U.S. Coast Guard, which won 10 awards in 2010, you will find yourself and your organization highly recognized and the proud recipient of the numerous AOE awards you have earned.

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ISPI SkillCast Webinar
Comparing Four e-Learning Applications:
Lectora, Articulate, Captivate, and Camtasia


Wednesday, August 18, 2010, 1:00 pm EDT
| Register Online

SiatMoy Chong, CPT, PhD, Consultant, KIVA Learning Associates Inc.

As human performance technologists, we perform analysis and we select the most appropriate tool providing the best solution to help our clients resolve their training needs. What tools to use for e-learning? I will provide the answers in this session. I will share with the participants the four most commonly used e-learning solutions and applications, i.e., Adobe Articulate, Lectora, Captivate, and Camtasia. The session focuses on comparing the special features of the different applications. Demos of the samples developed with each of these applications will provide participants the opportunity to compare and contrast the applications.

Participants will be able to:

  1. Identify the special features of each application
  2. Compare and contrast the four e-learning applications
  3. Select the most appropriate tool for converting the existing ILT training material to e-learning
  4. Determine the right tool to use based on the clients’ needs

About the Presenter

SiatMoy Chong, CPT, PhD, is a performance improvement consultant with over 18 years of business experience in corporate and nonprofit environments. Areas of expertise include design, development, and implementation of various types of learning solutions, front-end analysis, assessment, and project management. She has extensive experience in using different e-learning tools for e-learning development. She has shared her experience in the CISPI organized events.

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Showcase Your Work: Present at THE Performance Improvement Conference 2011


Wouldn’t you like to join Opening Session speaker Elliott Masie on the program at ISPI’s THE Performance Improvement Conference 2011, April 10-13 in Orlando, Florida? With the August 31, deadline approaching, you don’t want to miss your opportunity to submit a speaking proposal for a 60-minute educational session, cracker barrel, or workshop.

Educational sessions are designed to focus on current and emerging issues, best practices, and opportunities facing the performance improvement field. Come share your insights into the field of human performance technology.

Why Present?

People from around the world attend THE Performance Improvement Conference to learn how colleagues are using HPT to adapt to economic, global, and business changes. By volunteering your expertise, you will:

  • Further the discipline of performance improvement
  • Partner with others to add value to the field of HPT
  • Network with like-minded professionals
  • Bring recognition to yourself and your organization

What Makes a Worthy Topic?

Attendees are eager to hear about innovative uses of tried-and-true methods, as well as applications of new technology in HPT solutions. We particularly encourage you to submit a proposal if you have a story to tell about applying HPT solutions to meet challenges created by external environmental forces. For example, have you used an HPT solution to:

  • Address a regulatory or policy change in your industry?
  • Facilitate the global expansion of a business or other organization?
  • Help an organization adjust to economic or cultural challenges?
  • Ensure the success of a merger, acquisition, or major reorganization?

We are also looking for proposals that show:

  • How to apply particular findings from research to everyday practice
  • The use of traditional methods in nontraditional applications
  • The application of methods from organizational development, Six Sigma, or other disciplines within an HPT framework
  • An HPT-based solution that uses an emerging technology

For more information on presenting at THE Performance Improvement Conference 2011, please click here or call the ISPI office at 301.587.8570.

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With the August 31, deadline approaching, you don’t want to miss your opportunity to submit a speaking proposal for a 60-minute educational session, cracker barrel, or workshop.

Click here to download the submission forms.

 

 
 

Organizational Spotlight
An Interview with Susan Fickling, AED


Welcome to ISPI’s Organizational Spotlight! This column focuses on our members—some you may know, some you may not. Each month, we will explore what brought them to ISPI, how they use the principles of human performance technology (HPT), and their insights into the value of membership. This month our interview is with Susan Fickling, Project Director, Academy for Educational Development.

AED is a nonprofit organization working globally to improve education, health, civil society, and economic development. In collaboration with local and national partners, AED fosters sustainable results through practical, comprehensive approaches to social and economic challenges. AED implements more than 250 programs serving people in all 50 U.S. states and more than 150 countries.

Susan works on international projects, primarily funded by USAID (US Agency for International Development). As a project director, she manages education, training, and capacity development projects in several countries.

What got you into performance improvement (PI)?

Performance improvement was something I became aware of at a summer workshop/seminar USAID held about 10 years ago. They were highlighting a project that had strong elements of PI within it. I was really taken with this. I have some organizational development background from my master’s degree and, to me, it just made sense.

Over time, USAID has incorporated PI principles in other projects. For example, right now, we are working on a project called FORECAST, which has a focus on training, and also on human and institutional capacity development (HICD), which incorporates the PI model. We work with institutions and individuals to determine their needs, assess performance issues, determine and implement interventions, and evaluate progress.

How would you explain PI to someone unfamiliar with the term or concept?

It’s an approach that provides a framework for the development work we do and a model for that framework. Whether we work with institutions or individuals, the framework provides a process and tools to assist us in identifying issues and their causes, developing solutions to address needs, and evaluating the application of solutions. A key factor of PI for us is that the approach is not a one-time assessment with applied solutions and evaluation, but an approach that can be applied as a circular and continuous process for continued improvement over time, i.e., once evaluation is completed, assessment can begin again.

What do you think sets ISPI apart from other organizations?

As a project director, I have found that more than the models and the theory, the practical application of these, and the willingness of members to share their successes and how success is achieved, sets ISPI apart.

What is the Academy for Educational Development’s (AED’s) biggest challenge(s)?

Because we are a good sized nonprofit, with more than 250 programs in the U.S. and in more than 150 countries, challenges vary from country to country, and from sector to sector (AED works across a number of sectors such as education, health, civil society, and economic development), challenges differ across AED. In my Center in AED, I think our biggest challenges are (1) working with our clients (U.S. government) to ensure we meet their objectives and needs through our project work, and (2) meeting the needs of the beneficiaries of our project work.

How do AED’s purpose and basic beliefs tie back to workplace performance improvement?

Our mission is to make a positive difference in people’s lives by working in partnership with them to create and implement innovative solutions to social and economic problems. That purpose fits very well with performance improvement tenets. Across AED, our ultimate vision is that the people we work with are able to reach their full potential and contribute to the well-being of their family, community, country, and world.

What drives your strategy?

In my Center within AED, which is focused on international work, we look at current trends in international development that match with our areas of focus and expertise, and we look at funding trends as well among the international donors.

What is your approach for developing high-performing workers and teams in organizations/your organization?

We’ve been fortunate in hiring high performers both in our D.C. office and in our field offices overseas, so we start with high-caliber staff. I believe the nature of our work naturally attracts people who believe in, and are committed to, international development.

To enhance and encourage continued high performance, at AED we try to (1) coach and mentor staff and give them growth opportunities that will enable them to grow into positions with greater levels of responsibilities; (2) support professional development such as association memberships, course work, and conferences; and (3) try to provide “stretch” opportunities for staff, for example, providing opportunities for a short assignment working in a field office, or leading parts of development activities such as work on proposals.

Where do you see the future of human performance technology going?

To me, the basic HPT tenets make sense. No matter what it is called, the enets are very sound and I see them as being a basis for our future work in international development.

One of our challenges in our international work is application of HPT. We grapple with how to make HPT more accessible, and also cost reasonable. How do we promote HPT, demonstrating results that are cost effective?

What is your secret to success?

Since our projects tend to be three- to five-year projects, I think a key secret to success is leaving our partners or beneficiaries with the ability to carry on without us. As opposed to being directive in our work and leaving the country at the end of a few years without building capacity, we focus on working collaboratively, thinking together about their needs and ways to address them, and providing the means and tools to help then maintain their own growth when our projects end. The key word for us is sustainability. We are successful when the results of our project work is sustained and continued once we’re gone.

What is the best thing you have learned while being a member of ISPI?

What appeals to me is the basic PI model, supported by a multitude of approaches, models, and tools, which provides a substantial menu of ideas and methodologies to choose from to support our international development work. Another thing that has appealed to me is the incorporation of other approaches or models, such as appreciative inquiry, into the PI approach. One of the things that I’ve appreciated about ISPI is the discussion around linkages to other approaches that support the model.

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ISPI’s Performance Technology Toolkit


You’ve been asking for tools and resources to help you save time and do your job easier and faster. With you in mind, ISPI has released our Performance Technology Toolkit to do just that.

What is the Toolkit?

The Performance Technology Toolkit is a collection of 23 reusable tools in an electronic PDF format. The tools are organized into six portfolios:

  1. Project Management
  2. Analysis
  3. Design
  4. Development and Implementation
  5. Evaluation
  6. Presentation Guidelines

Why add these to your portfolio of tools?

  • They save you time because they automatically:
    • Calculate time and money
    • Provide a document trail when doing project debriefings
    • Communicate expectations
  • They make planning easier since each includes the essential steps
  • They provide guidance to new staff as they take on assignments
  • They help you avoid overlooking steps or points for consideration
  • They provide a systematic approach for recurring tasks

How do you use the tools?

  • Each tool has fields you populate with your data
  • Some tools automatically calculate time and cost
  • Share them with colleagues to better confirm agreement on roles and responsibilities
  • Use them during team debriefings to communicate actions and results

To find out more about the tools available, click here for the Performance Technology Flyer and Order Form.

What does the Toolkit cost?

ISPI Member

Non-member

$79 (1-5 copies/users)

$129 (1-5 copies/users)

$69 (6-25 copies/users)

$119 (6-25 copies/users)

$59 (26-50 copies/users)

$109 (26-50 copies/users)

For quantities over 50, please call 301.587.8570.

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Building a Higher Performance Culture Conference Updates


Register now to join us in Gothenburg, Sweden, September 30-October 2, 2010, for the eighth ISPI EMEA conference. This conference will be limited to 100 participants. Do not miss this opportunity. Click here to register and reserve your place.

The theme for this exciting learning and sharing event is Building a high-performance culture based on engagement, inclusion, and accountability.

The Future of Work

In the debate between thought leaders, technical experts from an array of disciplines, and top managers on how to increase the productivity of knowledge work, one thing is clear. We need to fundamentally change the way we organize work. Have you ever had, or wanted to have, the opportunity to learn from thought leaders like Tom Davenport, Larry Prusak, Rob Cross, Peter Fingar, and John Jeston? Well then, do not miss the Future of Work session, facilitated by Guus Balkema, during the Opening Reception of the eighth ISPI EMEA conference! The thought leaders mentioned above will play a central role, and all conference participants will have the opportunity to join the debate. Let your voice be heard!

Who is Guus Balkema?

Guus Balkema is a work strategist at YNNO (pronounced “you know”), a leading work consultancy firm in the Netherlands. Guus is concerned with new ways of working, which means that he comes up with new work concepts that focus on structurally improving performance within organizations and, in particular, the interface between processes, ICT, work environments, and behaviour. In his consulting work, Guus develops and implements strategic advice for clients across both the private and public sectors, matching organizations’ changing work processes and business objectives to their future work environment. Guus is also the founder of the NeWork community, an enthusiastic group of people who reflect upon the future of work in the Netherlands. Guus studied business administration at Erasmus University in Rotterdam.

Senior Executive Panel-Update

A special, two-hour session is being organized for the Gothenburg conference. A panel of respected senior executives, from well-known companies, will share their thoughts and insights with our conference participants. The panel will present and discuss their perspectives on the challenges and rewards of building a high-performance culture in the real world of their business experience. If you have questions you would like to pose to experienced senior executives from high-profile organizations, here is your chance!

Göran Bille, CEO, Lindex, has served as chief executive officer and group president of Lindex AB (which you can learn about below) since 2004. Prior to that time, Göran hasheld positions within H&M, including CEO H&M Rowells, country manager H&M Sweden, and divisional manager H&M Women. He is also a member of the board of CG Duka Retail AB and has served as a member of the board of directors at Gunnebo AB since April 3, 2008. He holds a Master of Science in Business Administration and is a graduate economist from Stockholm University.

We invite you to take a look at the Lindex website. Click here to view what Göran has to say about this innovative and very successful Swedish fashion chain, known for its “fast fashion” clothing offerings for women, teenagers, and children. With approximately 400 stores in Scandinavia, the Baltic States, Russia, central Europe, and the Middle East, Lindex employs around 5,000 people. Fast fashion is a term used to describe clothing collections, which are based on the most recent fashion trends presented at Fashion Week in both the spring and the autumn of every year. These trends are designed and manufactured quickly and cheaply to allow the mainstream consumer to take advantage of current clothing styles at a lower price. This philosophy of quick manufacturing at an affordable price is used in large retailers such as H&M, Forever 21, Zara, and Primark.

Josephine Rydberg-Dumont is a passionate and highly skilled creative brand and business leader with 24 years of experience in various leadership roles in the fast-growing IKEA Group, including as chief executive of IKEA of Sweden. Between 2000 and 2007, she led the vision of the IKEA home furnishing business, taking responsibility for strategy, range and product development, purchasing, and supply. She was instrumental in taking this 13,000 person worldwide, people-led organization from 7 to 20 billion euro sales. Her passion is mission-focused business innovation, brand communication, and organizational transformation. Josephine also serves on the board of Cederoth Intressenter AB and was elected to the board of Skanska in 2010. IKEA (Ingvar Kamprad Elmtaryd Agunnaryd) is a privately held, international home products retailer that sells flat pack furniture, accessories, and bathroom and kitchen items in their retail stores around the world. The company, which pioneered flat-pack design furniture at affordable prices, is now the world’s largest furniture retailer. According to Bloomberg BusinessWeek, IKEA has a distinct and unique corporate culture characterized by some fundamental practices. Learn more about IKEA through Wikipedia. To view the Bloomberg BusinessWeek article entitled, “Understanding IKEA,” click here.

Kerstin Renard, senior vice president of human resources, Volvo Group, has served as SVP - HR for Volvo Group since her appointment in 2007. She has been the driving force in changing the employee survey to a current focus on engagement and inclusion, among other very interesting business performance issues. Prior to her current role, Kerstin worked as HR manager at Volvo Powertrain. She has many years of experience within HR, including positions at Wilson Logistics, Flexlink, and Volvo Cars. The Volvo Group is one of the world’s leading suppliers of commercial transport solutions providing products such as trucks, buses, construction equipment, and drive systems for marine and industrial applications as well as aircraft engine components. The Volvo Group also offers its customers financial services. The Volvo Group has more than 90,000 employees, production facilities in 19 countries, and sales activities in some 180 countries.

Special Feature

We are pleased to include a special pre-conference workshop by Steps Drama Learning Development, a global leader in experiential drama-based learning solutions, creating innovative and award-winning programs for clients across the United Kingdom and overseas. They specialize in delivering behavior-based training, helping clients with a range of individual and organizational development challenges. The company manages creative training interventions from design to delivery and evaluation. All client programs are bespoke, using techniques such as role-play and forum theater, among other methods, to deliver effective learning and development solutions that inspire people to act differently. The use of drama-based learning, as an invaluable component in the development of people and organizational change, is now well established. Myriad behavioral and organizational development issues can be explored, addressed, and brought to life in an interactive, entertaining, safe, and highly practical way.

“A key strength of Steps is their ability to get people to relax and to participate without feeling threatened. They have a great insight into the commercial world, they instill confidence and they are very skilled at designing and facilitating learning events and emulating behavior.”

Check our blog for further updates on the special pre-conference workshop.

Richard Wilkes is one of three co-founders of Steps. He has extensive experience in the design and delivery of inspiring programs, helping organizations to get across key messages and developing the personal skills individuals need for their organization’s competitive edge. He has led numerous client accounts, particularly in financial and legal services. Prior to Steps Richard worked as a professional actor and also trained as a counselor, working in the NHS, and as a mediator to gain a greater understanding of conflict management.

Angela McHale gained a BA (Hons) degree at Warwick University and spent some time working in the city of London before studying Drama. She then combined a career as a professional actor with working as a freelance roleplayer for several years, before joining Steps more formally as an Account Director in 2002 with responsibility for client relationships. A large part of her recent client work includes writing and delivering Diversity Awareness workshops, as well as developing initiatives focusing on Customer Service Excellence.

Conference Highlights

The theme for our conference is: Building a high performance culture, based on engagement, inclusion and accountability. We will be announcing concurrent session topics soon, along with information about the case for the simulation that will run throughout the conference.

Our conferences are known for their active/interactive format. We believe participants are every bit as much a part of the total learning experience, as our fabulous presenters. Only you can contribute your unique perspective! We invite you to become part of a select group, this year in Gothenburg.

Follow this blog to keep up todate with the latest information on the conference, such as our keynote, conference session examples, smorgasbord event topics, the simulation case, and participant countries and companies.

Note: Our active/interactive format requires that we limit the total number of participants to no more than 100. We hope that that number will include YOU!

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Tales From the Field
Identifying and Assessing Needs Associated with Expansion of a Business

by Robert Flannery and Marcus Gherardi

Tales from the Field, a monthly column, consists of reports of evidence-based performance improvement practice and advice, presented by graduate students, alumni, and faculty of Boise State University’s Instructional and Performance Technology department.

The Situation

The owner/operator of Luigi’s Restaurant had a small, successful restaurant providing traditional food with exceptional service. With opportunity to capitalize on this success, he expanded the business into a much larger space. After a year of apparent success, declines in the quality of customer service (a primary factor in the restaurant’s past success) began to occur, threatening sustainability of the restaurant. This prompted our work to identify causal factors contributing to these undesirable results and provided the basis for our project in Professor Don Winiecki’s Needs Assessment class.

Orchestrating Performance Improvement

Needs Assessment Frameworks
To conduct an in-depth analysis of the performance issue, we followed Harless’s (1973) front-end analysis process of 13 smart questions, as shown below. We also applied Anderson and Johnson’s (1997) systems thinking processes to isolate precipitating events, and Gilbert’s (1978) Behavior Engineering Model (BEM) to communicate performance improvement principles to the client.

  • Do we have a problem?
  • Is it a performance problem?
  • How will we know when the problem is solved?
  • What is the performance problem?
  • Should we allocate resources to solve it?
  • What are the possible causes of the problem?
  • What evidence bears on each possibility?
  • What are the probable causes?
  • What general solution type is indicated?
  • What are the alternate subclasses of solution?
  • What are the costs, effects, and development times of each solution?
  • What are the constraints?
  • What are the overall goals?

Identifying Performance Problems
The first five of Harless’s (1973) 13 smart questions help to identify problems worth solving. Through observations and interviews, we defined the desired and actual states of performance:

  • Desired State: Completeand reliable accomplishment of opening and closing procedures and provision of timely service to customers.
  • Actual State: The incomplete and unreliable accomplishment of opening and closing procedures and delays in service to customer requests.

We concluded that unless remedied soon, the performance problem would continue to adversely affect the overall performance of the restaurant.

Identifying Causes
Harless’s sixth question is to identify possible causes to an identified performance problem. Our data indicated that the problem began with the move to a larger space. The limited size of the original operation had enabled the owner/operator to directly oversee most operations. However, with expansion came new staff and management, and the owner/operator no longer directly orchestrated the operation. Cleaning, closing, and setup are not being performed to acceptable standards; as a consequence, waitstaff have to perform these duties ad hoc when responding to customer requests. This creates a snowball effect in the decline of customer service, which can ultimately result in lost business revenue. Industry research indicates that reliable accomplishment of opening and closing tasks improves the capability to respond promptly and efficiently to customer requests, which indirectly affects customer satisfaction.

Harless’s 7th through 13th questions help one assign weight to particular causal factors and identify possible solutions to the identified problems. Through our analysis of data produced through observations, interviews, a focus group, and surveys, we concluded that the performance gap was primarily caused by a confluence of the following factors:

  • Lack of performance standards
  • Lack of formalized and systematic delegation of opening and closing duties
  • Lack of leadership
  • Oversight of performance to task standards
  • Providing feedback on performance
  • Lack of performance-based incentives and disincentives

Ensuring Systemic Performance Improvement

Filtering analyzed data through Gilbert’s BEM (1978), we identified that these four causes were distributed across most areas of performance described in the BEM. No single cause was identified as primary, suggesting diffusion effects that had to be addressed simultaneously to produce systemic and sustainable improvement.

  • Data—No feedback to staff or specific guidelines on ideal opening and closing performance.
  • Instruments—No established norms or checklist of opening and closing tasks and a prioritized list of duties.
  • Incentives—No consistent rewards for good performance or consequences for poor performance.
  • Knowledge—Although kitchen staff and waitstaff have knowledge and experience to properly conduct opening and closing procedures, there is inconsistent awareness among staff on how individual performance or nonperformance affects the operation. Management is not knowledgeable of effects of inconsistent data, instruments, and incentives on performance.
  • Motives—An adverse impact on motivation and morale exists when management unknowingly rewards poor performers by assigning them to preferred shifts and punishes good performers by assigning them to undesirable shifts.

Conclusion

Through the use of several different frameworks, this project identified a diffuse network of factors causing systemic gaps in performance of staff in a restaurant. Consistent with the requirement to be systemic in all facets of performance improvement, we are in consultation with the owner of Luigi’s Restaurant to address these factors. Through implementation of our advice, we look forward to a long future of high-performing customer service at Luigi’s!

References

Anderson, V., & Johnson, L. (1997). Systems thinking basics: From concepts to causal loops. Waltham, MA: Pegasus Communications Inc.

Gilbert, T. (1978). Human competence: Engineering worthy performance. New York: McGraw-Hill.

Harless, J. (1973). An analysis of front-end analysis. Improving Human Performance: A Research Quarterly, 4, 229-244.

Robert Flannery is a graduate student in the Instructional & Performance Technology program at Boise State University. He has 38 years of experience in the hospitality industry and looks forward to applying performance improvement principles in it for many years to come. He may be reached at robertflannery@u.boisestate.edu.

Marcus Gherardi is a graduate student in the Instructional & Performance Technology program at Boise State University. Marcus is a lieutenant commander in the United States Coast Guard and is currently serving as the training officer at the Coast Guard’s Maritime Law Enforcement Academy. He may be reached at Marcus.G.Gherardi@USCG.mil.

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CPT News from Around the World


A CPT You Should Know

We want to introduce you to Kathy Telban, CPT, MEd, SPHR, director of Curriculum Development and Learning Outcomes Assessment, Cuyahoga Community College and president of iSOLVit LLC, a consulting firm that helps organizations improve their outcomes.

Kathy earned her CPT in 2003, the first year of the certification. She learned about ISPI’s intent to develop the certification at the Dallas conference and decided that it was a certification worth pursuing. She already earned the PHR and SPHR certification from the Society for Human Resource Management and knew certification was already being valued in the workplace. She liked the fact that the CPT was standards based and a peer-review process of an actual project. The project she submitted was the development of a system that included hiring, credentialing, orienting, evaluating, and developing instructors.

In 2008 she, along with her staff, was recognized by the League for Innovation for improving the operations of the curriculum office and reducing the curriculum development and approval cycle time. Later that year she was appointed to serve on the Academic Quality Improvement Program (AQIP) Core Team when Cuyahoga decided to adopt this program as its re-accreditation process. Kathy started iSOLVit LLC and works with other colleges, nonprofits, and businesses to create and implement outcomes-based curriculum and improve operations.

Kathy has an eclectic background. Her first career was in the information technology field developing, selling, and training enterprise software. She then went out on her own for a decade and specialized in developing and delivering custom training where the content was technical or technology delivered the training. Kathy has also sold sales training and human resource systems. The last decade has been in higher education creating, implementing, and improving processes and systems to improve academic operations. Kathy is a trained mediator and uses this in her daily work and she is an arbitrator for the Cleveland Metropolitan BAR Association.

You may reach Kathy at KTelban@isolvit.org if you want to find out more about her work.

Do you have a story to tell? Contact Gay Bruhn, director of Certification & Industry Relations, or Maurie Coleman, director of Certification & Accreditation, if you have a story to tell. They may be reached at GayBruhn@ispi.org and MaurieColeman@ispi.org.

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Are You Recognized for Your Work?
Submit It to ISPI!

You do excellent work every day with great results. Submit your accomplishments and research to one of ISPI’s prestigious journals and get the recognition you deserve, and share your findings and ideas with your peers.

Performance Improvement (PI) journal publishes articles about all types of interventions and all phases of the Human Performance Technology (HPT) process, as well as hands-on HPT experiences, including:

  • Models
  • Interventions
  • “How-to” guides
  • Ready-to-use job aids
  • Research articles

PI also publishes updates on trends, reviews, and field viewpoints. The common theme of articles is performance improvement practice or technique that is supported by research or germane theory.

To submit an article, download and read the Author Guidelines, then email your article as an attachment to the editor, Holly Burkett, at pijeditor@ispi.org. PI is a benefit of ISPI membership, but if you are not a member you can still subscribe. If you are interested in joining ISPI, please click here.

Performance Improvement Quarterly (PIQ) is a peer-reviewed journal that publishes original research, theory, and literature reviews relevant to improving the performance of individuals, groups, and organizations. As a scholarly forum for the HPT field, the journal seeks to integrate and expand the methods, processes, and findings across multiple disciplines as they relate to solving problems and realizing opportunities in human performance. HPT work focuses on valued, measured results; considers the larger system context of people’s performance; and provides valid and reliable measures of effectiveness. The journal values both methodological rigor and variety, and publishes scholarship related to:

  • Process improvement
  • Organizational design and alignment
  • Analysis, evaluation, and measurement
  • Performance management
  • Instructional systems
  • Management of organizational performance

To submit an article, download and read the Author Guidelines, then email your article as an attachment to the ISPI Publications Office at pubs@ispi.org. A subscription to PIQ costs only $45 for ISPI members, so be sure to take advantage of this valuable resource. If you are not a member, but interested in joining ISPI, please click here.

As you know from reading this online newsletter every month, PerformanceXpress (PX) publishes exciting feature articles highlighting current developments and ideas in the field of performance improvement, as well as regular columns written by dedicated professionals spotting trends, Tales from the Field, and CPT News from Around the World. And, that is just the beginning. What contributions and ideas do you have to add to PX? “I wish I had thought of that” articles, practical application articles, articles about the application of HPT, or success stories? Read the Newsletter Submission Guidelines and send us your work to px@ispi.org.

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ISPI Career Center


The International Society for Performance Improvement’s
Career Center will revolutionize how you search for jobs and source candidates! Our job board, powered by career services leader JobTarget, makes it easier than ever for ISPI members to enhance their careers and stay connected within the performance improvement community. Below you will find the most recent job postings added to ISPI’s Career Center:

Director of Leadership & Organizational Development
Company Name: Confidential–SimpleSource
Job Type: Full-Time
Job Location: City of Industry, CA 91748

The Director of Leadership and Organization Development is responsible for supporting the development, delivery, and evaluation of learning and development resources, programs and services. This position concentrates on identifying and analyzing individual, group and organizational development needs, as well as defining, developing, implementing, and evaluating strategies and programs to improve leadership, employee, and organizational performance.

Instructional Specialist
Lowe’s Companies, INC
Job Type: Full Time
Job Location: Mooresville, NC 28117

The Instructor Specialist (IS) reports to the Manager of Professional Development and is responsible for delivering holistic learning & development performance solutions that result in the achievement of defined performance objectives. They are expected to deliver quality products, services and experiences based on adult learning theories that improve performance and increase engagement. The IS is primarily responsible for developing systemically architected learning & development solutions and their component parts that are scalable and support all human capital development initiatives.

Instructional Technologist
Yale University
Job Type: Full Time
Job Location: New Haven, CT 06520

Reporting to the Associate Director of the CMI2, the Instructional Technologist will be joining a creative team within the Center for Media and Instructional Innovation (CMI2) at Yale University. The candidate will be responsible for the development of a wide variety of electronic courseware for both on-campus and off-campus use. The ideal candidate will have an exceptional track record of planning, managing and building top-quality instructional media for web-based delivery.

Manager Learning and Development
Newmont
Job Type: Full Time
Job Location: Elko, NV 89801

This position ensures that the People Development team operates at a consistent level of excellence and provides timely, relevant and value added development of employees that supports successful attainment of business objectives and long term strategy.

Senior Leadereship & Organization Development Consultant
Children’s Medical Center of Dallas
Job Type: Full Time
Job Location: Dallas, TX 75201

The Leadership and Organization Development (LOD) Team works in partnership with the organization’s leaders and with colleagues in the Learning Institute to provide the  infrastructure and programs necessary to enable the accomplishment of Children’s business imperatives and ensure sustainable organizational success through an engaged and accountable workforce. The LOD Team is seeking an experienced Senior Consultant who will make significant contributions to a broad range of high impact initiatives designed to support the development of leadership excellence and improve the overall effectiveness of the organization. This is an individual contributor role, reporting to the Director of Leadership and Organization Development.

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Performance Marketplace


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 our marketing department at marketing@ispi.org or 301.587.8570.

Books
Online Performance Improvement Bookstore. ISPI and John Wiley & Sons have partnered to offer professionals in the field the best selection of performance improvement resources. ISPI members save 15% on all book purchases (professional and personal)!

ISPI @ Amazon. ISPI has created a one-stop shop for all your performance improvement needs. Here we have boks written by ISPI members, CPTs, E-Documents, and featured books of the month. All purchases over $25 are eligible for free shipping.

Handbook of Improving Performance in the Workplace—Three Volume Series. Featuring best-in-field researchers, thinkers, and practitioners across several disciplines and geographic boundaries, each volume provides a current review of all information presently available for the three core areas of improving performance in the workplace.

 

 

 

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

Magazines, Newsletters, and Journals
Performance Improvement journal is available to subscribers in print and online through John Wiley & Sons, Inc. Order your subscription today.

Performance Improvement Quarterly 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. Discounted to ISPI members.


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ISPI Membership: Join or Renew 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, simply click here.

Newsletter Submission Guidelines


ISPI is looking for
Human Performance Technology (HPT) articles (approximately 500–700 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 johnc@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 johnc@ispi.org.

About PerformanceXpress


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 johnc@ispi.org, and you will be added to the PerformanceXpress email 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 John Chen at johnc@ispi.org.

Stay informed: Add ispi.org to your Address Book and/or Safe Senders list to ensure you don’t miss important announcements and valuable offers from ISPI!

ISPI
1400 Spring Street, Suite 400
Silver Spring, MD 20910 USA
Phone: 301.587.8570
Fax: 301.587.8573
info@ispi.org
www.ispi.org

 

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