Award of Excellence LogoThe ISPI Awards of Excellence program is designed to showcase the people, products, innovations, and organizations that represent excellence in the field of human performance technology (HPT). The recipients below will be recognized during the Awards Luncheon at THE Performance Improvement Conference, April 11, in Orlando, Florida.






Outstanding Human Performance Communication

The Handbook of Selecting and Implementing Performance Interventions (2010)
Ryan Watkins, PhD, George Washington University • Doug Leigh, PhD, Pepperdine University

Even when the path to success is uncertain, striving to improve human and organizational performance is a worthwhile ambition; the challenges associated with improving performance are the opportunities that lead to meaningful improvements in individual, organizational, and societal results. Finding answers to the difficult questions about which activities will best improve performance is routinely a demanding–and yet thought-provoking–curve on the path to success. As such, the processes used to make these critical decisions about what to do in order to improve performance are the essential choices that influence your capacity to be successful.

In this groundbreaking volume, leading practitioners and scholars from around the world provide an authoritative review of the most up-to-date information available on performance interventions, all presented within a holistic framework that helps ensure the accomplishment of significant results. Addressing more than 30 performance interventions, with such varied topics as incentive systems, e-learning, succession planning, and executive coaching, The Handbook of Improving Performance in the Workplace: Selecting and Implementing Performance Interventions guides readers through the development of comprehensive performance improvement systems.

Each chapter illustrates in practical terms how to select, plan, implement, and manage performance interventions, as well as how to evaluate their results. Through best practices research, comparative analysis, illustrative case studies from around the world, and editorial guidance on how to link together diverse interventions, the Handbook is an important guide for achieving desired results in the workplace and beyond.

Rather than reinventing the wheel, the Handbook utilizes a sensible framework that organizes how you can select among various performance systems and implement them within your core business processes. The result is a flexible approach that can be easily adapted to fit your organization’s nuances, while at the same time offering enough structure that levels the playing field to allow for even-handed comparisons. The Handbook identifies and integrates guidance from 48 practitioners and scholars concerning how performance solutions can best be applied as systems that accomplish significant results. Podcast interviews with many of the contributing authors are also available at www.needsassessment.org.

The Performance Maturity Model: A Practical Technique and Tools for Conducting Performance Analysis and Establishing Partnerships
Gary DePaul, Gary DePaul Virtual Workshops

The Performance Maturity Model and related tools enable human performance technology (HPT) practitioners to successfully conduct a systemic analysis and present a succinct summary for executives. Practitioners use the tools to collect and organize data through individual interviews. They then use the model to structure their dialogue with executives. Gary DePaul presented this technique in the November 18, 2009, SkillCast webinar (entitled Explaining Performance Issues to Executives). In the February 2010 PerformanceXpress, Roger Addison and Carol Haig featured the model in their Trendsetter article. Gary also presented the model at ISPI’s 2005 and 2009 Annual Conferences. The recorded SkillCast is available for purchase through the ISPI website.

ISPI Advocate’s Learning Experience in Applying HPT at the Lowe’s Store and at a NASCAR Performance Instruction & Training (PIT)
Greg Nell, Workforce Readiness, Lowe’s Home Improvement

ISPI Advocates, the ISPI Board, ISPI staff, and ISPI consultants attended a special session to address how organizations can adapt and scale human performance technology (HPT) for large organizations. Cedric Coco and Gregory Nell facilitated a session on the performance improvement initiatives at Lowe’s. They discussed how Lowe’s transitioned from a traditional learning and development organization to a performance-oriented learning organization. Gregory Nell and Roger Addison facilitated an HPT Tools Workshop. This included tools, techniques, and resources for analyzing aspects of the work, worker, and workplace. Dr. Jac Fitz-enz presented about predictive analytics that transform human resources. Attendees completed a case study at the Troutman, NC, store and participated in lean training at the Performance Instruction & Training (PIT), a NASCAR team performance training facility (www.visitPIT.com).

Writing a Formal Internal Proposal for an HPI Intervention
Carsten Schmidtke, PhD, Assistant Professor of Workforce Development Education, University of Arkansas

Surprisingly, many working professionals who are already employed in human resource development (HRD) departments have never heard of human performance improvement (HPI), but are quite fascinated by its possibilities.

Thus, a graduate-level college course focusing on HPI was developed. Learners learn about what HPI is and what distinguishes it from training, and they learn about analyzing HPI opportunities, assessing performance gaps, finding causes for performance gaps, selecting and implementing HPI strategies at various levels within the organization, and evaluating the success of their interventions.

To give learners an opportunity to operate at the higher levels of Bloom’s taxonomy, an assignment was created in which they have to develop and write a formal proposal suggesting an HPI solution to a problem encountered in their workplaces. The proposal enables learners to apply, analyze, and synthesize their knowledge and skills acquired during the semester. Learners learn to think in terms of HPI to solve a real-life performance problem of their choice while reviewing the entire HPI analysis and development process. After finishing this proposal, learners are more comfortable with designing HPI interventions and have a better understanding of what HPI is and what it can accomplish.

The proposal takes the term communication literally. Good communication skills are frequently mentioned in job announcements, and this proposal helps learners improve those skills. It teaches them how to plan and design a clear, concise, concrete, and coherent proposal; how to write clearly and correctly; and how to use visuals to convey complex data. Scaffolding with a prospectus, a rough draft, and a final draft is used to allow students to see their progress and to feel comfortable with a new type of assignment.

One thing many instructors struggle with is to have students work at the highest levels of Bloom’s taxonomy. The approach of having them research a real-life problem and devise an HPI solution accomplishes this task. Students must know the facts, they must be able to apply and analyze, and they must synthesize information and evaluate the problem and their solutions. The fact that they improve their writing skills in the process is an additional bonus.

The most interesting result of using a formal proposal is that some students have expressed an interest in submitting a classroom assignment to their managers at work. This is the applicability of what we teach that we always look for.

Outstanding Human Performance Intervention

Pre-Commissioning Performance Support and Training (PS&T) Program for the U.S. Coast Guard National Security Cutter
CG-1B3, Office of Human Systems Integration for Acquisitions • CG-25, Office of Intelligence Plans and Policy • CG-45, Office of Naval Engineering • CG-48, Office of Engineering and Logistics • CG-7D-1, Force Management Staff • CG-751, Office of Cutter Forces • CG-9321, Project Manager National Security Cutter • FC-51, Training and Education Branch • C4IT Service Center • U.S. Coast Guard Performance Technology Center (PTC), FORCECOM Det 1 • U.S. Coast Guard Training Center Petaluma • U.S. Coast Guard Training Center Yorktown • USCGC BERTHOLF

As part of the U.S. Coast Guard’s modernization of its cutter (ship) fleet, contracts were initiated in late 1990s to acquire a new class of cutter, the National Security Cutter (NSC). Due to administrative and contractual complications, actual design and construction of NSCs was delayed many years, and the first cutter was delivered in 2008. In preparation for delivery of the first in-class cutter, a comprehensive performance support and training (PS&T) program was developed, implemented, and evaluated. The PS&T program ensured the 145+ pre-commissioning (PRECOM) crewmembers and shore support personnel were ready to safely, effectively, and efficiently operate and maintain the new cutter.

As a new acquisition with no accomplished performers and only the manufacturers as subject matter experts, there was a tremendous need for a systemic and systematic PS&T system to ready crew members to take possession of the ship and begin operational missions. A needs assessment was conducted and more than 13 gap and cause analyses and seven task analyses were completed. As a result, the PS&T system incorporated a variety of performance support interventions. Formal resident training was a large component due to the overall lack of knowledge and skills inherent with PRECOM crews; however, additional interventions were targeted at providing on-the-job training, embedded manufacturer support, locally produced learning materials, paper and electronic job aids, electronic performance support systems, technical publications, a virtual ship tour, job rotations, team training, over-the-shoulder underway technical training, and access to visual ship simulators. All of these interventions were integrated into a comprehensive plan and delivered prior to acceptance of the first NSC.  Additionally, operator and maintainer procedures and policies were developed along with performance qualification requirements for each crew member.

The program was first provided to the lead cutter PRECOM crew in 2006-2008; however, until an evaluation of the PS&T was conducted the Coast Guard could not be sure what was working or what gaps still existed. To answer those questions, the Coast Guard conducted its largest ever Level 3 evaluation by conducting extensive document reviews and face-to-face interviews with 132 crew members to assess the value of all PS&T interventions. The enormous amount of data was analyzed and results were used to make significant changes to the ship’s master training list and other performance supports. A return-on-investment study revealed a savings of $1.5 million and approximately 2,200 training hours per vessel.

Currently, there are two NSCs in service with a third planned for delivery in 2012 and the potential for an additional six cutters during the coming decade. In addition to realizing cost savings for future cutters, lessons learned from the NSC PS&T program are being applied to optimize other current cutter acquisitions and have been incorporated into requirements and acquisition strategies for future major acquisitions.

Level 2 Performance Testing and SKILL Application
U.S. Coast Guard Training Center Petaluma – CAPT Christopher Hall, Commanding OfficerCDR Samuel Forbes, Training OfficerCDR Reed Stephenson, Training OfficerLCDR Randall Chong, Performance Analyst ChiefLCDR Michael Reed, Performance Analyst • LT Robert Hill, Performance AnalystPaul Robbins, Curriculum Development Branch Chief • Maria Dahms, Curriculum Development Branch Chief • Scott Welch, Curriculum Designer | L-3 Communications – Rick Mercurio, Program Manager • Graham Lower, Senior Database Developer • Joellen Mitchell, Senior Performance Analyst • Arlene Sidelinger, Curriculum Designer • Jennifer McGowan, Technical Writer

Coast Guard Training Center Logo

The purpose of this project was to capture the current state of Kirkpatrick Level 2 performance testing of Terminal PerformanceObjectives (TPO) being conducted at U.S. Coast Guard Training Center Petaluma’s seven apprentice schools. This assessment also evaluated whether the testing results were being tracked and trended, and, if so, how the results data were being used. Comparing the actual test results data to the optimal state, gaps were identified within each school’s curriculum, and solutions were recommended to fill the gaps.

Two interventions were developed after the analysis was conducted:

  1. Upgraded performance tests for each TPO to a process and product standard.
  2. Developed the Specialized Knowledge Lessons Learned (SKILL) application. This application is a tracking and trending tool that records student performance tests and functions as a data source that can be resourced by supervisors and school chiefs. This database application records the results from student performance tests and provides a summary of tracking and trending data for every graduate’s performance. This application is then used as a tool to monitor overall test performance for each TPO, allowing instructional designers to quickly identify high failure rates to address potential weaknesses in curriculum, performance tests, or instructor delivery of the training material.

Get On-Board the DEPOT Express for Success
LCDR Jennifer Sinclair, Chief, Instruction and Design Section •Patricia Peck, Writer/ Editor, Instruction and Design Section • James Craumer, Instructional Designer, Instruction and Design Section L3 • Steven Whitehead, Instructional System Specialist, Instruction and Design Section • Kevin Taylor, Performance Analysis, Instruction and Design Section L3 • Eugene Nieminen, Visual Information Specialist, Instruction and Design Section • LT. Adam Birst, Design Team, Supervisor

United States Coast Guard Training Center Cape MayThe Direct Entry Petty Officer (DEPOT) is a new Coast Guard fast track initiative enabling students to transfer quickly from civilian to military status in just three weeks.  The DEPOT program comprises two former fast track programs: Prior Service Training Program (PSTP) and Reserve Enlisted Basic Indoctrination (REBI). Neither REBI nor PSTP were satisfying the needs of the target audience or the organization.

Coast Guard Headquarters conducted extensive training requirements, job task, and occupational analysis indicating a major need for a substantive change in the fast track training program. The DEPOT program was created using the Coast Guard standard, ADDIE model, for curriculum development and the data from the analysis, enabling the Coast Guard to discontinue PSTP and REBI.

Drawing on the existing material from REBI and PSTP that was relevant and current, the team designed the DEPOT program. Using the Enlisted Professional Military Education (EPM-E) requirements for petty officers and task-required training plus working within time constraints, maintaining a performance-based curriculum, and training resources, new lesson plans were written and existing lesson plans were revised, updated, combined, or rewritten. One of the biggest challenges was taking two programs that totaled seven weeks in training time and condensing it to three weeks.

To aid in this accomplishment, the team exercised a blended training approach of self-study computer-based training as well as instructor-led classroom and drill ground training. One of the unique characteristics is the computer-based student workbook from which the student can meet all the knowledge-based requirements at a self-study pace without taking away valuable hours that are needed for the performance-based training.

All knowledge based assessments and testing are conducted in the same manner.

DEPOT results in low attrition rates in part due to the shortened length of the program, which is appealing to newly enlisted reserve and prior service personnel. By eliminating REBI and PSTP, statistics are showing that DEPOT is providing better-trained personnel to the fleet in a shorter time and at considerable savings in terms of resource dollars, manpower dollars, and instructor hours.

The Direct Entry Petty Officer Training Course provides for a smooth and orderly transition from civilian to military life in just 20 days. This course, primarily conducted for reserve and prior service personnel in the rate of E-4, requires satisfaction of course terminal performance objectives. These objectives, based on advancement qualifications standards for E-2 through E-4 as outlined in the Enlisted Professional Military Education Manual, also satisfy the Apprentice Leadership Program requirements. Candidates must successfully pass written and practical tests and meet minimum Coast Guard standards to graduate the program and prepare them for their role as a member of the U.S. Coast Guard.

Using SharePoint to Improve Project Management Transparency with Leadership and Stakeholders: Lowe’s Workforce Readiness Team’s Success Story
Gary DePaul, CPT, PhD, Workforce Readiness, Lowe’s Home Improvement • Greg Nell, Workforce Readiness, Lowe’s Home Improvement • Rich Lima, Workforce Readiness, Lowe’s Home Improvement • Marty Wood, Workforce Readiness, Lowe’s Home Improvement

Lowe’s Workforce Readiness team uses a SharePoint site and templates to effectively manage, monitor, communicate, and show transparency for projects. The SharePoint site functions as a project and knowledge management system. In the past, leadership, management, and individual contributors (instructional designers) relied on individual capability for project management. As a result, project success (in terms of time, cost, scope, and quality) varied; partnering departments had limited exposure to the Workforce Readiness achievements, and some projects lacked a clear completion phase. To increase transparency with executives and stakeholders, Workforce Readiness implemented a standard project management process, templates, quarterly leadership communications, a monitoring dashboard, proprietary project management training, and new-hire project management orientation. Since implementation, 100% of Workforce Readiness uses the SharePoint site and tools. Executives along with related departments access the SharePoint site and have expressed that this system contributes to improved communication.

Merchandising Excellence 2008-2009-2010 for Esso Retailers
Louise Leone, Performance Manager, Imperial Oil Ltd. | DataLink Consulting, Inc. – Christine Link, President • Dan Cully, General Manager • Sylvia Herczku, Project Manager • France Dubois, Performance Improvement Consultant • Sonia DiMaulo, Facilitator • David Fisher, Facilitator | Heather Connell-Brown, President/Training Director, Ideas Interactive, Inc.

Ideas Interactive Inc Logo

Imperial Oil operates 520 company-owned service stations across Canada (sites include fuel services, convenience stores, car washes, and fast food). Sites are operated by independent third-party sales associates (retailers) who follow the Esso system, in a similar way to a franchise. Changes in the marketplace have created a new and challenging environment for the petroleum retail industry. As gas margins continue to shrink, they are no longer sufficient to sustain viable business strength in the market. Imperial Oil’s viability must be linked to non-fuels revenue sources.

An Evolutionary Process
As convenience retailing continues to grow exponentially in the convenience and gas channel industry, staying at the forefront of rapidly changing practices has become a top priority at Imperial Oil. The company developed its first comprehensive performance improvement program in 2005. This initiative (referred to as the “Blitz”) combined a national training program with an Incentive for retailers to achieve excellence in store merchandising by creating a competition between teams of retailers throughout the network.

Following the positive outcomes, Imperial Oil quickly saw the benefits of a program that informs, motivates, and trains its retailers to be top performers in a rapidly changing environment. Having established significant performance improvement in many categories and sizeable growth in sales in 2005, IOL has sustained the momentum with a dedicated theme every year to regenerate energy among its retailer network.

Performance Intervention Solution
As in previous years, the performance intervention solution integrated four key components–leadership, performance, motivation, and sustainment.

  • Engaging the leadership team in a pre-classroom workshop ensured the territory managers’ full support during the Retailer Workshop and subsequent application of learning in the field.
  • A thorough evaluation of stores and retailer performance based on the current year and previous year’s course content through a nationwide activity (the Blitz).
  • A follow-up Blitz evaluation, which began in the classroom and continued in the field, using a merchandising evaluation tool (Blitz form) and monetary incentive program highlighting both convenience and car wash for targeted focus areas within each year.

Purpose
This human performance intervention helped convenience store retailers apply key merchandising standards and best practices in their stores to increase sales and become top retailers in the industry.

Results Achieved
The results of the Retailer Workshop evaluations continue to be very positive year after year. Merchandising coordinators and select suppliers teamed up to evaluate all sites against the Blitz Assessment Form and awarded points for execution at the sites.

Blitz Scores

  • 2008 Blitz Scores: 96.8% avg (463 sites)
  • 2009 Blitz Scores: 97.3% avg (448 sites)
  • 2010 Blitz Scores: 98.3% avg (445 sites)

There were 132 incentive checks distributed in 2010: 72 Blitz and 60 for sales.

Car Wash
Nationally, Imperial Oil achieved 100% of an aggressive sales growth target in 2010, despite very poor weather during June. Key measures such as up-sell improved from 25% of the network in 2009 to well over 90% offering the wash in 2010.

Influenza Manufacturing Operator Training
SBK Advies & Training – Judith de Goede • Linda Vermeer, SBK Advies & Training | Abbot Biologicals B.V. – Jan-Eric Zandbergen • Paul Van Moer • Klaas Bakker

Abbott Logo SBK Advies & TrainingLogo

Failure of operators to meet the ever-increasing demands of production results in loss of efficiency and quality. In this case new operators were taught their job by experienced colleagues. These colleagues had no good process, structure, criteria, or material with which to teach the new operator all aspects of the work. Over time this slowly resulted in fragmented and even very different ways of working. This again resulted in a number of errors and deviations in batches. It was important that the quality level increased again.

Senior management of Abbott Biologicals asked the external partner, SBK Advies & Training, whether there was a response to this problem with high effectiveness and low time-loss for operators.

By interviewing several people from the organization it became clear that the following analyses were relevant during the needs assessment: analysis of the process, analysis of the target group, and analysis of the organization.

The proposed practice contained a training program for operators of approximately 18 months. The operators get an on-the-job training for both job qualification and a Dutch certificate recognized by the Dutch Minister of Education.

The training program that was developed and implemented included the following activities:

  • For every department a complete set of competences was determined for the function of operator.
  • With these competences, a course-layout (with modules) for every department was developed.
  • The company objectives were translated to performance objectives of the operator and this was translated into learning objectives (with clear criteria) for every module.
  • Every module in the course-layout is written especially for this specific target group in this company.
  • For each operator it was defined which modules they had to do and for which they were to get exemption. In this way every operator had a unique training path.
  • The modules are self-study modules and contain:
    • a clear training path with relevance, examples, repetition, exercises, and feedback
    • an on-the-job test with pre-described criteria for the operator
  • During the training process of the operator, he or she is supported by a mentor. The mentors are supported by a coach.

The proposed practice fulfilled all needs senior management identified at the start of the project:

  • One standard way of working for all operators
  • A clear program and clear targets when employing new operators
  • A better comprehension of the production processes by the operators, resulting in earlier identification of potential problems and increased autonomy in troubleshooting
  • Increased operator flexibility in relation to changing market or production demands

The following factors are evaluated:

  • Satisfaction of participants
  • Several failures in output numbers of production
  • Several job demands and job resources of operators measured with a employee survey

The outcomes of the evaluation resulted in the following cost-benefit balance:

Costs Savings
€ 350,000 3.5% absenteeism reduction is a saving every year of € 50,000

Successful batches increase of 30% is a saving of € 1,300,000

USCG Boarding Officer Qualification Support Program (BOQSP)
Initial Team – CDR Timothy Expinoza, Commanding Officer, Maritime Law Enforcement Academy, U.S. Coast Guard • LCDR Paul Baker, CG-132 Office of Training Workforce and Development, CG Headquarters • LCDR Charles Fosses, CG-132 Office of Training Workforce and Development, CG Headquarters • LCDR Tom Walsh, CG-132 Office of Training Workforce and Development, CG Headquarters • LCDR Tim Hammond, Training Officer, Maritime Law Enforcement Academy, U.S. Coast Guard • LT Tom Kuhar, U.S. Coast Guard • Alan Wheaton, Curriculum Division Chief, U.S. Coast Guard • LT Jeff Collins, Branch Chief, U.S. Coast Guard • LT Paul Turner, U.S. Coast Guard • LCDR Susan Polizzotto, Command JAG, U.S. Coast Guard • BMC William Absher, Instructor, U.S. Coast Guard • BMC Mike Barron, Instructor, U.S. Coast Guard • Don Tempe, Instructor, L3 Communications • James Ferry, U.S. Coast Guard • C2 Technologies Corporation • Unitec Corporation • U.S. Coast Guard Performance Technical Center • Sam Kukich, U.S. Coast Guard Existing Team – CDR Paul Baker, Commanding Officer, U.S. Coast Guard • LCDR Marcus Gherardi, Training Officer, U.S. Coast Guard • BMC Brent Ferrantelli, Assist. Curriculum Branch Chief, U.S. Coast Guard • Robert Isaman, Instructional Systems Specialist, U.S. Coast Guard • Harriet Wilt, Multimedia Developer, L3 Communications • LT Adam Paul, Maritime Law Enforcement Academy, U.S. Coast Guard • BMC Thad Bouchard, Maritime Law Enforcement Academy, U.S. Coast Guard

Maritime Law Enforcement Agency Logo

The U.S. Coast Guard is the nation’s leading maritime law enforcement agency and responsible for enforcing all federal laws, treaties, and regulations in missions such as living marine resources, drug interdiction, and undocumented migrant interdiction among other enforcement areas. Every day there are hundreds if not thousands of Coast Guard members conducting various law enforcement activities across the nation and around the world. This requires a complement of active duty and reserve personnel certified as boarding officers to meet the nation’s threats. A six-week resident training course was always available to qualify active duty personnel, but for a reservist who operates on a part-time basis, no such training existed due to time constraints imposed by Congressional mandates. These mandates provide reservists approximately one weekend per month and two weeks a year to conduct Coast Guard operations and obtain the necessary skill sets to perform their jobs. The only means for a reservist to have qualified as a boarding officer prior to 2006 was through an on-the-job training program, which produced erratic and non-standardized results.

In 2006, the U.S. Coast Guard developed and implemented a performance intervention system that allowed Coast Guard reservists to attend resident training while subsequently qualifying and certifying as boarding officers within their imposed timeline constraints. This performance intervention system contains three components: The first is 10 e-learning modules, which equates to approximately 40 hours of instruction designed to orient and assist members in obtaining the necessary knowledge prior to attending a resident course. The second component is a two-week performance-based resident course providing opportunity to apply the knowledge obtained through the e-learning modules in a practical high-fidelity environment. The last component is the completion of a few on-the-job tasks to reinforce what was acquired in the previous two parts before attaining boarding officer qualification.

Within many federal law enforcement training communities, there was a lot of apprehension with the use of computer-based training to replace classroom instruction. Additionally there was some organizational skepticism with the entire performance intervention system in that it would not produce a qualified boarding officer with the same skills as the active duty resident–based training program. There was also concern that a reservist would not be able to complete it within his or her annual drill cycle. However, since its inception, more than 275 reservists have successfully completed this program. This performance intervention translates into additional law enforcement boarding officers who become significant force multipliers available to respond to national crisis such as the Deepwater Horizon oil spill, presidential and political elections, and international conferences and summits. This system also provided benefits to active duty personnel allowing for quicker qualification and certification rates, decreasing time away from their operational units and standardizing training information and materials available at the unit level. More than 300 active-duty personnel have also used this system as an alternate means to complete their qualification and certification as a Coast Guard boarding officer.

Global Security Cooperation Organizational Review
James Worm, Project Manager, Defense Security Cooperation Agency | Proofpoint Systems – Richard Hibbert, Program Lead • Dean Spitzer, CPT, PhD, Principal Analyst •  Roger Addison CPT, EdD, Principal Analyst • Andrea Moore, CPT, Senior Analyst • Frank Duggan, Security Cooperation Subject Matter Expert • James Morrison, Security Cooperation Subject Matter Expert • Michael Williams, Security Cooperation Subject Matter Expert • Thomas Moore, Development Manager

Proofpoint LogoThe Global Security Cooperation Organizational Review was initiated by the Department of Defense (DoD), specifically the Defense Security Cooperation Agency (DSCA), to study the personnel requirements for conducting security cooperation missions around the world. The objectives were fourfold:

  1. Determine optimal staffing requirements for each security cooperation office (SCO) assigned to the six combatant commands (COCOM) and the American Institute in Taiwan
  2. Identify the number of additional positions required for SCOs determined to be currently understaffed, and, where possible, propose alternative staffing strategies
  3. Provide recommendations for reassignment or addition of billets needed to include not only appropriate funding source for the position, but also the unique characteristics required
  4. Propose reallocation of existing staffing to meet current requirements for all SCOs

COCOMs execute security cooperation missions within the context of their theater engagement and campaign plans. SCOs coordinate their activities with their assigned embassies to ensure support and integration of related programs. DoD funds operations of U.S. forces not only during conflicts but also in peacetime engagement. Adequate staffing levels at the SCOs are essential to their effectiveness, efficiency, and mission accomplishment. The SCOs receive funding based on program activity and, to some extent, its personnel manning, which is intended to correspond with program activity. There are no established staffing models for these offices. Through Proofpoint’s analysis, a recommended baseline model and a standardized process to track program activity and provide greater visibility of SCO staffing levels across each COCOM was created.

With proper resources the security cooperation community can:

  • Implement national security guidance regarding security cooperation
  • Support stability and governance in conjunction with the Department of State and other key U.S. agencies
  • Increase engagement to strengthen mutualities with partner nations
  • Mitigate the influence of competitor nations
  • Reduce potential for kinetic engagement of U.S. forces, and the related human and monetary costs
  • Increase the timeliness effect of security cooperation programs

The report delivered to DSCA provides specific recommendations for staffing at each SCO, reviews regional personnel priorities by establishing a timeline for personnel changes, and identifies both service and funding source for each recommended position. This project used a comprehensive set of global data that included recommendations pertaining to the safety, security, health, stability, and general well-being of the citizens of 140 countries. Better staffing will translate the projected $50B U.S. annual security cooperation investment into more effective outcomes. Proofpoint used its system to generate a staffing algorithm, document staffing recommendations, and successfully complete the deliverables specified in the project requirements document.

Implementation of the Course Assessment Process (CAP) at U.S. Coast Guard Training Center Yorktown
USCG Training Center Yorktown – Wendy M. Calder, Commander, USCG, Chief Training Division • James R. Parry, CPT, MEd, Test Development Manager • Richard W. Symonds, Training Specialist

USCG Tracen LogoThe mission of the U.S. Coast Guard Training Center in Yorktown, Va., is “Forging Today’s Force to Execute Tomorrow’s Mission.” We accomplish our mission through resident and nonresident instruction; exportable training teams; assessment and standardization programs; doctrine support; and external engagement with our international, interagency, and local partners. Our vision is to “Optimize Workforce Performance and Unit Readiness.” Training Center Yorktown proudly upholds the Coast Guard’s motto “Semper Paratus,” graduating students “always ready” to meet today’s challenges.

In support of both the mission and vision of the Training Center, the Command commissioned several workgroups in 2007 to evaluate processes or lack thereof throughout the training center and make recommendations for improvements or changes. One of the areas identified as being weak was lack of oversight of course readiness. In response to that finding, the Training Division established the Course Assessment Process (CAP) to enhance the review of all courses within Training Division at U.S. Coast Guard Training Center Yorktown. The goal of the CAP is to ensure all courses taught, produced, or managed by Training Center Yorktown are:

  • Based on a formal training needs analysis
  • Current–approved curriculum outline within the Coast Guard Force Readiness Command (FORCECOM) currency requirements
  • Valid–teaching the “right” things

The CAP is designed to provide a check of the different elements contained in a course and serves as an excellent source of internal feedback. The CAP achieves the following:

  • Provides training managers with the tools that enable them to evaluate the quality of their courses
  • Provides the training officer with a snapshot of course readiness
  • Provides a list of resources and additional support required
  • Evaluates the course materials for technical accuracy and effectiveness of teaching
  • Evaluates course conformance to existing standards and instructions
  • Assists in the overall management of the course
  • Assists in identifying areas for course improvements

The CAP was designed to follow the human performance technology (HPT) model. This was done to ensure a systematic process was followed to define actual organizational needs, identify any gaps in actual performance, select appropriate interventions, and implement any changes necessary with a continuous evaluation of the process as it proceeded.

The intent is to continually monitor all courses throughout their life to ensure they remain valid and all course materials continue to provide valuable, reliable information. The assessment process provides a systematic feedback loop throughout the entire course of the review to ensure the focus remains on mission support.

CAP was and continues to be very successful and has shown positive impact on both readiness and quality of the course material presented to students charged with performing the missions of the 21st century Coast Guard. Intentions are to continue the process indefinitely and encourage adoption at all of the Coast Guard training commands.

2010 Spring Lawn & Garden Business Support Plan
Lowe’s Home Improvement – Martin L. Wood, Store Readiness Manager • Virginia A. Hunter, Instructional Designer • Brian S. Gardner, Instructional Designer

The 2010 Spring Lawn & Garden business support plan was implemented in January 2010 to coordinate nine distinct and competing business objectives into a collective performance-based set of solutions. To achieve this, the program drove performance through a series of store readiness phases to create an order for execution that matched the sales rhythms and maximized the return on investment of the program. Associates in Lowe’s stores have specific learning and developmental needs for multiple positions in the Lawn & Garden category based upon their region and experience level. To drive performance, associates were provided learning interventions through regionally specific training guides, job aids, and in-the-aisle resources to meet customer expectations, drive margin, drive bottom-line sales, and close rates. These human performance technology (HPT)–driven solutions simplified the execution of the spring program and enabled 1,700+ Lowe’s Home Improvement stores to successfully execute the busiest selling season for the company. The results of the program contributed to exceeding sales budgets by 862 basis points and margin gains of 829 basis points. Efficiencies gained by the interventions yielded an increase in close rate by 30 basis points and reduced the amount of time to associate proficiency by 48%. This translated into an overall reduction of 146,000 training hours annually for Lowe’s.

Using Performance Modeling to Drive Consistent, Strategic Performance of Amway Distributors Globally
Amway Corporation – Brian Heath, Global Distributor Training, Amway Corporation • Steve Sniderman, Performance Improvement Consultant, Global Distributor Training • Linda Muser, Instructional Design Consultant, Global Distributor Training • Antonia Chan, Instructional Design Consultant, Global Distributor Training | Valerie Brown, Performance Consultant, Innovative Learning Group

Business Issue
In 2007 direct-seller Amway identified the need to improve distributor performance on metrics related to sales, number of new distributors, and distributor retention. At the time, there was no consistent understanding organizationally of the tasks and behaviors critical to distributor success or the curricula enabling this success. Global Distributor Training (GDT), a shared-services function supporting the Amway Affiliates (regions), launched an initiative to address these needs.

Context
Amway is a global organization with 10 autonomous affiliates and more than three million active distributors in over 80 countries. GDT’s intervention needed to address the performance and cultural needs of all distributors. In addition, each affiliate has its own independent training group, which had led to duplication and inefficiency and limits GDT’s ability to impose an intervention on any Affiliate.

The distributor role also added complexity: Amway Distributors operate as independent businesses, within the bounds of the law and agreements with Amway. Distributors cannot be held accountable for their capability (skills, knowledge, and attitudes), development, or performance.

Approach
The initiative consists of these components:

  • The Distributor Performance Model details the linkage from Amway’s goals to critical distributor results; to critical tasks or behaviors; to key knowledge, skills, and attitudes; and finally to learning solutions.
  • The Distributor Impact Map communicates the Distributor Performance Model to Amway leaders and stakeholders.
  • The Distributor Curriculum Map depicts graphically the learning solutions identified on the Distributor Performance Model and their ideal sequence.
  • Module specifications provide a high-level design for the identified learning solutions.
  • Alignment mapping (of initiative to existing curricula) is conducted by GDT in partnership with the Affiliates.
  • Learning solutions are developed by GDT in partnership with affiliates.

This combination of components was selected because it effectively balanced global consistency (by driving to the global tasks and behaviors) and affiliate autonomy (by leaving alignment, design, and development to each affiliate).

Observations
The intervention is holistically performance focused: Learning and non-learning impacts on performance were identified and are being addressed by appropriate Amway functions. From project start, the team employed an intentional strategy of communication and collaboration across all organizational levels. The result of these tactics has been a readily adopted intervention producing measurable results.

Results
Among results documented beginning in 2009 (when Amway Latin America introduced initiative learning solutions) are:

ŸNumber of learners
140,000 distributors participated, attesting to the perceived value of the training.

Increased revenues

  • Distributors who took the “Welcome to Amway” course averaged 74% higher revenues than other distributors.
  • Distributors who completed any of the revised product courses increased their sales by 36% when compared to other distributors.
  • Distributors who completed new online courses showed a 44% increase in sales, compared to their performance before training.

ŸIncreased orders
Distributors who took the “Retailing Techniques” course averaged 94% more product orders than other distributors.

Increased sponsorships
Distributors who took “Presenting the Amway Business Opportunity” doubled their sponsorship rate within three months.

Selling U Curriculum and Engagement Redesign
Ford Motor Company, Retailer Education & Training – (Core Team) Susan Reil Johnson, Manager, Retailer Education & Training • Dean Bruce, Sales Operations Curriculum Manager | (Extended Team) Ray Marx, Web Operations Manager • Amy Ponce, Communications Coordinator • Michelle Shaffran, Curriculum Manager • Mary Ellen Abraham, Employee Excellence Manager • Tom Spindler, Employee Excellence Data Analyst • Tony Ross, IT Systems Manager, Editya Birla Minacs | Carlson Marketing Worldwide – (Core Team) Marie Siragusa, Account Director • Janet Viselli, Sr. Performance Consultant/Sr. Training Manager • Marylous Gasiorowski, Sr. Performance Consultant/Sr. Training Manager • Lori Kristofice, Account Manager • Colleen Daniel, Account Manager • Suzanne Overmann, Sr. Project Manager • Kevin Boussie, Design Director • Mark Grismer, Interactive Developer | (Extended Team) Taylor Duersch, Vice President Decision Sciences • Philip Henrichs, Manager Decision Sciences • Joshua Swanagon, Interactive Developer • Vision Productions Interactive Developers • Wendy Robins, Training Manager • Pat Walsh, Instructional Design

Ford Retailer Education & Training Logo Carlson Marketing Logo

The Selling U Curriculum and Engagement Redesign significantly benefited Ford Motor Company and its retail distribution network by improving engagement, new vehicle sales volume, and customer satisfaction–resulting in increased revenue and gross profit. New vehicle sales volume and customer satisfaction are essential to the success of Ford Motor Company and the retail channel businesses (approximately 3,500 independently owned franchises). Sales consultant and sales manager performance is central to business success.

Selling U is Ford Motor Company’s sales curriculum for dealership sales consultants and sales managers. The sales consultant curriculum focuses on developing selling skills and the sales manager curriculum focuses on developing leadership and coaching skills.

Ford Retailer Education & Training (RE&T) and Carlson Marketing Worldwide evaluated and redesigned Selling U to improve the learning experience, audience engagement, and performance. The redesigned curriculum, including performance-based training, tools, and engagement interventions, leveraged top-performer best practices and focused on engaging performers to complete the curriculum, apply principles, share best practices, and coach for improved and sustained performance.

Ford RE&T and Carlson Marketing conducted an initial analysis of the Selling U curriculum. Despite overall high evaluation survey scores, participation was low and feedback from sales consultants, sales managers, and instructional designers indicated that the courses presented several improvement opportunities. Based on feedback, analysis, and ongoing discussions with the Dealer Training Advisory Board, the design team conducted an in-depth evaluation (research and analysis) of Selling U to identify redesign opportunities and additional interventions that would improve the learning experience, audience engagement, and sales consultant and sales manager performance.

The four goals for the Selling U Curriculum and Engagement Redesign were:

  1. Continue sustained focus on improved business metrics:
    1. Increase sales volume (Ford, Lincoln, and Mercury new vehicle sales)
    2. Maintain a high level of customer satisfaction
  2. Increase participation and completion levels
  3. Redesign the curriculum to improve usability and better enable sales consultants and sales managers to complete the curriculum–within the busy, customer-focused work environment–and to be aligned with participant preferences and needs
  4. Sustain performance by establishing an engagement initiative that enables sales consultants and sales managers to continuously improve skills, apply Selling U principles, and share best practices

Sales consultants and sales managers complete Selling U as part of an integrated performance strategy and certification process that also includes a Product Knowledge curriculum.

Chapters of Merit
Chapter of Communication and Education

HPT Project Bank for Academic Practicum – ISPI Capella Virtual Chapter
Rose Noxon, CPT, PhD, President • Corey Welch, CPT, President-Elect • Lorretta Davis, CPT, PhD, Vice President, Programs • Sue Czeropski, CPT, Vice President, Membership • Alecia DeLeon, Vice President, Marketing • Bill Sawyer, VP, Online Services

The Human Performance Technology (HPT) Program Bank Program is a service offered to members of the ISPI Capella University Virtual Chapter. When establishing the chapter in 2008, the potential membership was surveyed and asked what they needed from an ISPI Chapter.  The top response from potential members who were also active learners at Capella University was that they needed practicum projects to use for course work application. The top response from potential alumni members was that they wanted opportunities to stay connected to the university and help emerging professionals. The HPT Project Bank program was developed to satisfy these needs.

Capella University’s approach to education of graduate learners follows a scholar-practitioner model. This is defined as a learner conducting field-based research to advance and improve his or her professional practice. This is in concert with the ISPI’s approach to the HPT Standards and “Where Knowledge Becomes Know-How.” The HPT Project Bank chapter program bridges ISPI as a professional organization and Capella’s academic approach. The benefits of the HPT Project Bank Chapter program are summarized below:

Benefits of the HPT Project Bank

Stakeholder: Benefits:
International Society for Performance Improvement (ISPI) Exposes business organizations to the Society

Exposes emerging professionals to the benefits of the Society

Builds upon the HPT body of knowledge

ISPI Capella University Virtual Chapter Provides needed service to the membership who are current learners

Builds loyalty in current learners to support the chapter once alumni

Capella University Alumni/ Chapter Members Helps alumni approach future clients for their own HPT consulting service

Gives alumni an opportunity to mentor emerging professionals

Gives alumni an opportunity to participate in CPT qualifying events

Capella University Learners /Chapter Members Supplies needed HPT projects for learners’ practicum

Helps develop HPT consulting skills

Gives virtual learners a chance to amplify course work into physical communities

Supplies projects to help qualify for CPT certification

Capella University Alumni become ambassadors of the Capella program

Learner engagement is enriched and more successful

Builds the reputation of the university, attracting future learners

The Capella University School of Education, Training and Performance Improvement (T&PI) specialization curriculum follows the ISPI endorsed models and methods for HPT. The core T&PI curriculum uses ISPI text, endorsed tools, and methodology. The HPT Project Bank is best compared to an intern program where Capella graduate learners are applying the academics of their course work to an HPT issue in a live environment. The core curriculum courses are structured to follow the HPT model. Projects in the bank directly correlate to the HPT model and the Capella T&PI curriculum.

Capella University is an online university, and the chapter is also virtual. Learners and members of the chapter do not meet face-to-face in the same geographic space or at the same time. The chapter members and the university learners conduct their learning and participation via online, threaded, asynchronous discussion posts. The HPT Project Bank is located on the ISPI Capella University web pages as one of the chapter services offered to members.

Chapters of Excellence

Capella University Virtual Chapter
Rose Noxon, CPT, PhD, President, ISPI Capella University Virtual Chapter • Corey Welch, CPT, President-ElectLorretta Davis, CPT, PhD, Vice President, Programs • Sue Czeropski, CPT, Vice President, Membership • Alecia •  DeLeon, Vice President, Marketing • Bill Sawyer, VP, Online Services

The ISPI Capella University Virtual Chapter is a new approach for an ISPI chapter. The method of approaching a chapter’s mission using social networking technologies is groundbreaking.  The sponsorship by an academic organization is also a new paradigm in chapter stance. The Capella chapter employs technology tools and environments to deliver a new and successful chapter model. The Capella Virtual Chapter targets a specific population of Capella University learners as emerging human performance technology (HPT) professionals, as well as Capella faculty and Capella alumni of the university’s Training and Performance Improvement (T&PI) specialization. Capella’s T&PI specialization is offered to those seeking master’s and doctoral degrees.

A New Paradigm to Accomplishing Chapter Work
The shift in the chapter’s approach to the traditional method of assigning needed chapter work to volunteers is based on how the work itself is packaged and the view of the volunteer.

The Capella University chapter members (the pool of possible volunteers) are learners or were learners at Capella University. The Capella University and the chapter are completely virtual–with learners and members from across the globe. Learners’ average age is in the 40s and more than 75% of the learners are working full time. More than 50% of these same learners are also taking more than one course per quarter. This leaves very little time for volunteering for additional chapter assignments that are not somehow contributing to the learner’s goals of graduation. To attract learners as contributing chapter members, the chapter’s program work is packaged in a form that allows the learner to accomplish course work goals and the chapter’s work simultaneously.

When chapter work is packaged in the form of course projects, learners needing projects can contribute to the chapter with the very same time and work they are using to complete course requirements. This echoes Capella’s scholar-practitioner learning philosophy and ISPI’s “knowledge to know-how” practices. This also allows an ISPI chapter in an academic environment a means to offer and consistently improve chapter program offerings.

This approach to course and chapter work is possible because Capella University has modeled their T&PI core course curriculum to mirror the ISPI HPT phases. The core curriculum courses are structured to follow the HPT model. Chapter work is also approached in the form of the HPT model and broken into HPT projects that directly correlate to the T&PI core curriculum requirements. The chapter work projects are stored in the chapter’s HPT Project Bank and learners in need of projects withdraw a project to satisfy their required course work. Alumni needing specific projects to be able to complete CPT requirements may also take on projects. This model has brought the Capella chapter much success and attracted and retained membership as learners graduate and become mentoring alumni.

Charlotte Chapter
Dick Handshaw, President • Guy Wallace, President-Elect • Michael Bland, VP at Large • Ursula Smith, VP of Finance & Nominations/Elections Committee Chair • Shannon Alpert, VP of Academic Affairs • Richard Hartshorne, VP of Academic Affairs • Kim Adams, VP of Marketing & Communications • Sara Miller, VP of Marketing & Communications • Heather Fausnaugh, VP of Membership • Donna Mattison, VP of Membership • Chris Adams, VP of Online Services • John Heun, VP of Online Services • Marc Donelson, VP of Programs & Workshops • Shannon Godwin, VP of Programs & Workshops • Emily Stevens, VP of Publications • Andy Tucker, VP of Publications • Tracy Scott, Chapter Awards of Excellence Committee • Brent Jennings, Marketing & Communications Committee • Walker Owens, Membership Committee • Kim Richardson, Membership Committee • Paula Anderson, Programs & Workshops Committee • Mark Dudley, Programs & Workshops Committee • John Bailey, Publications Committee • Renee DeLaPorte, Publications Committee • Gary DePaul, Nominations & Elections Committee • Sara Seelapasay, Nominations & Elections Committee

ISPI Charlotte In 2009
The Charlotte Chapter was formed in the summer of 2009 and opened its doors to the first evening program and full-day workshop in early October of that same year with Thiagi. He was followed by Judy Hale in December. The chapter’s board came together quickly–and included over 15 chapter members. The chapter had also launched its bimonthly newsletter–“Performance in the Piedmont” that September as part of promotional efforts for their programming plan for the rest of 2009 and all of 2010. They wanted to establish the value proposition for chapter membership early, before each calendar year begins.

ISPI Charlotte In 2010
The first full year of operations saw programming from Allison Rossett, Diane Gayeski, Darryl Sink, Kevin Jones, Rich Pearlstein; and a year-ending panel of Carolina locals: Jane Bozarth, Chris Adams, and Josh Cavalier. Darryl Sink also did a full-day workshop.

In September, founding members Dick Handshaw and Guy W. Wallace published “The ISPI Charlotte Chapter Start Up Story 2009-2010” to provide an example for other potential chapter leaders to use–a starting place from which to then adapt to the local situation. They also continued with our bimonthly newsletters and then in the fall began the first of a planned semi-annual publication of a journal–Performance Charlotte–where they will publish articles from their speakers as well as from their membership. The journal is intended to be a “publishing outlet” for all of their members–so that each may get published–because you have to start somewhere. They also announced their 2011 program plan in September–again attempting to establish the value proposition for members before their first membership renewal process began.

In December they also had their first formal celebration and recognition ceremonies for everyone who had made a contribution in leadership and operations, and they assembled and presented the outgoing board and the new board for a photo op.

They continue to aggressively recruit board and committee members, believing that an active member is a retained member. And they realize they need to always consider the pipeline of leadership for sustaining the chapter over time. Spreading the workload across many is another benefit of broader involvement.

Armed Forces Chapter
Past-President: Brett Christensen, Lieutenant (Navy), Canadian Forces • Doug Craft: President, Chief Petty Officer, U.S. Coast Guard • Jim Parry: President-elect, CWO4 (retired) U.S. Coast Guard • Scott Rooke: Secretary/Treasurer, Lieutenant U.S. Coast Guard

The ISPI Armed Forces Chapter (AFC) is a virtual chapter with over 250 members. The AFC serves the military, consultants, emergency services, contractors, and others who seek to promote excellence in military training and performance improvement. The chapter objectives include: (1) promoting professional development of members, (2) exchanging information about improving human performance in the military, (3) encouraging the application of HPT to military training, learning, and performance problems, (4) providing assistance and guidance on performance improvement to others, and (5) supporting the goals of the International Society for Performance Improvement.