July 2008

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In this issue:

Connecting the HPT Tools to Results

Ad: Orlando Conference

TrendSpotters

Discussion Grenade

Ad: ISPI Bookstore

Calling All Proposals

From the Board

ISPI Member Spotlight

Psychology of HPT

Fall Conference in Albuquerque

It Is Happening in a Small Town in New Jersey

Coast Guard’s Annual HPT Workshop

SkillCast

Tales from the Field

CPT News from Around the World

Performance Marketplace

Join ISPI Now!

Newsletter Submission Guidelines

ISPI Board of Directors

ISPI Advocates

Back Issues

www.ispi.org

 

 

 

Walking on the Wild (Practical) Side:
Connecting the HPT Tools to Results

by Rodger Stotz, CPT

This fall I have the privilege of addressing the attendees at the ISPI’s Achieving Business Results through Performance Improvement: Connecting People, Processes, and the Organization Fall Conference, September 24-27, in Albuquerque, New Mexico. What an exciting opportunity! The focus of the conference is connecting people, processes, and the organization through the application of HPT to achieve results. The conference format offers a unique experience by providing longer sessions of small groups directly interacting with top HPT professionals—a real who’s who of HPT!

As for my keynote presentation, I will be taking participants on my personal journey of exploration and discovery of HPT, its tools, and application. As I do with any journey, I will be attempting to “connect the dots”—starting with my first “dot,” which involved solving a challenging quality problem at a major manufacturer when I was a college intern. Replaying this early “learning experience” not only demonstrates why we need HPT, but also why one always needs to have a sense of humor.

This journey will acknowledge the many guides I have met along the trail. As any traveler will tell you, the journey is enriched by the people you meet; and so it is along the many twists and turns of my personal HPT journey. Each person I met supported my trip with their experience and sharing of tools for the next phase of the professional hike.

I will introduce you to Dorothy, who is not from Kansas but Missouri. She was the first to introduce me to the HPT model of performance improvement and patiently shared her insights in spite of my endless questions. It was her frustration in getting her organization to embrace HPT that caused me to pursue HPT and ISPI. And I benefited from her frustration because I would listen and ask for more insights in areas where her management seemed to be deaf. Sound familiar?

My journey has its typical ups and downs—things that went well and those that did not. As the medical saying goes: “The operation was a success, unfortunately the patient died.” This one tale involves a wonderful application that tested two approaches to improving the performance of service technicians. However, this story takes an unfortunate twist and confirms why the RSVP standards are so critical.

Fortunately, the ups have been much more frequent than the downs, and the examples I will share demonstrate the power of our profession. The ability to positively impact the performance of individuals and organizations makes the challenges and obstacles of the journey well worth it. You will hear about how a member of a kitchen staff went from fearing bodily harm to being celebrated by his CEO based on his performance improvement. It is a moving example of how what we do can make such a difference.

The next segment of the hike involves exploring the four levels of our application: worker, work, workplace, and world. What a scenic viewpoint! Where the focus on individual, process, or organizational performance was once satisfying, I now see how we can impact society—and the sight is breathtaking!

Making a performance difference with individuals, organizations, and society by applying HPT concepts and tools is the motivation to continue the journey. Making a difference by assisting people along the “trail,” stretching my thinking through continual learning, and gaining the personal satisfaction of making a real difference is my reward.

How is your personal HPT journey progressing? Let’s discuss it in Albuquerque!

Rodger Stotz, CPT is Vice President, Managing Consultant for Maritz, Inc. He developed a leading-edge approach for brand alignment—building the brand from the Inside Out. His research in the early 90s resulted in the development of the Reward System Effectiveness Model. In addition to his work with brands, for more than 20 years Rodger has been consulting with companies on creating positive change, the assessment and design of reward systems, and organizational alignment. He received his Master of Science from Purdue and a Bachelor of Science from General Motors Institute. Rodger may be reached at Rodger.Stotz@maritz.com.

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TrendSpotters: Team Self-Assessment

This month’s guest is Jean Strosinski, CPT, PCC, and president of Constructive Choices, Inc., a consulting firm offering services in training design and development, competency development programs, and both individual and management coaching. Jean, jean@constructivechoices.com, is the 2008 recipient of ISPI’s Distinguished Service Award, reflecting her many years of dedicated service to the New Mexico chapter and the international organization. She is in the home stretch of her PhD in professional coaching and human dynamics. We’re delighted Jean could take the time to talk with us about her Team Self-Assessment tool.

Genesis of This Tool

Jean’s coaching clients often include new managers who are familiar with four or five of the stages of team development and are working on developing their teams. A few years ago, several of these managers asked Jean how to determine where their teams were in the developmental process. To help them, Jean developed the Team Self-Assessment tool, basing it on Bruce W. Tuckman’s Stages of Team Development. To the original four stages—forming, storming, norming, and performing—Tuckman added the fifth stage, adjourning, in 1977. From an ERIS Enterprises, Inc., job aid she got at the 1993 ISPI conference, Jean incorporated the six key factors for building a strong team: commitment, trust, purpose, communication, involvement, and process orientation. The resulting Team Self-Assessment tool enables managers or their team members to assess their team’s developmental progress and determine how to advance to the next stage. With this tool, Jean demonstrates how the integration of an established tool and model enhances the value she can provide to her coaching clients.

Team Self-Assessment Description

This tool is a matrix of the five stages of team development that shows how the six key characteristics for team development relate to each stage. Users of the Team Self-Assessment tool score the team’s placement for each characteristic. Typically, teams are in various stages of development with some characteristics more advanced than others. With the results visible, the team can determine which characteristics they would like to move to the next stage and how they will do that.

How to Use the Tool

The Team Self-Assessment is a diagnostic-prescriptive tool with a variety of uses. A manager can quickly assess where he or she thinks the team is operating and take steps to move the group forward. Or, all team members can complete the Self-Assessment and then share the results in a team-building session. The tool can open dialog among team members and drive action plans for where the team would like to be. Just talking as a group can help move the team forward.

Jean recommends using the follow-on booklet she created, 105 Tips To Building Constructive Teams, to provide more specific examples of how to stabilize a team at a given stage, followed by additional activities to consider to move to the next stage. The booklet is available from Jean’s website, www.constructivechoices.com.

Jean positions both the Team Self-Assessment and the 105 Tips booklet as catalysts for team dialog and constructive movement forward. The Team Self-Assessment provides a common language for discussing what is holding a team back and what it is they should strengthen.

Success Story

The flexibility of the Team Self-Assessment tool is illustrated by its first successful use. Jean introduced the tool during a kick-off session for a corporate mentoring program that focused on building relationships for partnering and teaming in mentor/mentee pairs. Jean used the Self-Assessment to quickly move the mentor/mentee partners beyond the forming stage and into a strong dialog around storming. The tool provided specific language for the pairs to address each of the six characteristics and clarify to each other how they would demonstrate them.

Links to the Performance Technology Landscape

The Team Self-Assessment tool supports these principles of performance technology:

R

Focus on Results: Users complete the Self-Assessment and then determine the next stage(s) the team should move to.

S

Take a System view: This tool presents a five-stage system with the six characteristics as the inputs.

V

Add Value: Common language opens communication; the tool moves a team from a subjective to an objective view of how team members work together.

P

Establish Partnerships: Opening the dialog and focusing on common goals for moving forward enhances partnering within the team.

 

Application Exercise

The Team Self-Assessment tool lends itself to a gap analysis of team effectiveness. Try this:

  • The manager completes the Self-Assessment of how he or she sees the team—the current state.
  • Then the team members complete the Self-Assessment as a group and identify the stages they are in—their view of the current state.
  • A third party facilitates a discussion of what the team should do to move forward, beginning with clarifying the desired state.

This will open dialog, help build the team, and be fun.

To learn more about the Team Self-Assessment tool, come to ISPI’s Achieving Business Results through Performance Improvement: Connecting People, Processes, and the Organization Fall Conference, September 24-27, in Albuquerque, New Mexico, and join Jean at her Cracker Barrel presentation, Where Are Your Work Teams: Where Do You Want Them to Be?

TrendSpotters Open Toolkit

Visit the TOT to view a valuable array of tools and models that you can download for your use. In addition, you may browse all the past TrendSpotters interviews published since March 2002.

Reference

Tuckman, Bruce W. (1965). Developmental sequence in small groups, Psychological Bulletin, 63, 384-399).

You may contact Carol Haig at carolhaig@earthlink.net or at http://home.mindspring.com/~carolhaig; and you may contact Roger Addison at roger@ispi.org.

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Jeaqn Strosinski

 

 
 

Discussion Grenade: How to Use a SIPOC Diagram to Get People Talking, Thinking, and Doing Something about Improvement

by Jerry Linnins, CPT

“What we have here is a failure to communicate.”
This line from one of my favorite movies, ”Cool Hand Luke,” accurately describes what many of us CPT/HPT-ers often experience in our problem-solving events, team meetings, and other intervention development sessions. The tacit knowledge floating about in the room and group regarding the problem under consideration, its situational parameters, its known constraints and variables, is thick enough to cut with a knife. However, you just cannot get it out of people’s head (and hearts) and onto the whiteboard or flipchart.

Creating a safe environment conducive to a group moving simultaneously through the Form-Storm-Norm-Perform group dynamics model, the Deny-Resist-Explore-Accept-Commit Change Management model, and the Lean/Six Sigma Define-Measure-Analyze-Improve-Control (DMAIC) model (or HPT model) can be more than a little challenging. Especially when dealing with low-trust cultures, high-risk issues, and management/client/customer demands for quick resolution.

So, for all my CPT/HPT brothers and sisters out there (those of us who have drunk the Kool-Aid), I would like to briefly introduce, or reintroduce, what I have found to be one of the best “discussion grenades” in the business, the SIPOC Diagram. Completing the empty boxes on this simple diagram has spawned more meaningful conversions and more, “So, that’s why that happens...” moments than any other tool I have used in my process improvement work. It is simple; works with any process; and generates a ton of useful, relevant, and “action-able” information.

I am also offering a job aid for conducting your own SIPOC sessions. This tool has proven extremely helpful and fits in with our HPT “Teach Them to Fish” model whereby we not only seek to make a difference and improve the situation, but also seek to transfer the skill to do so again in the future to the client, customer, or workgroup with which we work. Generally, once an individual has participated in a single SIPOC session, the job aid is all he or she needs to conduct one on his or her own. In addition, many people leave one of our sessions wanting to do one on their own.

“We Know More Than We Can Say”

Michael Polanyi’s axiom, quoted above, points to the gap that exists between what we know and what we are often able to articulate to others. When interviewing for a new position recently, I experienced this. I sat through several hour-long sessions being “grilled” about all kinds of stuff. Then, I walked out the door thinking, “Gee, I had a whole bagful of ’X’ experiences and they didn’t even ask.” Later, I heard one of the interviewers had commented that they wished I had more “X.” How could I know?

The SIPOC Diagram can really help prevent these kinds of misreads. It serves as a discussion grenade and enables you to pull essential information from the heads and hearts of your work team and make it visible. Most of the time, making it visible makes the solution almost a “well, duh!” situation. Table 1 below shows the essential elements of a SIPOC Diagram. How to Create a SIPOC Diagram is a job aid for conducting your own SIPOC session.

SUPPLIER

Person(s) or organizational elements providing the raw inputs you need to do your value-adding work

Example
The sales department providing you an application from which you will extract information to enroll a person in the benefit program

INPUT

Inputs include all the raw materials, information, direction, authorization, etc., that you need to do your work. Basically, you are transforming the “material” into something your customer needs, wants, expects and is willing to pay for.

Example
The benefits application form

REQUIREMENTS

All those needs, wants, expectations you have of the inputs your supplier is providing

Example
Benefits application form complete, accurate, and signed by all required parties when received at your inbox or batch queue

PROCESS

All the value-adding, transformative work steps you do to generate your output

Example

  • Step 1. Review form
  • Step 2. Enter data
  • Step 3. Check data
  • Step 4. Submit data
  • Step 5. Receive data receipt

OUTPUT

The “evidence” that your value-adding work has been completed

Example
Electronic data record completed in system

REQUIREMENTS

These are all those needs, wants, expectations your customer has of the outputs you are providing him or her.

Example
All new members enrolled in system no later than 24 hours after signing application

CUSTOMER

The user or recipient of your output

Example
Call center representative who responds to customer inquiries and health plan administrators

CRITICAL TO QUALITY (CTQ)

All those things that might prevent you from meeting customer requirements, being able to generate your outputs, or that might prevent your supplier from meeting your requirements or provide you with your required inputs

Example

  • Lead time—all applications received by 2:00 p.m.
  • Forms signed by applicant
  • Data entry systems available 24/7

Table 1. SIPOC Diagram.

“It’s The Conversation, Stupid!”

In closing, I feel compelled to emphasize to anyone using this tool (and the job aid) that the most important part of creating your SIPOC is the conversations that happen between the members of the work group gathered to construct this diagram of their business process. Groups ideally contain suppliers, process owner or performers, and customers. Making your reality visible to everyone generates a lot of “Why?” “What if?” and “Could we?” discussions. The synergy, the insights, and the improved working relationships are very powerful—but often unintended—consequences of this process. More important, everyone becomes aware of the needs, wants, expectations, and opportunities present in any work process. Everyone, literally, begins to work off the same sheet of paper. When that happens, a work group’s natural innovation and creativity kick in to enable it to create some pretty amazing improvements.

Now that is something to talk about!

Jerry Linnins is a 25-year veteran of the U.S. Coast Guard, a Certified Performance Technologist, and has worked as a performance improvement specialist/consultant to the military, state and federal government agencies, in the engineering/construction industry, in health care, and now in the biotechnology industry with Genentech, which for more than 10 years has been one of Fortune Magazine’s 100 Best Places to Work. He may be reached at linnins.jerry@gene.com.

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The SIPOC Diagram serves as a discussion grenade to pull essential information from your work team and make it visible.

 

 
 

2009 Conference

Calling All Proposals for THE Performance Improvement Conference 2009


It is time to consider how you will get involved at THE Performance Improvement Conference, April 19-22, 2009, in Orlando, Florida. The annual conference provides a wonderful opportunity for you to share your insights and experiences with the HPT process by presenting an educational session, Bagel Barrel, and/or a workshop.

A few changes have been made to the Invitation to Present for the 2009 conference. The tracks have been changed to allow a clearer focus on a specific part of the human performance technology (HPT) process. The new tracks are:

Conference Track

Track Description

Analysis (ANL)

The process of determining the current state, the desired state, the gaps between current and desired state, and the root cause of the gaps.

Evaluation and Measurement (EAM)

The process of evaluating the degree of success of an intervention.

Instructional Interventions (INI)

The process of creating and implementing learning events that close skill and knowledge gaps.

Organizational Design Interventions (ODI)

Interventions designed and implemented to address performance gaps caused by organizational design.

Process or Tool Interventions (PTI)

Interventions designed and implemented to address performance gaps caused by systems, tools, or environment.

The Business of HPT (HPT)

The structure and application of human performance technology.

Research to Practice (RTP)

A forum for the discovery, advancement, validation, and/or application of empirically supported principles and practices to advance HPT evidence-based practices.

 

Another change has been made is to the scoring process for reviewing proposals. Session proposals can earn bonus points if the plan includes:

  • An overview of the whole project prior to diving deeper into a specific part of the process
  • Real-world case studies or data
  • A high percentage of interactivity

These bonus points have been incorporated to encourage session plans that are engaging for participants, and to provide highly valuable examples of how HPT has been applied in corporate, government, educational, or nonprofit organizations. We would also like to encourage proposals for sessions that follow a different format, such as debates or panel discussions. Feel free to get creative.

A third change is incorporating translation into sessions. If you would feel more comfortable presenting in a language other than English, and you can supply your own interpreter, we urge you to submit a proposal. We would recommend that you indicate a 90-minute session on your proposal form, but plan for less time to allow for translation.

Lastly, for the first time ever, the Invitation to Present has been translated into both Spanish and Korean, which are only available online. Although the proposal must be submitted in English, the conference committee felt this might make it easier to prepare a proposal for people whose first language is not English. We hope additional languages will be made available in the future.

Whether you submit a proposal or not, we hope to see you in Orlando!

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Workshop Proposal Deadline: Aug. 1

Educational Session Deadline: Aug. 29

 

 
 

From the Board
Who Are Businesses Gonna Call?

by Timm J. Esque, CPT, ISPI Director

Many of ISPI’s members are part of the business community and obviously they know about ISPI. But does that mean businesses know about ISPI? I do not think it does, necessarily. It is great when businesses view us as a resource for their training and performance improvement departments, but wouldn’t it be even greater if more business leaders thought of ISPI or HPT when they were designing their organizations or looking to improve performance against their business goals?

Consistent with the goals stated in the recent message from this year’s ISPI President, Matt Peters, there are several efforts going on to reach out to businesses and make sure they know our profession is here, and what we have to offer. I should mention, there are also efforts going on to reach out to the academic and student community, and the effort to reach out to the global (non-North American) community continues. But the focus here will be on the business community.

One of these efforts started early last year and culminated at The Performance Improvement Conference in New York. The Management of Organizational Performance (MOP) ProComm decided the first step to improving our relations with business executives might just be to understand their needs and views, in their own terms. Out of this notion came the first ISPI Executive Roundtable. A small group of executives with reputations for excellent leadership were invited to New York to discuss managing organizational performance, not with performance improvement experts, but with their peers (of course, the ProComm members were there taking copious notes). Again, the purpose was not to sell them on ISPI, but for us to better understand how they think about performance. For example, what do they see as their biggest performance challenges and successes? Where do they go when they need help and why? What keeps them up at night?

The executives represented business, the public sector, and the military (as will all the “business” outreach efforts I suspect). In the afternoon, they participated in a panel session open to all conference attendees and took questions from the audience. The room was full, and I do not remember anyone getting up and leaving early. The executives seemed to enjoy it as well. They made some new contacts, and I am told they found the roundtable discussion to be an excellent warm-up for the panel discussion. This was the last official effort of the MOP ProComm; however, the Executive Roundtable is expected to live on. Watch for another executive panel session on the program at THE Performance Improvement Conference in Orlando, April 19-22, 2009.

Another effort is being driven by Judy Hale and the Certification Governance Committee. They recently put out a call for volunteer CPTs to help promote the success stories of CPTs at various industry-specific conferences. Already about 50 CPTs have signed up to get involved! These industry sub-teams will find out who from ISPI is already presenting at conferences or publishing articles in their industry, identify opportunities to present or publish, support and coordinate getting CPTs presenting their HPT-related success stories, and draft press releases for both the industry-specific and ISPI media.

The industry sub-teams have a charter, and each group is currently self-organizing. At the moment, there are volunteers for the following industries: education, energy/utilities/nuclear, retail, law enforcement, defense, health care, financial services, environmental, food and entertainment, high tech/IT, pharmaceutical, manufacturing/automotive, and professional services. This effort also ties into ISPI’s goal of using the CPT as a brand workhorse for marketing HPT and ISPI. If you want to join any of these industry sub-teams, let Judy Hale know (judyh@ispi.org).

At the same time, ISPI’s Advocates (ISPI’s highest level of organizational participation) are continuing the process of determining how they can best promote ISPI and HPT to businesses as well. They are in a unique position to take on this task as they represent the community they want to better connect with. Just having Advocates is recognition of the value of HPT to businesses. The Board is delighted they want to do more to promote HPT.

Finally, business outreach is not limited to North America. ISPI Europe has been encouraging business involvement with the ISPI Europe Conference (this fall is in Galway, Ireland, if you are interested). Monique Mueller is beginning to connect all of the different non-North American efforts with an International Taskforce. Significant outreach to non-North American businesses has already occurred through Kinam Sung in Korea, Belia Nel in South Africa, and Lucy Newman in Nigeria. No doubt there are many more examples out there.

All of these efforts are intended to increase the chances that when organizational leaders are looking for help or expertise in improving the performance of their organizations (from within or outside the organization), they think of HPT or their contacts within ISPI. Matt Peters has asked me to coordinate across these efforts and capitalize on any synergies. If there are other business outreach efforts I have not mentioned here, please let me know. There is a lot more to be done in this arena, but wouldn’t it be great if when businesses were focusing on their performance and asking “Who we gonna call?” HPT and ISPI came immediately to mind?

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Tim Esque

 

 
 

ISPI Member Spotlight
In Memory of Richard F. Gerson

Last month ISPI kicked off this new column designed to focus on our members—some you may know, some you may not. This month, through emailed comments, we will remember a colleague, friend, mentor, husband, father, and all-around wonderful contributor to not only our profession but society at large, Richard F. Gerson, who passed away unexpectedly on June 9. It will be followed by his final contribution to our newsletter: Psychology of HPT: Take AIM at Individual Performance Improvement.

“Getrich” got my attention (loved that email address), but Richard Gerson kept it with his positive energy and highly professional spirit. He was a longtime member of ISPI and president of the marketing and consulting firm Gerson Goodson. Richard published 23 books, including Positive Performance Improvement (with his wife Robbie), Achieving High Performance, Guaranteeing Performance Improvement, and The Executive Athlete. He also published over 450 articles in areas such as performance improvement, performance management, sales, marketing, customer service, leadership, and employee/customer retention. Richard was an amazing supporter, not only of the Society, but me. I can’t remember a time when my call or email went unanswered. He was always willing to help, no matter my request. And, in what I termed “Richard Gerson style” always responded in a matter of minutes. Thanks Richard for adding unbelievable value to my life, personally and professionally.

Richard had a spirit and a true passion to help people be their best. He has helped me in many different ways and always made good on his word regardless of the situation. Richard was a friend, trusted advisor and partner in many ways. He will leave a mark on many people and lived a life that people will learn from. I was always struck by the father role Richard took so seriously. No client, no meeting, no project was ever bigger than a call from home. He answered the phone and made sure everything was alright. He did not apologize for having a family. A beautiful person who will be deeply missed.

I attended the workshop Richard offered at the ISPI conference in NY this year. That was the first time I’d met him. The advice, tips, tricks, and approach he gave to the participants was realistic, practical, and quite frankly contained insider recommendations that would take years to pick up without his insight. All the advice was real world and instantly applicable to someone interested in leveraging their skills in a competitive field. I was so inspired by his approach I bought his book and wrote a module into a leadership program for Holiday Inn Express General Managers. I bought his book as resource reading material and the GMs loved it. He was a bright star that burned out far too soon. We were in negotiations to have him be a guest speaker and I’m sad to know that he will not be able to be a part of my program. He will be there in terms of his written words of encouragement for new executive athletes.

Dr. Gerson was not only our Board Chair Emeritus, but a beloved Member, mentor and friend to many. He has touched so many of our lives and will be missed dearly by us all.

I am a former head basketball coach at SUNY BROCKPORT where Richard received his undergraduate degree. Richard offered to become a volunteer assistant coach for our men’s varsity basketball team. Although I am not one who normally places much value in volunteer coaches because one has little control over the performance of their assigned duties since they are not being paid for their time. This was not the case with Richard. He was very persuasive, and I agreed to take him on as my assistant. I never had occasion to regret that decision. It became evident very early that Richard had many attributes to make a fine basketball coach. Richard made strong contributions to help that team win the Sunyac Conference Championship. Richard went on to become a coach of far more than basketball. He became, among other things a coach of coaches with his writings, especially his views on the psychological aspect of coaching. He will be greatly missed by all with whom he came in contact.

I learned of the field of HPT and its flagship organization, ISPI, when I became a doctoral learner at Capella University. Having come from a clinical psychology background, I was highly interested in the human side of human performance. Richard’s work addressed my areas of interest and gave me hope that the field of HPT was comprised of more than elaborate systems designed to produce the hard data of worthy results.

 

Since 1999 Richard has expounded on how important it is to be aware that personal human attributes are intrinsically related to human performance. His overt emphasis in his numerous articles and books seems to be on the stakeholders that are involved in the processes that HPT practitioners design and/or facilitate. However, in one of Richard’s earliest performance improvement articles, he indicates that he is responding to the following question that is consistently posed about his 20 years of success as a human performance improvement consultant:

 

“Wherever I have gone for the past 20 years…I am always asked the same question: How do I improve my performance and then sustain that improvement?” [emphasis added] (Gerson, 1999, p. 19).

 

Richard’s responses to this question generally included delineating competencies and attributes that target the personal qualities of the individual. While there seems to be a fundamental assumption that internal personal factors “…strongly affect performance…,” (Rothwell, Hohne, & King, 2007, p. 6), Richard is one of the few seasoned practitioners who directly addressed the need for practitioners to be mindful of the human side of performance. Richard understood that the practitioner’s performance tends to be characterized by the behavioral, ethical, mental, psychological, and emotional dimensions of human nature (Gerson, 1999, 2000, 2001, 2004, 2006).

 

Recently, Richard more specifically pointed out that professional practitioners have a responsibility to be aware of and manage their internal mental and emotional attributes (Gerson, 2008). Richard seems to suggest that a mark of professional excellence may be seen in the practitioner whose response, especially when under pressure, is characterized by maintaining clear awareness of intrapersonal dynamics, both, within oneself and in others.

 

I admire Richard for overtly addressing the human dimension of HPT. It seems to be common sense that human factors seriously impact performance. Richard’s most significant contribution to the field of performance improvement may be that he raises awareness of the possible need for practitioners to develop and maintain their personal competencies and attributes in a systematic manner. Using their mental abilities, practitioners could be empowered to, in Richard’s words " thrive under pressure and achieve peak performance on demand. God bless Richard for his contributions to the field of performance improvement!

References

Gerson, R.F. (1999). The people side of performance improvement. Performance Improvement, 38(10), 19-23.

Gerson, R F. (2000). The emotional side of performance improvement. Performance Improvement, 39(8), 18-23.

Gerson, R F. (2001). The psychological side of performance improvement. Performance Improvement, 40(5), 7-11.

Gerson, R.F. (2004). A new paradigm of thought for HPT. Performance Improvement, 43(9), 16-20.

Gerson, R.F. (2006). The missing link in HPT. Performance Improvement, 45(1), 10-17.

Gerson, R.F. (2008). Psychology of HPT: Mindset management. PerformanceXpress. Retrieved June 12, 2008, from www.ispi.org.

Gerson, R.F., & Gerson, R. G. (2006). Positive performance improvement: A new paradigm for optimizing your workforce. Mountain View, CA: Davies-Black Publishing.

Rothwell, W.J., Hohne, C.K., & King, S.B. (2007). Human performance improvement: Building practitioner performance (2nd ed.). Boston: Elsevier

Richard had at least two passions: his family and performance improvement. He was a great dad (any male can be a father) and husband. He adored them all. He wrote books and articles and had loyal clients who he coached on how to be successful; measurably successful. At a healthy and athletic 56, his passing is more than premature; it is a terrible waste to a world he wanted to help change and improve and to which he was seriously committed. We shall continue to celebrate his many gifts to many people.

Richard Gerson was one of the founding members of the Tampa Bay Chapter for ISPI. He was our Past-President who dedicated his time to help our members and guests grow professionally. In our chapter, he brought top names from our field to present locally, encouraged us to obtain our CPT designation, and supported us as we presented nationally.

 

On our website, you will read the slogan, “Creating High Performance Organizations.” Richard coined this phrase for us during an annual Board strategy meeting. Richard was dedicated in actualizing this in working with organizations.

In his last email to the Board, he encouraged the Board to present at the April ISPI Conference and would volunteer his time to help others prepare applications for concurrent sessions. The Tampa Bay Chapter feels the heavy loss and will greatly miss his guidance and expertise.

 

On a personal note, Richard championed me personally with my new role as the Tampa Bay President. He was planning to introduce me to his colleagues and help me build relationships with them. Richard was also mentoring me on publishing a new book as well as supporting me on some articles that I plan on writing. Part of me is unsure how to proceed, but I know that Richard would want us to continue to grow, practice stewardship, and add value for our customers and partners.

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Richard Gerson

 

 
 

Psychology of HPT: Take AIM at Individual Performance Improvement

by Richard F. Gerson, CPT, PhD

We can all agree that organizational effectiveness is based on continual organizational performance improvement. We can also agree that a change in any part of the organization (a subsystem) will have an effect on the entire organization (system). And we can further agree that performance improvement and organizational effectiveness are helped by having the proper interventions, tools, resources, and capabilities. Yet, with all this available to organizations, one significant obstacle remains. How do we get individuals to perform at their highest level possible on a regular basis?

The answer is easier than we may think. While there are several obstacles performers may have to overcome, they and their organizations can make great strides if they simply take A.I.M. at individual performance improvement.

Take AIM

AIM is an acronym for affirmations, imagination, and motivation. These are three essential components to individual performance improvement. One of the reasons we do not pay as much attention to these factors as we do to other factors is that the AIM trilogy is hard to see and measure. Since these “behaviors” occur inside the performer, it is hard to determine how much he or she does these things, how effective these behaviors really are, and how much practice is required to generate high levels of performance. However, all you have to do is teach people how to use these three “behaviors” and you will see a measurable increase in performance.

Affirmations: These are the positive things you say to yourself. Self-focused positive statements help people build self-esteem, self-confidence, self-image, and self-worth. All these have an effect on how well someone performs. The link between confidence and commitment and performance outcomes is well documented (also see the current Gallup research on employee engagement and individual and organizational performance). Some affirmations you can use for yourself and your associates include: “I am a great person,” “I am very successful,” “I am a terrific performer,” and the like. If you say affirmations to yourself at least three times a day for three weeks, you will start to believe your own press clippings. Your self-esteem and confidence will rise and so will your performance.

Imagination: Imagination leads to creativity, innovation, and feelings of accomplishment. We employ imagination when we practice the skills of mental rehearsal and visualization. Imagination leads to feelings of accomplishments along with feelings of relaxation. And we know from sports psychology that relaxed performers usually outperform highly stressed performers. So, one of the ways we can improve our AIM is to help our people relax on the job, especially when they have critical projects to complete or deadlines to meet. If we teach them and help them imagine a positive outcome before they perform, then they will be more likely to do a good job when they actually perform because it will be like “déjà vu all over again.”

Motivation: There are many definitions and approaches to motivation, and many organizations use a variety of techniques in hopes of motivating their employees. The truth is no one can motivate anyone else. Each person motivates himself or herself, and managers or organizations only provide the environment within which people self-motivate. The key is to find out what excites each person, what ignites his or her passion, and what gets him or her going each day. Then, create the conditions under which the individual can experience those “igniters” and watch his or her motivation to perform increase. As motivation increases, so does engagement, commitment, and confidence. The result will be improved performance that is measurable and positively impactful.

AIM for Positive Performance Improvement

We all know when an employee or a student hears about performance improvement, or a performance improvement plan, he or she thinks that it relates to something negative. And quite often it does, so we have become conditioned to think of PI as fixing a weakness, changing a negative, or at least preventing further degradation of future performances. The truth is we can use the AIM concept to help people re-interpret and reframe their approach to performance improvement. When people possess a positive mindset (affirmations), can envision a positive or successful outcome (imagination), and can motivate themselves in a variety of situations (motivation), these people will continually improve their performance.

The takeaway here is that we must pay attention to the psychology of the individual performer if we want our HPT programs, processes, and interventions to achieve the desired positive effect on an organization that we profess HPT will have.

Thanks Richard for your contributions to PerformanceXpress and our field. You will be missed!

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Achieving Business Results Through Performance Improvement: Connecting People, Processes, and the Organization


ISPI is bringing our Fall Conference to Albuquerque, New Mexico, September 24–27, 2008. As you know, organizations exist to deliver value to stakeholders, and value is tied to productivity driven by efficient business processes and practices that contribute to overall results. Register today for our upcoming educational program and learn more about Achieving Business Results through Performance Improvement.

Rodger Stotz Keynote Presentation

Walking on the Wild (Practical) Side:
Connecting HPT Tools to Results!
Rodger Stotz, CPT, VP, Managing Consultant, Maritz Inc.


Who Attends

The Fall Conference is limited to 150 attendees who are typically seasoned performance professionals looking for skill-building sessions that highlight the transfer of knowledge to results. Attendees work in an assortment of industry sectors and job functions:

  • Entrepreneurs and business leaders
  • Managers, directors, and VPs
  • Business and strategy consultants
  • Chief learning and Chief people officers
  • VPs and directors of human resources
  • VPs and directors of organizational development
  • Performance consultants and solutions providers
  • Human factors and Six Sigma practitioners

Visit our website for a complete schedule of the educational sessions and workshops being offered: www.ispi.org/fall2008.

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It Is Happening in a Small Town in New Jersey

by Carol M. Panza, CPT

So, what’s happening in a small town in New Jersey? And, why do you care?

The Seeds Were Sown Long Ago

Let me go back more than 20 years before answering these two important questions. In the late 70s (when I was only about 5 years old), there was no NJ Chapter of what was then NSPI and, therefore, a group of us from northern NJ went into NYC to attend local New York Chapter meetings. Then, somewhere in the 80s after having been active only at the national level, I was asked to contribute to a very young Northern NJ NSPI. It was then I met a very smart and very accomplished professional named Charlotte Foster who was the chapter president and with whom I served on the Board of Directors. We even combined our companies (our day jobs) to work together to develop a game designed to be used within a larger program aimed at developing the skills of entrepreneurs for a client in Kansas City. Charlotte eventually changed the direction of her career and moved away from delivering public workshops in one of her areas of expertise, accelerated learning. And she turned her focus away from working for companies who needed help in designing and delivering successful performance-based training programs. Charlotte also stopped participating in NSPI. However, we remained very close friends.

What Happened in 2006?

Now, let’s fast forward to 2006. Charlotte has a very successful and personally rewarding practice in which she works with individual clients with learning disabilities. She was elected to serve on the Borough Council for the municipality in which she lives. Ever the dedicated and serious (if also a little irreverent) professional, Charlotte quickly found the paid staff that was operating the many processes that deliver basic services to Borough residents could benefit from some performance consulting support. She contacted me with a brief description of what led her to feel there was opportunity for improvement. She also explained there was no budget for contracting these services (so, what else is new?), nor would it be easy to get the entire Council to be willing to “sign up” for help—even for free! In fact, the Borough was not ready, and more than a year passed before Charlotte returned to say the time had come.

To respond to the needs of the Borough and simultaneously help fuel interest in the fledgling NJ Chapter of ISPI, which was re-launched in 2007, Dr. Ed Schneider (who is the current president) and I offered to do the project work required by the Borough on behalf of NJ ISPI, and as a community service. Now, when I said Charlotte felt “the time had come,” that did not mean Charlotte could authorize a project. No. It meant that the Personnel Committee of the Borough Council was willing to talk to us about how we could help them and why they should want our help. We met with the Personnel Committee early in 2008. We listened to them describe their perception of what was needed, and we described the way we look at organizations and how we would approach a performance improvement project effort for the Borough. At this meeting, the Committee, including the Borough administrator, made a decision to work with us and support the launch of a performance analysis project for the identification of improvement opportunities.

And So a Performance Project Was Born

There are those who feel operating processes that produce the services required by a municipality, do not necessarily lend themselves to the kind of analysis and improvement recommendations that external consultants, with extensive for-profit business experience, could offer. To that we say, “Oh ye of little faith!” We embarked on this project as we would with any client. We began by looking at the work of the Borough’s paid staff from the most strategic level and in the context of the “clients” served and, in fact, the county, state, and, even, federal requirements and interfaces that comprise the environment in which the Borough operates and delivers service. We also explained to the Personnel Committee that our intent was to spend time with and partner with the various departments or service delivery areas within the Borough. That is, we had no intention of coming in, talking to people, and suggesting a list of things to do to or for them. Our approach was to look at how the whole thing fit into its strategic operating environment to identify opportunities that crossed department lines and then to look within departments for more tactical opportunities.

At the tactical level, within any department, we insisted all opportunities identified would be delivered directly and exclusively to department management first. In this way, these managers would be able to own the recommendations and, thereby, be the agents for change and improvement. We did not and do not want department management to be passive targets for “stuff” that would be done to them. We did and do want to both guide and empower the existing staff.

It Was the Council Itself that Needed to Change First

In our first wave of data gathering for this project, we found both strategic level/cross-functional opportunities and also tactical opportunities, which are self-contained within departments. (Big surprise.) One critical strategic requirement became clear, very quickly. That requirement had to do with the strategic role of the Borough Council, the equivalent of a corporation’s board of directors. Before going further and working with the Borough staff on either cross-functional or department-level improvement opportunities, we felt it was essential to present a critical decision to the Council, to avoid wasting their time, the time of the Borough staff, and also our time. We found there was a critical lack of articulation of important department-level performance results that would lead to Borough goal achievement. Here we are talking about results that present a clear, comprehensive, and truly representative picture of the operating status of each department and what each must contribute to achieve strategic Borough goals. Without such a measurement scheme, it is nearly impossible for the Council to “manage for results.” It also makes it unlikely that individual departments can be operated at optimal levels of performance as contributors to the larger goals of the Borough.

Did the Council Sign Up?

Well, what happened? We presented a first progress report to the entire Council, including a collection of opportunities that were strategic in nature or common across departments. As part of the presentation, we asked them to either end the project or charge us to go forward with the objective of providing the information, recommendations, management measures, and tools that would allow the Council to manage for results. This approach would, of course, also permit department managers to manage their functions efficiently and effectively as integral parts of a larger whole dedicated to providing important services to Borough residents. The Council unanimously agreed to go forward, and the mayor asked the single most important question: “How do we ensure this new managing for results approach becomes institutionalized to drive the way that all future Councils will manage?” They truly “signed up”!

In addition to the strategic analysis that is ongoing, following are the departments or service delivery areas we have worked with to date within the Borough and how far we have progressed with this more tactical level of analysis:

  • Recreation: presented a first draft and also a revised/finalized map of key processes operated and critical interfaces for the department, along with improvement opportunities
  • Zoning Planning: presented a first draft map of key processes operated and critical interfaces for the department, along with improvement opportunities and updated the initial draft based on client review
  • Zoning Enforcement: presented a first draft map of key processes operated and critical interfaces for the department, along with improvement opportunities including some examples of measures and tools; updated the initial draft map based on client review
  • Construction: presented a first draft map of key processes operated and critical interfaces for the department, along with improvement opportunities, and updated the initial draft based on client review
  • Public Works: prepared a first draft map of key processes operated and critical interfaces for the department, along with improvement opportunities
  • Borough Clerk: completed initial data gathering and have begun the process of preparing a first draft map of key processes operated and critical interfaces for the department, along with improvement opportunities
  • Finance: completed initial data gathering and have begun the process of preparing a first draft map of key processes operated and critical interfaces for the department, along with improvement opportunities
  • Tax Collector: presented a first draft map of key processes operated and critical interfaces for the department, along with improvement opportunities and updated the initial draft based on client review
  • Tax Assessor: prepared a first draft map of key processes operated and critical interfaces for the department, along with improvement opportunities

We still have a great deal of work to do. For example, to date, we have only spent a little time with the police force, enough to understand its functioning only at the most strategic level. And, the police represent about half of the staff and half of the operating budget for the Borough. But, both the Council and the Borough staff are enthusiastic about working with us to help them to help themselves. So, stay tuned. We will keep you posted at strategic milestones. However, we can already tell you, armed with the performance technology, we are already making a difference for a small town (actually a Borough) in New Jersey.

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Armed with the performance technology, we are already making a difference for a small town (actually a Borough) in New Jersey.

 

 
 

U.S. Coast Guard’s Annual HPT Workshop


From September 3-5, 2008, the U.S. Coast Guard is hosting its annual Human Performance Technology (HPT) Workshop in Williamsburg, Virginia. This educational program, regarded as a premier regional event focused on performance improvement, draws approximately 400 professionals from across the federal government, private industry, and academia. This year’s theme is the Value of Performance and features Dr. Jack J. Phillips, world-renowned expert on accountability, measurement, and evaluation, as the keynote speaker. The conference registration is FREE, and the program meets the requirements for 12 CPT points to re-certify as a Certified Performance Technologist (CPT). For more information, visit the event website: www.uscghpt.org.

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SkillCast: Learning Without Leaving Your Desk


Are you finding it a challenge to keep up, professionally? Got a stack of books and articles you keep meaning to get to? Let ISPI provide that vital professional boost with our new SkillCast series. Designed to enhance the skills and knowledge of the performance improvement professional, each month ISPI will feature the latest thinking from the experts you rely on for your continued professional development. In just an hour a month, you’ll come away with new ideas, perspectives, and tools that you can put to work immediately. Put your focus on your own results, for a change, and join us online!

2008 Schedule of Events

  • July 9, Giving Away Power with Jim Hill, CPT, EdD
  • August 13, Measuring Mentoring Results with Margo Murray, CPT
  • September 10, Connecting with Tomorrow’s Workforce with Diane Gayeski, PhD
  • October 8, Seeing Organizations Through Business Glasses: Understanding Them the Way Your Clients Do with Kenneth H. Silber, CPT, PhD
  • November 12, Accelerating Speed to Proficiency with Cognitive Learning Strategies with Marty Rosenheck, CPT
  • December 10, Increasing Interactivity in Webcasts with Sivasailam “Thiagi” Thiagarajan, CPT, PhD

For more information, or to register, visit www.ispi.org/webcasts.

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Tales from the Field
Informal Learning as a Training Transfer Strategy

by Shelley A. Berg and Seung Youn (Yonnie) Chyung, EdD

Tales from the Field 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 Field—Full of Informal Learning Opportunities!

We all know it—training is not a panacea. Even when training is necessary, training alone is rarely effective in improving learning and performance. To ensure the lessons learned in training are applied on the job and the intended results are delivered, training often needs to be accompanied by a suite of supporting interventions. One element of this suite worth considering is informal learning opportunities for further learning that occurs after the training event.

It is estimated that approximately 80% of workplace learning occurs through informal means, while only 20% of what organizations invest in learning is dedicated to enhancing informal learning (Cross, 2007). Another estimation is shown in the 70:20:10 rule. That is, 70% of organizational learning occurs while working on the job; 20% of learning comes from informal learning such as mentoring, coaching, and direction from managers and colleagues: and the last 10% is from formal learning activities such as training (Jennings, as cited in Terry, 2007). This suggests that many organizations are missing out on the opportunity to help employees take learning to the next level.

Research Findings

What informal learning methods do workers use most frequently to develop and sustain their job knowledge and skills? In our recent survey study with 125 learning and performance improvement professionals, we found that reflection, talking with coworkers, and emailing coworkers were the three most frequently used methods to learn something new to perform their job tasks. Table 1 lists eight informal learning activities, rank-ordered by mean frequency of use (see Berg & Chyung, 2008, for a full research report). The web-based survey we used is available at http://ipt.boisestate.edu/InformalLearning.htm.

Rank-Ordered Activities

M

SD

Reflect on my previous knowledge and actions

5.90

1.09

Talk with other people at work face to face

5.61

1.34

Interact with other people at work via email

5.54

1.40

Learn from my own trial and error

5.32

1.24

Search the web, including intranet

5.12

1.63

Read professional magazines and/or journals

4.23

1.75

Observe others without interacting with them

3.70

1.62

Ask questions in professional listservs

2.74

1.73

Table 1. Rank-Order of Informal Learning Activities

This is consistent with the work of Marsick and Watkins (2001), which discusses the important role of reflection in informal learning. Furthermore, Eraut (2004) points out that a great deal of informal learning takes place through social interaction, such as participating in group activities and working alongside others. For audiences in which these forms of informal learning are prominent, the lessons learned from training might be effectively reinforced and elaborated upon through follow-up activities that are designed to prompt trainees to reconnect and reflect upon the newly gained skills and knowledge together.

Evidence-Based Practice

Plenty of literature suggests that for the lessons learned in training to transfer to the workplace they must be reinforced beyond the training event. Implementing a post-training informal learning strategy not only functions to reinforce what has been learned, it also has the potential to stimulate learners to develop further.

A post-training informal learning strategy can be developed by including the relevant data collection and analysis in the training needs assessment. In conducting the learner analysis, determine how the target audience typically learns informally. As with any good needs assessment, do not just make assumptions about how they learn on the job—collect data to validate those assumptions. It does little good to provide learners with a list of websites they can visit to advance their knowledge if their Internet access at work is restricted.

If you want to employ a questionnaire to assess informal learning engagement in your workplace, consider using a grid similar to the one we designed based on our research findings, which is available at http://ipt.boisestate.edu/InformalLearningAssessmentGrid.htm. It will help you plan future analysis and facilitate your evidence-based practice.

References

Berg, S. A., & Chyung, S. Y. (2008, in press). Factors that influence informal learning in the workplace. The Journal of Workplace Learning, 20(4).

Cross, J. (2007). Informal learning: Rediscovering the natural pathways that inspire innovation and performance. San Francisco: Pfeiffer.

Eraut, M. (2004). Informal learning in the workplace. Studies in Continuing Education, 26(2), 247-273.

Marsick, V. J., & Watkins, K. E. (2001). Informal and incidental learning. New Directions for Adult and Continuing Education, 2001(89), 25-34.

Terry, C. (2007). Enabling staff to access the knowledge they need, when they need it. Industrial and Commercial Training, 39(7), 368-371.

Shelley A. Berg is on the verge of finishing her master’s degree in Instructional & Performance Technology at Boise State University. She currently works as a senior instructional designer in the financial services industry. She may be reached via email at ShelleyAnnBerg@yahoo.com. Seung Youn (Yonnie) Chyung, EdD, is an associate professor of Instructional & Performance Technology at Boise State University. She may be reached via email at ychyung@boisestate.edu.

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CPT News from Around the World
ISPI’s 2008 Practice and Job Task Analysis Survey: Part Three


In the May and June issues
of PerformanceXpress, this column featured the work done by James A. Pershing, CPT, PhD, and his students, Serdar Abaci, Simone Symonette, and Christopher Brunclik, from Indiana University. The month continues with part three of a five-part report that provides results from the 2008 International Society for Performance Improvement Practice and Job Task Analysis Survey. This survey was designed to validate ISPI’s 10 Standards of Performance Technology and the criteria for earning the Certified Performance Technologist designation as well as to help ISPI provide better services.

CPTs

The total number of CPTs and non-CPT ISPI members worldwide who completed the survey was 563.The first report (see the May 2008 issue of PerformanceXpress) provided descriptive data about the respondents’ demographics. The second report (see the June 2008 issue of PerformanceXpress) provided findings about how frequently the respondents apply the front-end standards (ISPI CPT Standards 1 through 4) and their perceptions of the standards’ importance. In this third report, we provide findings about how frequently the respondents apply the standards that cover the systematic process of analysis, design, development, implementation, and evaluation (ISPI CPT Standards 5 through 10) and their perceptions of the standards’ importance.

To ascertain how often the behaviors associated with the standards were demonstrated on the job, participants were asked to indicate how frequently they utilized each standard on a five-item Likert-type scale (5=Always, 4=Often, 3=Half the Time, 2=Seldom, and 1=Never).

Respondents’ perceptions of the importance of the performance standards in their work were measured by asking questions directly related to each standard and its criteria. Respondents indicated their view of the standards’ importance using a five-item Likert-type scale (5=Very Important, 4=Important, 3=Moderately Important, 2=Of Little Importance, and 1=Unimportant).

The following six figures provide the mean and standard deviation for each question asked on the Practice and Job Task Analysis Survey. Each figure shows the average response (mean value) to the frequency scale and reflects the average response (mean value) to the importance scale by the respondents.

As with front-end standards, as you review the data for each substandard, note two factors. First, for each mean score, it is important to look at the accompanying standard deviation (SD) value. The larger the value of the standard deviation, the more variation among the respondents for the substandard. Second, for every substandard the mean score for importance is larger in value than the mean score for frequency of application. This can be interpreted as the substandard being important in the practice of performance improvement but not always practiced in application.

Unlike the front-end standards, with relative high mean values for both frequency and importance, the systematic process standards are not as clear. As one traverses standards 5 through 10, it is apparent there are lower means and larger disparities between frequency and importance, as well as higher SDs. One can infer that this group of respondents varies in the application and values of the standards related to the systematic process for the CPT designation. It is evident these standards will be the focus of further analysis, which will be reported in future ISPI publications.

Note: This report does not provide data captured from the open-ended questions.

Figure 1

Figure 1. Standard 5: Be Systematic—Needs or Opportunity Analysis

Figure 2

Figure 2. Standard 6: Be Systematic—Cause Analysis

Figure 3

Figure 3. Standard 7: Be Systematic—Design

Figure 4

Figure 4. Standard 8: Be Systematic—Development

Figure 5

Figure 5. Standard 9: Be Systematic—Implementation

Figure 6

Figure 6. Standard 10: Be Systematic—Evaluation

Next month’s issue will examine the differences between CPTs and non-CPTs relating to the performance standards.

Your Story

If you have a story to tell that you think others would value, send it to judy@ispi.org.

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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 ISPI Director of Marketing, Keith Pew at keithp@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)!

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

Conferences, Seminars, and Workshops
Online Anytime: The Course Developer Workshop Online 24/7. Darryl L. Sink & Associates, Inc. Register online at www.dsink.com, or call Jane at 800.650.7465.

Learn the Principles & Practices of Performance Improvement, July 22-24, in Denver, CO. Take your organization to the next level. Register today!

 

Learning/Training Tools
At SSE, we improve business and human performance through technology and education solutions. Built on the basis that integrity and quality are the foundation of every action and interaction, SSE values: innovation, facilitation, teamwork, excellence, and client focused partnerships.  Learn more: 314.439.4700 or info@SSEinc.com.

Magazines, Newsletters, and Journals
Performance Improvement journal is available to subscribers in print and online through John Wiley & Sons, Inc. Click here to 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 words and not previously published) for PerformanceXpress that bridge the gap from research to practice (please, no product or service promotion is permitted). Below are a few examples of the article formats that can be used:

  • Short “I wish I had thought of that” articles
  • Practical application articles
  • The application of HPT
  • Success stories

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

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 april@ispi.org, and you will be added to the PerformanceXpress emailing list.

PerformanceXpress is an ISPI member benefit designed to build community, stimulate discussion, and keep you informed of the Society’s activities and events. This newsletter is published monthly and will be emailed to you at the beginning of each month.

If you have any questions or comments, please contact April Davis at april@ispi.org.

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

 

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