March 2010

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In this issue:

Think. Learn. Share. Apply.

Learning Matrix Management Skills

Ad: Six Boxes

TrendSpotters

Everything is an Offer

Ad: 2010 Conference

Performance Architecture

From the Board

Spotlight

Turning HPT Upside Down Across Cultures

ISPI Recognizes Excellence in the Field of HPT

2010 World Café Conversations

Building Success Through Strong Networking

ISPI Announces New Patron and Organizational Members

What’s in Store for YOU at THE Conference

PT Makeovers

Tales from the Field

CPT News

HPT Case Study Competition

Are You Recognized for Your Work?

Career Center

Performance Marketplace

Join ISPI Now!

Newsletter Submission Guidelines

ISPI Board of Directors

ISPI Advocates

Back Issues

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Over 2,000 Minutes of Performance Improvement at Its Best: Think. Learn. Share. Apply.


In just seven weeks, the largest gathering of global performance improvement professionals passionate about improving workplace performance will take place April 19-22, at the San Francisco Marriott Marquis. Have you registered for THE Performance Improvement Conference 2010?

In addition to you, ISPI is welcoming executive speakers from Home Depot, Intel, UPS, Microsoft, Skyler™ Technology, and Sandia National Laboratories. We are honored to host one of the 15 most influential business thinkers in the world, a Best Culture Change of the year award recipient, one of the top 25 leadership experts recognized by Top Leadership Gurus, a Most Outstanding Achievement Award recipient honored by the U.S. Distance Learning Association, and a Rear Admiral responsible for the Force Readiness Command (FORCECOM). This is just the tip of the iceberg…

One- & Two-Day Workshop Program

Come a day or two early to experience a one- or two-day workshop. Whether you are new to the field or looking to enhance your skills, our workshops will advance your professional knowledge and know-how. If you can’t attend the conference, you can still attend a workshop. Registration to the conference is not required.

April 18 & 19, 2010

  • SDI Level 1 Facilitator Certification; Tim Scudder

April 18, 2010

  • Faster, Cheaper, Better: Alternative Approaches to Instructional Design; Sivasailam “Thiagi” Thiagarajan & Tracy Tagliati
  • Motivation & Behavior: Focused Leadership Tools to Achieve Increased Performance; Edward G. Muzio & Steve Overcashier
  • Organizational Intelligence: How to Add Value to Your Organization; Lynn Kearny & Kenneth H. Silber
  • Performance-based Instructional Design: Practical Techniques & Tools that Engage Learners; Gary DePaul

April 19, 2010

  • Designing Scenario-based Multimedia Learning; Ruth Clark
  • Interactive Strategies for Improving Performance; Tracy Tagliati & Sivasailam Thiagarajan
  • Kaiser Permanente: Maximizing Business Results through a Sustainable Learning Structure; Monica Goodale & Katica Roy
  • Linking Jobs to Processes; Danny Langdon & Kathleen Whiteside
  • Matrix Management: Key Management Practices for Effective Cross-Functional Cooperation; Bill Daniels
  • The Six Boxes® Approach: An Introduction to Performance Thinking; Carl Binder

High Energy, Quality Content from Start to Finish

One of the Best Locations in the San Francisco Area

All conference events will take place at the San Francisco Marriott Marquis Hotel. To receive our Special Conference Rate, you must secure your hotel reservation no later than March 29, 2010.

San Francisco Marriott Marquis
55 Fourth Street, San Francisco, California 94103 USA
415-896-1600 | Online Reservations

  • Single/Double $199, plus applicable taxes: spispia
  • Triple $219, plus applicable taxes: spispib
  • Quad $239, plus applicable taxes: spispic
  • Single/Double View Upgrade $229, plus applicable taxes: spispiv
  • Single/Double Executive $259, plus applicable taxes: spispik

ISPI guests receive complimentary Internet in their rooms during the duration of their stay (a $14.95 value per day).

What are you waiting for? Register today! As performance improvement professionals, your work needs produce positive, sustainable results. ISPI’s goal is to provide you with tips, tools, and techniques to use on-the-job, and enable you to make connections with some of the best and brightest in our field from around the world. For three days, you will be immersed in shaping your future but the future of performance improvement through learning, sharing, working together, and networking.

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All Crossed-Up in Cross-Functional Relationships: Learning Matrix Management Skills

By William R. Daniels, 2010 Conference Presenter

The boundaries between groups within an organization are both formally defined and psychologically defended. Working near these borders has always been recognized in social research as psychologically hazardous. Helping managers learn to do this hazardous work is one of the most urgent human performance technology (HPT) challenges.

Since the late 1940s, organizations have recognized the need for better cooperation between its functional divisions; i.e., between its groupings of technical specialists. Organizations have attempted to address the problem with “matrix management.” The common practice of matrix management is to set up an organization in which project managers try to push the development of products across the functional divisions. The question always comes down to, “Who controls the money: the product managers or the functional divisions?” Or to put it more bluntly, “Who is the beggar?”

Sixty years of warfare between the project and functional managers has not yielded an acceptable answer. Organizational performance continues to suffer. For instance, product-development projects have a high mortality rate. They are often canceled after significant operational costs have already been incurred, and disappointed customers are often lost. Even those projects that get completed are still averaging nearly 80% scheduling and budget overruns!

Furthermore, the problem has gotten more complicated. It is no longer just a two-way conflict between concerns for product and concerns for technical quality. Because of globalization and increased competition, two new sub-structures have joined the fray: site management and customer management. Matrix management is now a struggle for resources involving four equally important management structures. The relationships between these structures are so complex that you cannot represent them with an organization chart.

The key management concepts that managers have to learn become the basic assumptions of the organizational culture:

  • Seek common goals and align your priorities
  • Share resources
  • Accept overwhelming complexity
  • Know what you know and also what you don’t know
  • Stop trying to be the master of the universe and accept interdependence
  • Be as transparent and trustworthy as you know how to be
  • Keep deciding, noticing the feedback, and deciding again
  • Express your frustrations through problem solving
  • You can’t get a piece of the pie until you’ve baked a whole pie; and you can’t bake a pie one piece at a time

However, learning to manage in a highly matrixed organization cannot be taught simply as a set of concepts. The concepts have to be expressed in behaviors, specifically those required for good group work. In fact, the only way to even think about a four-way matrixed organization is to think of it as a system of meetings. The organization design comes down to getting the right people to talk to each other about the right things at the right time. It is the sort of learning objective that is perfect for the use of an action-learning simulation!

Here are the design constraints for such a simulation. Set up an organization that must deliver an output that meets all four of these concerns:

  • Efficient use of many different technical specialties
  • Product design that will maximize revenue to the company
  • Variation of features to satisfy many different customers
  • Deliverable in regions with unique legal and cultural constraints
  • Require all participants to perform managerial roles, all the time; i.e., make decisions about what to do with the organization’s resources.
  • Make success a function of integrating thousands of managerial decisions.
  • Make the feedback loop on the quality of each decision rapid and frequent.
  • Keep increasing the complexity (not uncertainty) of the simulation so that no individual can possibly solve the problems alone; i.e., they require group work.
  • Provide sufficient time for personal feedback, reflection, and change.
  • Make it possible for at least 80% of the participants to discover the system of decision-making meetings that leads to success in matrix management.
  • Get the learning done in a one-day workshop.

Fifteen years ago, this assignment was given to me as a management development consultant. Six years later, we finally had a simulation that met all of these requirements. Thousands of managers have been put through the simulation worldwide. They say it is as challenging and stressful as the real world--but exhilarating as they begin to succeed. They also say that they will never again ignore the importance of management meetings. “You have to get focused on some common outputs and priorities and get on with making the necessary decisions—and that has to be done in meetings.”

Though the simulation stands alone as a learning experience, it is often used on one of the last days of a multi-day, in-residence leadership program because it integrates use of all the leadership skills taught earlier in the program. For this reason, it has become know as the “dress rehearsal”—it is the last practice before doing the real performance.

I am very proud of this piece of work, and am pleased to offer it to ISPI members as a one-day, pre-conference workshop in San Francisco this spring. I am very proud of this piece of work, and am pleased to offer it to ISPI members as a one-day, pre-conference workshop in San Francisco this spring, Monday, April 19, Matrix Management: Key Management Practices for Effective Cross-Functional Cooperation.We offered it for the first time in San Francisco three years ago and participants enthusiastically recommended it for an encore session. It is an intense and satisfying experience of learning. It is also a good demonstration of how to design and use an active-learning simulation.

William Daniels will present Yes! You Can Change Your Organization’s Culture at THE Performance Improvement Conference 2010 in San Francisco. This session will discuss the use of organization’s change resistance-operational output expectations, role sets, and management meetings to change organizational culture.

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TrendSpotters
Business Logic Model

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

Please help us welcome Lynn Kearny, CPT, to TrendSpotters. We have had the great pleasure of working with Lynn, lkearny@sprintmail.com, on a range of projects over many years. She is a longtime ISPI member, presenter, award winner, and former Board director. She is a consultant specializing in assessing organizational needs and designing and developing performance improvement interventions. Lynn, www.ifvp.org/directory/lkearny/index.htm, also plans and graphically facilitates meetings and think tanks. We are delighted to add her Business Logic Model to the TrendSpotters Open Toolkit (TOT) this month. The model is featured in Lynn’s newest book, Organizational Intelligence—A guide to Understanding the Business of Your Organization, written with another esteemed ISPI colleague, Ken Silber, CPT, PhD. She is conducting a workshop, Organizational Intelligence: How to Add Value to Your Organization, of a similar title with Ken at THE Performance Improvement Conference on April 18.

Genesis of the Business Logic Model

Here at TrendSpotters Central, we have great admiration for anyone who takes a systematic approach to self-education and personal professional development. The Business Logic Model is just one example of the value that can result from the desire to master new information, and it demonstrates Lynn’s approach to increasing her own knowledge and expertise. When her search for an established business model that looked at the whole organization came up empty, Lynn determined to create one. Based on Karl Albrecht’s explanation of business logic in his management text, The Northbound Train, and supplemented with concepts from Michael Porter, Lynn produced the initial version of the model in 1994.

At about the same time, Ken Silber was searching for a model that would help performance improvement practitioners identify commonly used and valued business measures in their organizations that they could then apply to the analysis and measurement phases of their work. He adapted Kaplan and Norton’s balanced scorecard for this purpose, joined forces with Lynn, and together they have refined and field-tested the evolving Business Logic Model ever since.

Description of the Model

The Business Logic Model provides a CEO’s or general manager’s 360¡ view of the organization.

There are seven Logics that make up the model. The bordering box represents External Logic—that which is outside the organization. The remaining six Logics are shown in the pie wedges and identify the internal components of an organization’s business. Each is briefly described to the left of the model and can be further broken down into strategies that are accompanied by the balanced scorecard measures described above.


Figure 1. Business Logic Model

How to Use the Business Logic Model

The model is scalable, enabling you to use it in your organization for the whole enterprise, a division, or a department. Use it to:

  • Understand the business you work for or that you are consulting to
  • Understand a smaller part of the organization, such as a client’s department
  • Examine a problem you have been asked to address to determine if it is in residence in one of the Logics
  • Determine if the Internal and External Logics are in alignment and working toward the same goals

Other uses for the Business Logic Model include:

  • A tool for a salesperson of big ticket products to assess clients’ organizations and analyze external competition
  • In management development programs to give participants a view of the entire organization and promote alignment
  • In new hire orientation for managers and higher level employees
  • A preparation aid for a job interview at your own organization or at a new one
  • A means of professional growth for yourself
  • A calling card to the realm of higher level management and a potential “seat at the table”

Success Story

In the field of performance improvement, where we preach at each other to speak the language of our clients, we have historically failed to provide any concrete approach for learning their lingua franca. The Business Logic Model is the Rosetta stone for human performance technology (HPT) practitioners; it holds the keys, in the form of the Seven Logics, for decoding the client’s world and enabling us to relate to it on the client’s terms.

Evidence of the success of the Business Logic Model can be found in the results of numerous presentations and workshops Lynn and Ken have delivered over the years in a range of professional venues. In addition to the many ISPIers who have been enlightened by this model, managers in a variety of industries have also learned about their own organizations. For example, at the conclusion of a presentation to a community business group, the general manager of a big-box chain store said he would be using the model to help his department managers better understand the business they were in.

Advice to Users

Lynn suggests that we begin by using the Business Logic Model at the highest organizational level, taking no more than one sheet of paper to list what we know about each of the Logics. Then we can move to a more detailed analysis. A useful resource is Lynn and Ken’s “Business Perspectives for Performance Technologists,” in the 3rd edition of the Handbook of Human Performance Technology.

Links to the Performance Technology Landscape

The Business Logic Model supports these principles of performance technology:

R

Focus on Results—identifies where the organization should focus to get results

S

Take a System view—views all aspects of the organization as a business system

V

Add Value—value added to one of the Logics must mesh with the other Logics so that all can benefit from alignment

P

Establish Partnerships—each of the Logics is someone’s domain; partner with those people to learn about their businesss

Application Exercise

Begin with the high-level one-sheet analysis described above. Then choose one of the suggested uses of the Business Logic Model that best supports a current project.

Direction for Performance Improvement

To conclude our conversation, we asked Lynn where she thought our profession was headed in the short-term, based on her perspective. Building on the value of the Business Logic Model, she said that practitioners should become fluent in business language as it is spoken in our organizations and stop trying to get our clients to speak HPT.

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

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

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Everything Is an Offer: The Improviser’s Mantra for Success

by Kat Koppett, 2010 Conference Presenter

For those of you who may not be familiar with the form, improv is the art of making stuff up. Improvisers work collaboratively to entertain diverse audiences by taking their suggestions and building stories, scenes, whole plays, in real time with no script or pre-planning. Sound scary? Perhaps. And it is what most of us do in one way or another every day.

Increasingly, business professionals are recognizing how similar their tasks are to those of the improviser. As the world moves faster and becomes more global and more volatile, there is less time to plan and more need for collaboration. There is less ability to predict what will happen tomorrow, and more need to be responsive and adaptable. So business people are turning to the world of professional improv for help. For improvisers to succeed at their ridiculous endeavor, they live by certain principles that can be useful to anyone who must create, collaborate, and build relationships.

What are these mysterious improv principles that leaders, salespeople, trainers, and managers are adopting? There are a number. Among them: be spontaneous, dare to fail, make your partner look good, figure out what the scene needs and provide it. But, the foundational one that transforms organizations and individuals is this: accept and build with whatever exists in the moment.

This rule is more commonly known as the “Yes, And” rule. The “Yes, And” rule says: It is an improviser’s obligation to accept his or her partner’s “offers.” In improv parlance, an “offer” is anything that your partners says or does.

For example, if an improviser enters a scene and says to her partner, “Hi, honey, I’m home!” then the other improviser must accept that he is her “honey” and that this is “home.” If, instead, he replies, “Who are you, and what are you doing on my fishing boat?” he will probably get a laugh, but the scene will die. Improvisers know that to build something, you must accept what already exists. Because it exists.

How to build with the offers is the next question. That’s the “and.” Although most of us focus on this second part more consciously than on the first, improvisers find that if you are really good at listening and receiving “offers”, and are committed to accepting them, the how-to-respond part tends to fall in place.

Let us be clear: saying “yes, and,” does not mean “agreeing.” It means recognizing what is there and finding a way to use it. It is easy to say “yes” when we expect or like an offer. Great leaders, creative individuals, and survivors can also find something to “yes, and” in the offers they do not like.

Are these “offers” you could “yes, and”?

  • An employee crosses his arms and rolls his eyes when asked to stay late
  • Your 5-year-old says she wants to play in traffic
  • Someone else gets your promotion
  • You cannot afford to keep all your staff
  • New competition opens across the street
  • Your computer crashes
  • Your new CEO changes processes and cultural norms within which you have always been happy and successful
  • The other guy gets the girl
  • The economy crashes

Daunting? Let’s take #2 as an example and see what we can do:

Your 5-year-old says she wants to play in traffic. You say:

  • “Ah! You like cars? Let’s play with a set of matchbox cars”
  • “Oh, you would like to do something adventurous? Let’s go to the amusement park”
  • “Hmm, are you saying something shocking to get Mommy’s attention? Let’s cuddle”

You will notice we are not suggesting you agree to go play in traffic, but look what offers we found that we could accept.

Saying “yes” is a muscle. If you would like to exercise your “saying yes” skills, send us an email at kat@koppett.com and we will send you some activities, complete with facilitator cheat sheets, to help you practice. In the meantime, we wish you open ears and open eyes and lots of delicious offers to play with.

Koppett + Company, LLC, is a training and consulting company specializing in the use of theater and storytelling techniques to enhance organizational performance.

Kat Koppett will present Improvisational Storytelling: The Right Story, The Right Way, The Right Time at THE Performance Improvement Conference 2010 in San Francisco. In this practical, interactive working session, participants will learn how to enhance their skills of choosing and sharing stories in ways that are flexible, focused, customized, and compelling.

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Performance Architecture: Build It and You Will Succeed

by Roger Addison, CPT, EdD, Performance Architect, Addison Consulting

March 17, 2010, 1:00 p.m. EST | Register Online

Do you find yourself reacting to solutions? Are you reactive problem solvers or proactive design performance design architects? Join Roger on his journey of discovery in the performance landscape. We will begin by using a systemic approach to ensure the integration of the worker, work, and workplace; review a few models; and use a simple and powerful map to diagnose and prescribe performance solutions. Our journey will move us toward a solution-based approach to building performance systems.

Participants will be able to:

  • Identify the elements of the performance landscape
  • Use a diagnostic and prescriptive map
  • Begin building performance systems

About the Presenter

Roger M. Addison, CPT, EdD, is an internationally respected practitioner of human performance technology (HPT) and performance consulting and principle of Addison Consulting. Roger is a past president of ISPI and received ISPI’s highest award, Member for Life. As an international delegate, Roger has presented and worked in North America, South America, Asia, Europe, Africa, and the Middle East. Roger is a past president of the International Federation of Training and Development Organisations (IFTDO). He may be reached at rogeraddison@earthlink.net

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From the Board
A Year in Review

by Darlene Van Tiem, 2009-10 ISPI President

This is the time of year for me to report on the progress of our Society. I am elated to tell you that the society is doing very well indeed! We are fortunate to have a dedicated and talented HQ staff and fabulous volunteers working together effectively with our board to enhance the field of performance improvement and our society.

With the global economy remaining in a challenging position, I am happy to report that ISPI is competitive and fiscally sound. This is not due to any magic of this board, although they have worked very hard and wisely. Our progress is the result of several years of focused and committed boards, working closely with staff, to modernize and stabilize ISPI. Work that was put in place previously has finally come to a “tipping point” so that the society could ride out the downturn and begin the return to a strong position.

HQ and Volunteers

Our four headquarters staff, eight board members, and numerous volunteers combine to move the field of performance improvement forward. April Davis, Executive Director, leads the organization by directing Headquarters staff and Society activities within Board parameters. She develops and implements communications and marketing programs for ISPI products and services. Craig Grimm oversees computer and information services, including network, software implementation, database maintenance, computer services enhancements and training; web site development and maintenance; generate information and programming. John Chen directs and manages all aspects of ISPI’s publications program, Performance Improvement, PerformanceXpress, and Performance Improvement Quarterly, books, and promotional materials. He also oversees chapter relations and development. Robin Stimson manages membership programs and coordinates ISPI’s educational and certification programs, plus awards. We also have two consultants. Ellen Kaplan coordinates and handles logistics for ISPI educational programs, including: annual conference, workshops, HPT Institute, and CPT workshop. Judy Hale’s responsibilities include the administration of the Certified Performance Technologist (CPT) program including marketing and adding value to the CPT designation. As you can imagine, there is a great deal more that needs to be done. Volunteers, coordinated by the volunteer committee, have enabled ISPI to grow and prosper in spite of the economic and cultural global challenges.

Membership

In recent years, many members and others in our field have experienced loss of employment. This led to reductions in members due to lack of employer sponsorship or salary to pay for the ISPI membership. However, the ISPI staff has worked tirelessly to retain and recruit new members. We are currently increasing members at the monthly rate that we were losing members previously.

Financial Position

In the last fiscal year, ISPI saw a decrease in revenues of over 30% primarily due to a decrease in membership and Annual Conference attendance. Our business structure had a high number of fixed costs built in—conference contracts, staff, and infrastructure. We were fortunate that the Society had built up financial reserves, which gave April, our board treasurer, and budget committee the time to reduce costs and restructure. This has been wrenching; we laid off well-regarded, long-term ISPI staff, renegotiated contracts, moved to smaller office space, and made many more changes. While we were cognizant that we needed to provide a continuing reserve, we also recognized we could not make major structural changes overnight, so the work will not end with this board’s term in April, it will continue into future boards. We have achieved clarity in the essentials of our Society’s future. We must increase membership, conference attendance, and the number of CPTs and live within our financial means. As a result, there has been adequate operating cash and no need to draw from the reserves since the beginning of FY 2009-2010 on October 1, 2009.

Strategic Planning Refinement

For many years, there have been strategic planning efforts by notables in our field and in ISPI. There has been no shortage of ideas of ways to improve. Given the challenge of the economic downturn in 2009, a Strategic Planning Task Force was chartered. Their mandate was to look at the current situation, consider previous planning efforts, and to benchmark ISPI against other similar (competitive) organizations. The task force provided a list of recommendations. While the overall broad mission and vision of the Society were maintained, a number of strategic and operational issues were analyzed at the November face-to-face Board meeting. The outcome was 25 action items to strengthen Society execution. Several of these have already been completed and the others are moving forward against an established timetable.

Chapters

This was the year when the “One Society” Chapter re-engagement began to take real form. A new Chapter Affiliation Agreement was implemented over the summer. It spells out specific services we offer to our Chapters to support programming, marketing, and leadership development. Chapters will find a speaker’s program list, Skill Casts, “meetings in a box” (ready-made chapter programs), email messages to Society members, a free conference registration, the expanded support of the Chapter Partnership Committee’s Reach Out conference calls, Chapter Leader’s Workshop, and expanded conference program features. In turn, the Chapters’ contribution to the Society is better defined—brand support, links to the Society, and our intellectual property. There is much more to do, but this was the year where a lot of talk became action.

Emerging Talent

It became clear that as the world changed culturally, we needed leadership from our younger members. Membership and conference attendance numbers indicated that we needed to provide a meaningful and value-added venue for the new generations of ISPI members and those committed to performance improvement.

San Francisco Conference

When looking at the evaluations from previous conferences, we realized that 45% of the attendees had been in the field for 10 years or more. They expressed concern that many of the ideas were “the same old, same old.” For San Francisco, of course, there will be the basics, but we are adding a Drum Café led by the drumming group from the China Olympics Opening Ceremony. There are three keynotes from related fields (but not our field). Likewise, there will be a plethora of new ideas in the master’s series from a Rear Admiral in the Coast Guard, an executive from Microsoft, an award-winning leadership guru, an expert in social media for learning, an expanded executive roundtable, and our very own Thiagi. Chapters have an important role in the conference through World Cafés and a Chapter clinic. The University Case Study Competition is in its second year and generating enthusiasm among performance improvement university students. Speed mentoring, a hit from last year, will also connect people new to the field to leaders in the profession just before the conference begins. New ideas should abound.

Certified Performance Technologists

There are more than ever before! In fact, there are over 70 CPTs outside of the United States in Canada, France, Germany, Greece, India, Israel, Italy, Japan, Korea, Mexico, Netherlands, Nigeria, Norway, Panama, Philippines, Portugal, Saudi Arabia, Slovak Republic, South Africa, Spain, Switzerland, and the United Kingdom. The Certification Governance Committee commissioned a team to develop criteria for recognizing in-house training and development programs and organizations that have embraced the human performance technology (HPT) standards. These new credentialing efforts are now in the pilot stage. The professional services industry team is partnering with the Chapter Partnership Committee to develop programs that Chapter leaders can use to help their members be successful.

Research and Scholarship

A new three-volume set of ISPI books, Handbook of Improving Performance in the Workplace, covering the latest in instructional design, performance improvement, and evaluation has generated strong sales. The editors of each volume—Instructional Design and Training Delivery, Selecting and Implementing Performance Interventions, andMeasurement and Evaluation—are noted and highly published ISPI professors. Providing evidence-based practice concepts is paramount to the health of our profession.

Nominations

When the 2009-2010 president-elect position became vacant unexpectedly, the board and the nominations committee quickly vetted candidates. To promote leadership, every candidate that met the qualifications was on the ballot for each position. The intent was to provide our membership with the maximum choice.

Awards

Awards are important to showcase good works of our members and to reward what we value. There is an unprecedented number of 2010 awards, enabling ISPI to appreciate the successes in performance improvement. Presidential citations enable us to commend the leadership that is so vibrant within ISPI.

International Implementation

The key driver was to enhance the “I” in ISPI. While there has been no shortage of good ideas in this arena, it has been challenging to get efforts off the ground. This year, we focused on the International Federation of Training and Development Organisations (IFTDO) with continued involvement and anticipation of expanding our impact with that organization. An accountability system is established so that we can monitor and celebrate international successes. In addition, we have begun an international newsletter to showcase initiatives of particular interest to our international members.

Client-focused Terminology

Through the years, ISPI has developed a language that was helpful for us to communicate with each other and enhance our field. The challenge is the use of jargon does not serve the Society or the field as we move to grow and expand into the wider business community. We are emphasizing “performance improvement” and business terminology in our publications, advertising, website, conferences, and so forth. While internally we will continue to use the more customary terms and language of our origins, as we develop our intellectual capital we will gradually shift to using a more client-focused external communications terminology.

Diffusion beyond ISPI

There are many ways to convey performance improvement concepts beyond the traditional approaches. A presidential comprehensive technology initiative investigated possibilities so that ISPI can have the best technology that we can afford and is feasible. Considerable effort was made by the ISPI staff and volunteers to advance social media and knowledge management. This is a gradual effort to expand and improve while keeping a close watch on costs.

Practitioner Focus

“Beyond Knowledge to Know-How” guides our efforts to convert research findings to practical applications leading to evidence-based practice. Existing high-quality practice needs to be diffused to capitalize for our member’s advantage and for the benefit of the field.

Partnerships and Agreements

Partnerships are vitally important to providing products and services of value to members and to the field. As an action from the November Board meeting, a transparent “request for proposal” process is being prepared to promote collaboration and mutual advantage. Notification of opportunities will be distributed widely. ISPI agreements, as defined by a new Purchasing and Contracts Policy, will optimize our business relationships. In addition, the Board approved an updated conflict of interest policy to ensure compliance with nonprofit regulations.

Although this is an impressive list of accomplishments, this article does not include a complete list. Our efforts will have long-range impact on ISPI and our field. Each effort had a board liaison and staff liaison working with volunteers leading to efficient progress and alignment.

Thanks to the ISPI HQ staff, Board, and member volunteers who are working collaboratively to make these efforts move forward. Members realize that ISPI is the leading society in performance improvement. Yet, as our global environment changed due to economics, cultural adaptations, social responsibility, changes in the workplace, and so forth, ISPI needed to adapt and continues to do so.

I encourage all readers to provide your ideas and thoughts to me. We are an energized Society and benefit from the ideas of all. Please contact me at darlene@ispi.org or 904-797-7253.

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Organizational Spotlight
An Interview with Nancy Keta, The Northern Trust Company


Welcome to ISPI’s Organizational Spotlight! This column focuses on our members—some you may know, some you may not. Each month, we will explore what brought them to ISPI, how they use the principles of human performance technology (HPT), and their insights into the value of membership. This month our interview is with Nancy Keta, MBA, MA, of Northern Trust’s Global Functional Training Group.

How long has Northern Trust been a member of ISPI?

Northern Trust has been an organizational member of ISPI since 2008. However, many of our consultants have been individual members since the early 90s.

What got you into performance improvement (PI)?

Global Functional Training (GFT) uses PI to measure the output of processes and procedures that most affect Northern Trust’s bottom line. Analyzing output reveals opportunities to modify input and improve performance.

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

In brief, GFT would describe PI as a systematic approach to increasing organizational effectiveness and efficiency by consistently measuring essential output to modify input and improve performance. The key is to consistently measure and improve relevant processes and procedures that most impact the corporation’s bottom line.

What do you think sets ISPI apart from other organizations? What keeps you in the Society?

ISPI provides helpful explanations, examples, and perspectives on the systematic approach to PI: performance analysis, cause analysis, and intervention selection at the individual, small group, and large organization level. Personally, I have always found ISPI to be a wonderful, forward-thinking reference for various consulting challenges.

What is (are) Northern Trust’s biggest challenge(s)?

The biggest challenge for GFT is ensuring that the solutions we provide meet the needs of both Northern Trust business and its people.

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

Throughout our history, Northern Trust has led the financial services industry by aligning our efforts with our guiding principles: Service. Expertise. Integrity. (Northern Trust Principles)

The systematic approach to PI not only helps GFT align its efforts with Northern Trust’s guiding principles, but also helps GFT standardize its efforts worldwide, uniting global partners with the mutual goal of consistently achieving higher output.

What drives your strategy?

GFT’s strategy is driven by what is also its greatest challenge: creating solutions that best meet the needs of Northern Trust business and its people.

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

Consistent communication and collaboration with our global partners combined with our systematic approach to PI are essential to GFT’s development of high-performing partners and teams. GFT is committed to working with Northern Trust partners and teams to continuously:

  • Identify problems and opportunities (performance analysis)
  • Determine gaps between actual and optimal performance (cause analysis)
  • Select solutions aimed at closing gaps (intervention selection)

This is our approach to successfully developing our partners and teams.

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

In terms of business strategy, I expect human performance technology will become even more global, collaborative, creative, and technical in its solutions.

What is your secret to success?

The secret to GFT’s success is tied to both its strategy and challenges: a passion for creating systematic solutions that best meet the needs of Northern Trust business and its people.

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

While the systematic approach to performance analysis, cause analysis, and intervention selection can be both an art and a science, the best thing GFT has learned from ISPI is there are many resources and tools available to help perfect one’s art and gain greater perspective to the overall science of PI.

On behalf of GFT, thank you, ISPI, for what you offer consultants committed to the systematic approach to PI.

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Turning HPT Upside Down Across Culture

by Luise Schneider, CPT, 2010 Conference Presenter

Human performance technology (HPT) is meant to be a universal model for performance, applicable from small companies to large-scale projects all over the world and at all times. Perhaps that is a little naive. Don’t we implicitly assume that performance means the same thing within all the mentioned contexts? And do we not hope that our approach helps everywhere and always?

The more globalization expands, we need to balance two contradictions:

On the one hand, our world becomes more and more “global” and “similar.” From the western perspective, it seems that there is one standard for communication, which can be used all over the world. This standard is beyond language, it includes norms and values.

On the other hand, the awareness for intercultural differences increases. We sense how little we know about our own patterns and how little we understand when we communicate with others.

These two factors create friction in our thinking. While we want to learn about other cultures, we realize at the same time that stereotypes do not apply. While we want to adjust, we realize that the differences within our common identity become hard to distinguish.

How does this affect our work with HPT? Performance improvement works with assumptions, with generic models, and claims to be systemic. Systemic thinking requires that we consider our own impact on the situation. We accept that all interpretations we use need to be justified by evidence. We build our evidence with the help of a gap analysis. The gap analysis is a state-of-the-art method developed from scientific research, experience, and educated guessing.

What we tend to forget is that all our information and all our desired objectivity is built on the grounds of western thinking. Our own perspective is not only part of the interpretation process, but is part of the analysis already. We identify elements, because we select them to be important. This is as much a cultural momentum as it is a professional (or individual). Our methods are as much influenced by the contexts they have been built in as we are subjective in the way we use them.

Systemic thinking in HPT does not only mean that we must consider our own influence in the act of analysis. It also means to keep in mind that our generic models of performance are not as objective as they claim to be.

Performance is not like performance wherever you go. And performance does not work alike at all places of the world.

In my presentation at the Annual ISPI Conference in San Francisco, I will try to explain the challenge of HPT in different cultures. I will use an amusing excursion into a “culture” of performance that is really abstract and which will demonstrate how we can use our HPT models in unknown contexts. Lastly I will show examples of changes in HPT in different cultures all over the world.

Please consider this an open invitation to join me on this cultural journey, as I turn our thinking about HPT upside down. I promise you will leave right-side up!

(If you would like to get a glance on the amusing part of the session, you could look at my little HPT-for-dogs clip: www.vimeo.com/8463936.)

Luise Schneider will present How the Norms in HPT Are Turned Upside Down in Different Cultures at THE Performance Improvement Conference 2010 in San Francisco. Participants will explore how elements of workplace performance are affected by the context of the performance system they are embedded within.

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ISPI Recognizes Excellence in the Field of HPT


The ISPI Awards of Excellence
program is designed to showcase the people, products, innovations, and organizations that represent excellence in the field of instructional and human performance technology (HPT). The recipients below will be recognized during the Awards Luncheon at THE Performance Improvement Conference, April 20, in San Francisco, California.

Outstanding Human Performance Intervention

This award recognizes innovative implementation of HPT to solve a problem or achieve desired performance objectives.


 

 

Learner-Centered, Performance-Based Training and Support for Apprentice-Level Rescue 21 System Operators

United States Coast Guard Training Center—
Petaluma, CA & United States Coast Guard Headquarters, Washington, DC

Captain Christopher J. Hall, Commanding Officer; Commander Reed A. Stephenson, Training Director; Lieutenant Commander Jeffrey J. Haukom, School Director; Lieutenant John L. Bannon, Instructional Support Team Manager; Master Chief Operations Specialist Loren R. O’Banion, School Chief; Chief Operations Specialist Christopher A. Jones, Course Chief; Chief Operations Specialist Kathryn C. Warnecke, Course Chief; Chief Operations Specialist Austin L. Walker, Course Chief; Operations Specialist First Class James S. Spaid, Master Training Specialist; Operations Specialist First Class Shawn C. Warner, Instructor; Paul S. Robbins, Director of Curriculum Development; Maria L. Dahms, Curriculum Development Team Manager; Scott G. Welch, CPLP, Instructional Systems Specialist; Stanley J. Klimovitz, Instructional Support Specialist; Jennifer R. McGowan, Performance Analyst; United States Coast Guard Training Center, Petaluma, California • Lieutenant Commander Scott S. Brown, Project Officer, U.S. Coast Guard Headquarters, Washington, D.C.

New technology created a new job specialty for which training was mandated but not supported by the HPT system. Given these conditions, we needed to determine how to meet requirements in the most cost-efficient and effective way. Analysis identified expected results, factors affecting performance, and consequences of nonperformance. Top management endorsed the findings and recommendations of analysis. Development of training to meet identified needs was authorized. We applied rapid instructional design strategies to manage expectations, optimize resources, and deliver just-in-time instruction. Evaluation demonstrated that training and performance support produced capable, confident graduates; accelerated time to competence; and enabled life-saving operational performance.


U.S. Coast Guard Training Center Petaluma Rations-in-Kind Eligibility Reporting System

United States Coast Guard Training Center—
Petaluma, CA & L-3 Communications

CAPT Chris Hall, Commanding Officer Training Center Petaluma; LCDR Wayne Seamans, Administrative Division Chief; LT John Bannon, Instructional Support Team Supervisor; CWO David Jones, Customer Support Center Supervisor; Kathy Thore, Deputy Training Officer; YNCS Michelle Henry, Customer Support Center; FS1 Christopher McCaskey, Housing Office; YN1 Holleigh Utley, Customer Support Center; YN2 Eric Sybrant, Customer Support Center; BM2 Susan Glauser, MAA Staff; United States Coast Guard • Graham Lower, Database Programmer; Hugh Luce, Multi-Media Specialist, Jodi Smith, Barracks Administrator; Deanne Bruno, Instructor, L-3 Communications

Training Center Petaluma’s Rations-in-Kind Eligibility Reporting System (RIKER) was developed to manage student accounting for the 3,500 students who graduate annually from apprentice “A” schools to focused “C” schools. On any day, attendance ranges from 300 to 500 students. The ability to accurately track and report student metrics is critical. Recently, it became apparent that the existing databases were ineffective, leading to an over-counting of students and commissary over-funding. Analysis recommended implementation of a modern web-based student accounting reporting system. RIKER, along with the Student Web Application (SWA), reduces reporting errors and administrative hours and provides for enhanced reporting features, increased security, and decreased manpower. Nine months of evaluation data indicate accurate reporting within +/- 2% and increased unit efficacy.

U.S. Coast Guard Reserve Mobilization/Demobilization Online Training (e-RESMOB)

United States Coast Guard Training Center—
Petaluma, CA & L-3 Communications

LCDR Randy Brown, Program Manager; LT John Bannon, Instructional Support Team Supervisor; LT Andy Campbell, Advanced Distributed Learning Office; LT Rich Lavigne, Reserve Readiness Planning Supervisor; LT Pat O’Donnell, Reserve Policy and Planning Administrator; CWO Rhonda Lumbag, Reserve Policy and Planning Administrator; Shyla Oru, Senior eLearning Developer; Dan Reed, Program Manager; United States Coast Guard • Lisa Gonzalez, Instructional Designer; Jenny McGowan, Evaluations Analyst; Joseph Volk, Instructional Designer; Kirk Hockinson, Multimedia Developer; L-3 Communications

Coast Guard Training Center Petaluma implemented an online training solution to address administrative deficiencies and to provide the Ready Reserve Force, a consolidated 24/7 performance support resource. With 8,500 reservists available to immediately mobilize for national defense or natural disaster response, reserve program administrators faced the challenge of properly training and disseminating force readiness preparation requirements. This mobilization awareness intervention addresses mandated annual compliance requirements and generates an innovative tailored “checklist” to help members evaluate their own readiness status in five strategic areas. Evaluation feedback collected indicates an overwhelmingly positive response to this accessible and informative resource, contributing to increased organizational efficacy.


 

U.S. Coast Guard National Security Cutter C4ISR Training

United States Coast Guard Training Center—
Petaluma, CA & L-3 Communications

Initial Team (2006-2008): CAPT Brian Marvin, Commanding Officer; CDR Reed Stephenson, Training Officer; LCDR Jeff Haukom, OPS Branch Chief; LT Dave Torres, C4ISR School Chief; Paul Robbins, Deputy Curriculum Development; Maria Dahms, Curriculum Development Supervisor; LT John Bannon, Instructional Systems Support Team Supervisor; BMC Mark Emerson, Course Chief; ETC Ed Courtway, Course Chief; ETC Jim Harvey, Course Chief; OSC Kevin Denicker, Course Chief; OSC Mitch Gross, C4ISR Instructor; ET1 Doug Walker, C4ISR Instructor; IT1 Jason Steele, Course Chief; Shyla Oru, Senior eLearning Developer; Laurence Kevin, Multimedia Developer; Scott Welch, Instructional Systems Specialist; United States Coast Guard • Jim Schutz, C4ISR Instructor; Linda Walz, Instructional Developer; Li Li, Instructional Developer; Kathy Ferrando, Instructional Developer; Russ Powell, Instructional Developer; Sandra McDowell, Instructional Developer; L-3 Communications • Existing Team (2008-2009): CAPT Christopher Hall, Commanding Officer; CDR Reed Stephenson, Training Officer; LCDR Jeff Haukom, OPS Branch Chief & C4ISR School Chief; Paul Robbins, Deputy Curriculum Development; Maria Dahms, Curriculum Development Supervisor; LT John Bannon, Instructional Systems Support Team Supervisor; BMC Mark Emerson, C4ISR Assistant School Chief & Bridge Dept Head; ETC Joshua Brown, ET Department Head; ET1 Grant Korte, ASR Course Chief; IT1 Jason Steele, IT Department Head; OS1 Dustin Costa, CIC Department Head; Shyla Oru, Senior eLearning Developer; Laurence Kevin, Multimedia Developer; United States Coast Guard • Jim Schutz, Director of Simulation & C4ISR Instructor, Linda Walz, Instructional Developer; L-3 Communications

USCG Training Center Petaluma, California addressed performance needs in the operation and maintenance of a high-tech command and control system for new Cutters. In order to ensure performance mastery prior to crews accepting a ship from the builder, TRACEN Petaluma devised an accomplishment-based performance qualification system designed around simulated at-sea operational scenarios on equipment identical to that which the crew would encounter aboard ship. Training began with on-line computer-based activities prior to students reporting for training. These ICBTs served as advance organizers allowing students to immediately commence operational simulations. Training concluded when all desired accomplishments were performed to instructor satisfaction.


 


 

Unitech

U.S. Coast Guard Health Services Technician “A” School

United States Coast Guard Training Center—
Petaluma, CA, L-3 Communications, & UNITECH®

Christopher Hall, CAPT, Commanding Officer; Reed Stephenson, CDR, Training Officer; Kent Cook, HSCM, HS School Chief; Roger Elliott, HSC, HS A Course Chief; Kameo Gorman, HSC, HS A Instructor; Larry Payne, HSC, HS A Instructor; Joanne Warzynski, HS1, HS A Instructor; John Bannon, LT, IST Supervisor; Shyla Oru, Senior eLearning Developer; Paul Robbins, Deputy of Curriculum Development; Maria Dahms, Curriculum Development Supervisor; United States Coast Guard • Brian Clarke, Program Manager; Charles David Aymett, HS A Instructor; Kim Jensen MEd. Instructional Designer; Deborah Klein PhD. Instructional Designer; Arlene Sidelinger, Instructional Designer; L-3 CommunicationsKevin Carmody, Multimedia Developer; UNITECH

This course prepares USCG apprentice-level health services technicians (HS) to accomplish their assigned duties at clinics and cutters. It prepares these junior-enlisted personnel to provide support to doctors, physician assistants, and nurse practitioners, ensuring the fitness of service members for unrestricted worldwide duty. This course covers 40 performance-based tasks required of HS3s, to include: care of patients experiencing a traumatic or medical emergency, maintaining health records for medical readiness, infection control, invasive procedures such as phlebotomy, intravenous therapy and minor surgery, patient work-up, physical exams, and assisting physicians and nurse practitioners with patient diagnosis and treatment plans.





Leading the Way—Ontario Lottery & Gaming

Ontario Lottery & Gaming, Roman School of Management, & Fort Hill Company

Priscilla Fraser, Senior Manager, Training & Development; Karen Zidenberg, Learning Consultant; Radha Bissoon, Manager, Management Development; Gloria Pakravan, Senior Project Manager; Shawna Graves, Regional Training Supervisor; Megan Beneteau, Learning Coordinator; Christina Goodyear, Corporate Learning Lead for RFP and Pilot; Ingrid Kivlenieks, Lead Graphic Specialist; Shelley Hunt - Lottery & Corporate Services Lead HR Services Representative; OLG • Dr. Catherine Chandler-Chriclow, Director Corporate Programs; John Oesch, Assistant Professor of Organizational Behaviour; Robert Lynn, Portfolio Manager; Vladia McBrain, Portfolio Manager; Rotman School of Management • Karen Tinely, Director Central Region; Ken Tulenko, Client Services Associate; Fort Hill Company

The Ontario Lottery and Gaming Corporation (OLG), in partnership with the Rotman School of Management and Fort Hill Company, expanded its strategy with the introduction of a leadership development program, Leading the Way. Leading the Way, was created to establish consistency in the language and application of leadership skills, knowledge and competencies. The process involved; expectation setting, training & performance support tools, six months of actively managing the skill and behavior transfer and application, feedback scorecards, and recognition. The results of the program: 82% of the time both managers and participants agreed or strongly agreed it improved effectiveness.


 



U.S. Coast Guard Deployable Specialized Forces Tactical Combat Casualty Care Self-Aid/Buddy Aid

United States Coast Guard Training Center—
Petaluma, CA & L-3 Communications

CAPT Christopher Hall, Commanding Officer; CDR Reed Stephenson, Training Officer; LCDR Randall Chong, Analysis Branch Chief; LCDR David Sandahl, Performance Analyst; LCDR Jordan Baldueza, Performance Analyst; LT John Bannon, Performance Analyst; HSCS Glenn Royes, Training Program Manager; ASTC Charles Carter, EMT School Chief; Maria L. Dahms, Lead Curriculum Developer; United States Coast Guard • Brian Clarke, Program Manager; Joellen Mitchell, Senior Performance Analyst; Jennifer McGowan, Technical Writer; L-3 Communications

This project is the development of the U.S. Coast Guard’s Tactical Combat Casualty Care program and Self-Aid/Buddy-Aid course. The Self-Aid/Buddy-Aid course will help members in the Coast Guard handle trauma injuries in high-threat/high-risk combat situations. Although not unique to other services, Self-Aid/Buddy-Aid is unique to the Coast Guard and this intervention is tailored to how Coast Guard units operate. This effort involved an extensive analysis effort that included a New Performance Planning Front End Analysis, beta test of the course, and beta test analysis.


 


United States Coast Guard Training Center Petaluma Instructor Professional Development Program

United States Coast Guard Training Center—
Petaluma, CA

Christopher Hall, Commanding Officer; Reed Stephenson, Training Officer; Kathy Thore, Assistant Training Officer; Stefanie Lincoln, Branch Chief; Michelle Criste, School Chief; David M. Padley, Performance Technologist; Orlando Mayo, Master Training Specialist; Karl Beeman, Master Training Specialist; Justin Fink, Master Training Specialist; Marc Triglia, Master Training Specialist; Ted Brechbill, Master Training Specialist; Bryan Krajewski, Master Training Specialist; Deeann Bruno, Master Training Specialist

The Instructor Professional Development Program used HPT to produce measurable improvement in the instruction at USCG Training Center Petaluma. Through comprehensive analysis, it was determined that the training center required a solution set of performance interventions aimed at developing instructors from basic to master. The results of the program were a 350% increase in the number of qualified instructors; a new Master Training Specialist Program that created 33 certified Master Trainers; and a 70% decrease in the number of students dis-enrolled due to academic reasons. It is estimated that the intervention saves the Coast Guard $133,000 annually.


 



The U. S. Coast Guard’s Response to Operational Failures of Self-Locating Datum Marker Buoys

United States Coast Guard Training Center—
Petaluma, CA

CAPT Christopher Hall; CDR Erin MacDonald; Richard Schaefer; LTJG Jody Knox; Jack Frost; Art Allen; LCDR Anthony Hawes; LT Lane Sherlock; David White; Jeffery Combs, United States Coast Guard

In 2007, the Coast Guard faced a series of operational failures of Self-Locating Datum Marker Buoys (SLDMBs), a critically important tool for planning drift on Search and Rescue (SAR) cases. In response, a team identified problems in packaging, labeling, job aids, inspections, storage, processes, equipment, and logistics and developed interventions. The team reduced the failure rate from 1 in 5 in 2007, to 1 in 13 in 2008, to 1 in 177 in 2009. In the last 2 years the Coast Guard did not have a SAR case where we searched without real-time drift data due to an SLDMB failure.


 



U. S. Coast Guard Training Center Petaluma’s Wellness Program

United States Coast Guard Training Center—
Petaluma, CA

LCDR Stefanie Lincoln; CAPT Christopher Hall; CDR Michael Woolard; CMC Alfred Burnett; YNCS Michelle Henry; YN1 Alicia Escalante; ETC Gordon Hart, United States Coast Guard

Coast Guard Training Center Petaluma’s Wellness Program was implemented in April 2009 with the goal of helping Coast Guard members at the training center meet the new, more stringent weight standards that went into effect in October, 2009. To do this, the training center made environmental changes and implemented interventions that address physical, nutritional, and emotional wellness. The program resulted in a significant number of people losing the required weight to meet the standards and increasing their overall level of health. Having fit personnel is critical to the Coast Guard missions and readiness and the well-being of its personnel.


 



U.S. Coast Guard Independent Duty Food Service Officer Course

United States Coast Guard Training Center—
Petaluma, CA
& L-3 Communications

CAPT Christopher Hall, Commanding Officer; CDR Reed Stephenson, Training Officer; Kathleen Thore, Deputy Training Officer; Paul Robbins, Deputy Director for Curricula; Maria Dahms, Lead Curriculum Developer; CAPT Barbara Schoen, Food and Health Service Branch Chief; FSCM Maryann O’Neill, Food Service School Chief; FSCS Katrina Goguen, IDFSO Course Chief; United States Coast Guard • Brian Clarke, Program Manager; Kim Jensen, Senior Instructional Designer; Deborah Klein, Senior Instructional Designer; Arlene Sidelinger, Instructional Developer; Don Fluitt, Instructional Developer; Bill Simington, Instructional Developer; Diane Janes, Instructional Developer; Linda Pfeifer, Instructional Developer; Jim Marcolina, Technical Writer/Editor; Emily Hansen, Videographer; Lawrence Kevin, Multimedia Developer L-3 Communications; Steve McKnight, Visual Information Specialist; FS1 Michael Wines, IDFSO Instructor; FSC Tim Hughes, IDFSO Instructor

When a performance analysis revealed that U.S. Coast Guard Independent Food Service Officers (IDFSO) lacked skills and knowledge to perform the administrative and financial tasks of their job, the Coast Guard Training Center in Petaluma, California, developed the IDFSO course to provide skills, knowledge, and information interventions to produce IDFSOs proficient in their administrative and financial tasks, as demonstrated by Level 2 Evaluation in the form of a valid, reliable, high fidelity performance test for each task. As a result, all graduates have passed demanding inspections performed by the Coast Guard’s Food Service Standardization Team.

LifeBridge

USAble Life & Tiger Team Solutions

Rhea Fix, Enterprise Training Manager; Linda O’Connell, Director – Learning & Development; Karen Johnson, Development Specialist; Tsanko Stoev, IT; USAble Life • John Powers, Owner; Tiger Team Solutions

The Project Management Office at USAble Life needed a solution to reach the internal business enterprise with training, communications, and change interventions for all project related initiatives.  The resulting LifeBridge web portal integrated Joomla!, MediaWiki, and Moodle open source software under a single company branded skin and navigation set. This allowed the organization to recruit content contributors with no programming experience to quickly create project communications, text-searchable online reference materials, online training demos, classes, and course assessments. The assessments also provided means for gathering and reporting level 1 and level 2 training metrics back to the business and its partners.  The solution drives focus towards performance support as a natural complement to traditional classroom training. The organization has embraced the tool and is requesting the ability to post Department Home Pages and other resources as a means of moving from paper-based records to online references. This supports the organization’s scalability and efficiency goals.

Outstanding Human Performance Communication

This award recognizes an outstanding communication that enables individuals or organizations to achieve excellence in Human Performance Technology.

Performance Architecture—The Art and Science of Improving Organizations

Roger Addison, Addison Consulting • Carol Haig, Carol Haig & Associates • Lynn Kearny, Lynn Kearny Performance Improvement

Performance Architecture—The Art and Science of Improving Organizations is a cutting-edge resource that unpacks the mysteries of the field of HPT. This book is filled with real tools used by real practitioners that really get results. Stories and examples from the authors’ work and that of their colleagues provide a business-focused approach to improving the bottom line. Performance Architecture demonstrates how performance at three levels (worker: individual/team, work: process/practice, workplace/organization) affects results in organizations. Emphasizing simplicity, it shows how to scale performance improvement activities and apply them successfully to projects or initiatives of various sizes.

Make Work Great: Supercharge Your Team, Reinvent the Culture, and Gain Influence, One Person at a Time

Edward Muzio, Group Harmonics

Make Work Great answers the question asked by HPT professionals and everyone else attempting to improve their workplaces: How can I create output, success, and enjoyment in an unsupportive environment? The answer is not to do nothing and wait for a fix from on high! Rather, it is to use a systems approach to create a “crystal” of high functioning, productive, positive dynamics right where you are; to grow and stabilize that crystal’s membership; and to use it as a platform to create output locally and influence change globally. Make Work Great provides a foundation for the implementation of HPT in any workplace.

Training Older Workers and Learners: Maximizing the Performance of an Aging Workforce

James L. Moseley, Wayne State University • Joan Dessinger, The Lake Group and Wayne State University

Training Older Workers and Learners (OWLS) was written to create awareness among human performance improvement professionals that it is vital and possible in today’s marketplace to maximize the workplace learning and performance of OWLS—age 40+. The content of the book is based on theory and best practices from a variety of disciplines. Readers will discover the many characteristics that make OWLS unique workplace inhabitants, acquire a set of performance support tools for analyzing their workplace and the OWLS who inhabit it, and expand their repertoire of OWL-friendly learning and performance interventions.

Chapters of Merit

Chapter awards celebrate the accomplishments of local ISPI Chapters. The awards emphasize accomplishments rather than competition.

Chapter of Communication and Education

Kansas City Chapter of ISPI

Jim Voska, President 2009; Heather Carrington, President Elect and Fall Workshop Coordinator; Cynthia Kyriazis, Communications Director; Krista Fitz Rogers, Newsletter Editor; Edna Talboy, Programs Co-Chair; Mike Schwinn, Programs Co-Chair and KC-CLO Forum Coordinator; Sharon Gander, Membership Director and KC-CLO Forum Coordinator; Day Bozwell, Finance Director; Cam Schulte, ISG, Ltd., Website design, development and tech support

Kansas City Chapter of ISPI (KC-ISPI) is proud of its communications and education programs. Strategic planning in 2008 set the stage for a website upgrade in 2009, which included communications tools such as email blasts to members. The website also allowed KC-ISPI to use online shopping cart technology to streamline membership management, monthly meeting announcements and registrations. This site has provided a cleaner access to newsletters, program information, governance documents, membership directory, and local job listings.

Chapters of Excellence


Armed Forces Chapter

Roger Chevalier, past-President, Principal, Improving Workplace Performance; Brett Christensen, President, Lieutenant (Navy), Canadian Forces, Douglas Craft, President-elect, Chief Petty Officer, U.S. Coast Guard; Lloyd Long, Secretary/Treasurer, Command Master Chief, U.S. Navy

The ISPI Armed Forces Chapter (AFC) is a virtual chapter with 292 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.

Front Range Chapter

Jim Schultz, President, Pretty Good Consulting; Jara Raphaelson, President-Elect, CaridianBCT, Inc;Chuck Ferguson, Immediate Past-President, Regis Learning Solutions, Inc.; Andrea Moore, VP Member Services, Performance Support Unlimited; Nathan Colbert, VP Programs, Da Vinci Management Services, LLC; Ken Marranzino, VP Technology, TIAA CREF

The Front Range Chapter was lucky enough to find two great pieces of research done by the ASAE (American Society of Association Executives.) Our take-aways from the research: (1) People join organizations based on the recommendation of a friend or colleague and (2) People volunteer for organizations if they are asked. Our membership development plan focuses on colleagues talking to colleagues. The Chapter aims at reattaching past members, adding new student members and as well as young professionals. Our Board Development and succession planning follows the same vein. Watching for people who are showing interest and then asking them to participate.

Michigan Chapter

Bonnie Beresford, President; Jeff McElyea, VP Marketing; Jody Mitchell, VP Membership; Dana Meyer, VP Programs; Pam Lowry, VP Finance

During difficult economic times, ISPI Michigan has been able to maintain and even grow membership by offering what practitioners said they wanted: opportunities to learn new tools and techniques and to build professional networks. Through interactive monthly meetings, participants were introduced to new techniques like “Six Boxes,” “World Café,” and “Metaphorming.” The year was highlighted by a “community outreach” workshop for local nonprofits, developed and conducted by Chapter members. Working hand-in-hand with practitioners, attendees learned how HPT can pinpoint performance problems in their organizations. This workshop is now an annual event for ISPI Michigan and the Metro Detroit community.

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2010 World Café Conversations

by Eilenn Banchoff, 2010 Conference Committee

In just two short months, many of us will be meeting with, talking to, and learning from each other at the San Francisco Marriott. New to the conference this year, we will have three, scheduled, 90-minute opportunities to “formally” discuss issues that matter to our Society.

During these World Café Conversations (www.theworldcafe.com), we’ll talk, write, doodle, and capture key ideas around three Is:

Day Innovation Initiative Inspiration

Tuesday

ISPI in 50 Years—the dream

Mainstreeting of performance improvement

Using performance improvement to save the world

Wednesday

Growing to 10,000 members

Thinking Mega: 6.9 billion people to improve; first steps might be…

Why, why, why are we members of ISPI? Who else should be?

Thursday

Every member in a Chapter, every chapter full of members

Building it—ONE improvement (of PI) at a time

ISPI’s gifts—people, partnerships, processes


Join us during the Educational Sessions time slots, for at least one of three conversations as we begin talking, café style, when we get together in April. Interested in helping to host a Café (training is available)? Contact Eileen Banchoff at banchoff@banchoff.com.

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Building Success Through Strong Networking

by Marshall Brown, Marshall Brown and Associates

Building relationships, getting involved, letting other people know about what you have to offer and developing a network is very important to your professional development. Networking does not occur easily for a lot of people, despite how it might look. Keep in mind, you need to do what is right (and comfortable) for YOU.

So here are some suggestions that I hope will be useful to you, despite the “why’s and what ifs”:

  • Be authentic. Be yourself. Do not be concerned about what others might think (we know that is sometimes difficult, but you owe it to yourself to try it). Be real. Do not try to be the “want to be” you. Let people see you and get to know you.
  • Know what you have to offer. Begin conversations with people and tell them what you have to offer. Be bold! Be fearless! Speak intelligently and have interesting things to say (about you, your profession, current events, etc.).
  • Have a 30-second elevator speech ready. This is a quick marketing response for the question most often asked (but often not taken advantage of), “what do you do for a living?” Your response to this question needs to clearly describe what you can do for an employer and that you are currently seeking career opportunities. Remember, you are currently in a selling position, and you are the product. Why should someone hire you? What do you offer that others do not? As an executive, what successes have you had?
  • Avoid closed-ended questions. Seek to get the other person to talk and then really listen. Instead of asking, “Do you know anyone who?” ask, “Whom do you know that?” This will allow for discussion and problem solving instead of a one word negative response that stops conversation.
  • Use active listening skills. When the other person is talking, do not be considering your response in your head. Instead, just listen! Look into the speaker’s eyes and give verbal and nonverbal clues that you are listening and understanding.
  • How about calling someone that you do know and invite that person to go with you? That way at least you will know one person and you will not be alone. Make a plan with them to meet two or three new folks. Make it into a game. “You meet two and I will meet twoÉthat way we can introduce each other’s two and know four.” And check in with each other. Support each other and then reward yourself for going to an event and meeting new people!
  • If you are not comfortable with large events, try starting off with some smaller networking opportunities. Maybe it means getting involved with an association or group of folks where you can be on a council or committee. They tend to have smaller, more intimate meetings. Get to know some folks that way, so that when you do go to the larger events, you already know people.
  • Whatever you do, do not come across pushy. People sense desperation and neediness. It does not work and does not engage people. Do not be overly aggressive; do not follow people around and just talk incessantly about what you have to offer. And please, please, do not just walk around passing your business cards out. This is not about how many cards you can pass out. It’s about developing relationships with people.

Here is a tip to also keep in mind. Great networkers not only go to events (small or large) to promote themselves, they also go to contribute something to the people they meet. Be sure to know what you can contribute and listen to what they need. Just as you might be going to an event for additional contacts, they might be as well. Perhaps you have a great contact for them. Maybe you know of someone that can help them solve their problem. Share your information with them as well. Consider how you might help others you meet. The old adage, “what goes around, comes around” has proven to be true. You may not get immediate help, but others will remember that you helped them and will talk well about you. Your reputation will grow and others will seek you out to help make connections and get information. Without a doubt, they will know whom to call when they discover your perfect job.

Final Tip

And most important, have fun! Look at it as a great way to meet new people, engage in conversations, and to be passionate about who you are and what you have to offer. Set a goal, have fun with it. Challenge yourself. Yes, it might be uncomfortable. And yes, you might not have answers to all the “what ifs” before going into the room. But, you know what? After doing this, you will know more about yourself and what you have to offer. And what a wonderful gift that can be.

All the best, now just go do it!

Marshall Brown will be presenting at THE Performance Improvement Conference 2010. He will be presenting workshops Creating Powerful Resumes, Developing a Successful Network, and The Realities of a Successful Job Search. In addition, Marshall will be providing one-on-one coaching sessions. For additional information about these services, contact Robin Stimson at robins@ispi.org.

Marshall Brown, a certified career and executive coach, has always had a passion for helping people find ways to live more fulfilling lives. He found that a personalized, “no nonsense” approach to coaching was the most efficient and effective way to get people on a successful life course. As a coach, Marshall helps individuals to find their passions and encourages them to move ahead in reaching their goals. His first book, High Level Resumes, reflects his successful work with hundreds of job candidates. He is a past board president of the DC Chapters of the International Coach Federation and the Association of Career Professionals, International. Marshall holds a bachelor’s degree in psychology from the University of Pittsburgh and is certified by the International Coach Federation, Career Coach Institute, and the Coaches Training Institute. For more information, contact Marshall at marshall@mbrownassociates.com or visit www.mbrownassociates.com.

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ISPI Announces New Patron and Organizational Members

 

Innovative Learning Group
A woman-owned business, serving numerous Fortune Logo1000companies,InnovativeLearning Group (ILG) helps employees perform better by creating powerful, practical training solutions that are smart, engaging, and designed to significantly improve business results. Notable ILG clients are leaders in all market sectors and include Amway, Blue Cross Blue Shield, Boston Scientific Corporation, Brasscraft, Cintas Corporation, Comerica Bank, The Dow Chemical Company, Haworth, Johnson Controls, Trinity Health Systems, and many others.

The recipients of various professional and entrepreneurial awards, ILG team members are passionate about their work and their clients — and it shows! In a recent satisfaction survey, 92% of ILG customers say the company has far exceeded their expectations. For more information about Innovative Learning Group and its clients, please visit the ILG web site at http://www.innovativeLG.com.

Innovative Learning Group
514 E 4th St
Royal Oak, MI 48067-2847
Tel: 248-544-1568
http:\\www.innovativeLG.com
Contact: Lisa Toenniges, CPT

Cheveron
Chevron is one of the world's largest integrated energy companies. Headquartered in San Ramon, California, we conduct business in countries all around the globe. We are engaged in every aspect of the crude oil and natural gas industry, including exploration and production, manufacturing, marketing and transportation, chemicals manufacturing and sales, geothermal, and power generation. We're also investing in renewables and advanced technologies. For additional information about the company, please visit http://www.chevron.com.

Google
When you visit www.google.com or one of more than 150 other Google domains, you can find information in many different languages (and translate between them), check stock quotes and sports scores, find news headlines and look up the address of your local post office or grocery store. You can also find images, videos, maps, patents and much more. With universal search technology, you can often find all of these things combined in one query. For additional information about the company, please visit http://www.google.com/about.html.

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What’s in Store for YOU at THE Performance Improvement Conference 2010

by Marci Paino & Jessica Briskin, Emerging Talent Committee

It is about that time of year... the 2010 Annual Conference is quickly approaching, and the Emerging Talent Committee (ETC) is eager to tell you about the initiatives targeted to emerging professionals, continued from last year’s conference and newly developed for this year’s conference. As always, you can expect the conference to be filled with engaging sessions, high-caliber job recruitment opportunities, and a wide variety of networking opportunities. The ETC is excited to present initiatives that incorporate the latest trends with traditional methods to engage professionals new to the field!

So, why should you come to the conference? Here are a few reasons:

Student and Professor Discount Admissions Package

Three students can accompany one professor for $1,000 total.

Roommate Match

Located on HPT Connections (ISPI’s online community); utilize this blog to find another person with which to share a hotel room.

Newcomers’ Packet

A guidebook of information that spotlights the events and resources provided throughout the conference that are specifically targeted to emerging professionals. It will be available at the registration desk for free.

Networking Events

Community Center, which is a room set up to house vendor, informational, and educational booths and the bookstore.

Dinner Network, which are nightly opportunities to join other attendees for dinner and learn or network around HPT.

The networking session is a way to network around certain topics.

Speed Mentoring

An organized opportunity to meet key opinion leaders in the HPT field, exchange information, and establish a mentoring relationship for the duration of the conference.

Case Study Competition

A real-world case is presented to groups of students, who will present their findings and proposals at the conference.

Newcomers Orientation (HPT session on day 1)

A session that includes an overview of what the conference offers and how to choose relevant sessions, as well as an introduction to HPT.

Sessions Geared toward Emerging Professionals

Resume and cover letter writing; interviewing techniques;

Job Recruitment

Online Career Center, where you can post a resume, search for job postings, and more (www.jobtarget.com/home/index.cfm?site_id=2637).

Career Center in the Community Center, which offers opportunities to support students in their future career (e.g., free workshops, seminars, and individual consultations).


But you’re wondering, “What’s new?” We are introducing a few brand new initiatives:

  • A pre-conference Twitter event, which is a unique opportunity for attendees to discuss how to prepare for the conference—have you ever asked yourself, “What do I wear?” or “How do I know what sessions to attend?” We have all the answers for you! And, we will provide ongoing Twitter updates throughout the conference. Stay tuned for next month’s PerformanceXpress for our account name and event date and time.
  • An ISPI interactive timeline, which is the first in a series of tools designed for newcomers to ISPI. The goal is to allow you to review the history of ISPI and HPT models, theories, and advancements. This timeline will explore the history of ISPI and how it played a fundamental role in the emergence of performance improvement.

We invite you to take part before, during, and after the annual conference— whether you are a student, recent graduate, or emerging professional. Register for THE Performance Improvement Conference, and be sure to visit us at the conference!

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PT Makeovers
Teacher Collaboration

by Jonathan Morello

Graduate students in Allison Rossett’s Performance Technology class at San Diego State University were tasked with creating short papers called PT Makeovers. ISPI has been publishing these papers in PerformanceXpress over the past several years. We are happy to bring you the latest by Jonathan Morello.

The Effort

In every school district, there are effective schools and teachers who engage students and increase achievement year after year. I asked myself what makes these teachers so successful? How are they able to work in the most challenging schools and get such great results? One way they do this is by creating their own teaching materials. These teachers and schools generally do not follow teachers’ manuals but instead create their own worksheets, assessments, graphic organizers, and outlines. Since these teachers understand the content standards their students must master and how their students will be tested, their materials are targeted to these standards and organized in ways that get results.

The Problem

One method districts use as an attempt to increase collaboration between schools is called teacher “walk-through.” In a walk-through, a low-performing teacher visits a different school and walks through several classrooms, spending about five minutes in each classroom. The low-performing teacher observes and writes down ideas in hopes that he or she can implement them in his or her classroom. Believing that walk-throughs alone are an insufficient way to share ideas, I took on the task of creating a better system.

In an attempt to increase the sharing of ideas and materials across the district, I devised a plan I termed Teacher Co-ops. In these co-ops, teachers put their materials on a Google Site and grant downloading privileges to other teachers. For this sharing to take place, teachers must first upload their content onto a Google Site. Eventually, all teachers in the co-op would benefit from the exchange because they would have access to a wealth of new standards-based material that they did not have access to before. These would be better than the material currently available on various teacher websites because the material would be standards based and specific to the district and grade level (Example Site). Despite my efforts, teachers and principals showed little interest in the co-op idea.

What I Should Have Done

Reflecting on the effort from a performance technology standpoint, there are several steps I should have taken to ensure that the program was needed in the first place and, if so, that it would be successful in achieving the stated objective, to increase the sharing of materials and ideas across the school district. Ignoring any systematic process, I designed the solution before doing adequate analysis. I did not determine if there was a genuine need for the effort or if a similar effort had been made in the past. Recently, I went back and asked the appropriate questions and found some interesting data. Let’s take a look at how this idea should have been approached and what I learned when I looked at the effort from a performance technologist perspective.

Analyze the Whole Organization

A broad needs assessment must be performed to gather information about the school district as a whole and the employees working within it. The following questions must be addressed:

  • Do high-performing teachers see any benefit in sharing their ideas and materials with other schools? Why or why not?
  • Is the Google Sites platform the easiest way for teachers to share material?

Looking solely at the teachers’ opinions would not reveal all possible drivers. We must also collect data from higher-level people in the district.

  • Does the district encourage high-performing schools to collaborate with other lower performing schools? Why or why not?
  • Have there been efforts, other than walk-throughs, to share ideas and materials between schools?
  • Are principals and schools rewarded for increasing test scores? How?
  • Are there school districts that effectively share ideas and materials between schools? How do they do it?

Asking these questions would determine the best approach to take or if the project would create enough value to be worth the effort.

In addition to asking the questions listed above, any analysis must focus on the audience that we are trying to target. Do we want all schools and teachers to share? Yes, but we want one group in particular: the successful ones.

What I Found

By proposing these questions, I encountered data I had not considered before. According to the principal at my school, sharing between schools has been tried in the past and it failed. Evidently, “there is a culture of competitiveness between schools, and if I share with you, then I no longer have an advantage over you.” Successful teachers and schools are not willing to share because when they are successful, they are rewarded over less successful teachers and schools—not monetarily, but in other ways. The school’s principal is more likely to be acknowledged by the district’s superintendent during district-wide meetings and due to their success is more likely to be promoted. Also, high-performing schools are not heavily monitored while the principals are trusted to make decisions on their own. Successful teachers are also rewarded with more walk-through visitors to their classroom and their scores being at the top of district standardized test lists. Therefore, any solution system must consider the competitive nature within the district.

So Now What?

When looking at the idea from a performance technology perspective, I realize that the co-op idea is bound for failure with the current incentives in place. There are no reasons for successful teachers and schools to share, especially when there is competition between schools. This motivation issue must be addressed if the co-op idea is to go anywhere. If I had to try and solve this problem again, I would conduct a more thorough analysis as described above and develop partnerships with high-level people in the district that could validate the need for the program with principals and teachers. As of now, principals seem to be content with the walk-through even though there is no evidence it produces sustained results. I would need to prove, with data, that the co-op idea is more effective. To increase motivation for sharing among the teachers, I would focus on proving the time actually saved if the share site were effectively utilized.

Jonathan Morello is an elementary school teacher and graduate student in the Educational Technology Master’s Program at San Diego State University. He may be reached at jonathanmorello@gmail.com.

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Tales From the Field
Root Causes of Errant Ordered Radiology Exams

by Benjamin D. Duman

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

Errant Ordered Radiology Exams

In the last 30 years, both healthcare practices and technology have made quantum leaps in efficiency, time savings, and volumes of procedures. However, with these and other healthcare advances, economic realities producing increased expectations for patient throughput have given way to an increase in well-publicized frightening medical errors, such as wrong-side surgery and limb removal. However, there are other types of medical errors that are not widely studied and known, but can lead to unfavorable outcomes for both hospital staff and the patients they serve. They are the errors that are knowingly and unknowingly instigated by primary caregivers when requesting radiology exams for their patients. Errant orders such as incorrect exams, wrong anatomical side (left or right) designation, wrong diagnosis codes, duplicate orders, and contrast-related errors (image enhancing injection) lead to increased patient wait time, unwarranted radiological elements (radiation), and increased costs for duplicate and unneeded exams. For example, ATA Hospital (a pseudonym used for confidentiality purposes) recently found numerous ordering errors occurred in its outpatient radiology clinic and its main campus. The author conducted his master’s thesis research at ATA Hospital to investigate this performance problem.

Research Methodology

The author conducted a needs assessment to answer the following questions:

  • What causes the increase in errant radiological orders at ATA Hospital?
  • What types of solutions will reduce errant orders within ATA’s radiology department, while aligning with ATA Hospital’s budget and mission?

To answer the research questions, both qualitative and quantitative data collection methods including open-ended voluntary interviews, observations, and historical data were utilized. Sample groups from five different job classifications within ATA Hospital were identified as both key stakeholders and dependant personnel throughout the process of completing a radiology test. The five job classifications identified and designated as data collection sources were: (a) ordering physicians, (b) floor nurses (nurses not associated with the radiology department), (c) radiology schedulers (those identified as scheduling patient exams), (d) radiology nurses, and (e) radiology administration.

Research Results

Qualitative data, responses from all interviews and observations, were reviewed for patterns. They were then triangulated with historic quantitative data of documented and resolved errant radiology orders at ATA Hospital. Using Gilbert’s BEM (see Table 1), the contributing factors were categorized as a lack of data, instruments, incentives, and knowledge in regards to the entire radiology order process. The first factor is a lack of data and feedback for physicians and support staff. The second factor is a lack of instruments, specifically a lack of consistency in radiology exam order sheets. The third factor is incentives or lack thereof by not providing positive or negative consequences when exams were properly or errantly ordered, respectively. The last factor lies within knowledge, in that it is difficult for ordering physicians and radiology schedulers to keep up with changing exam protocols.

 

Information

Instrumentation

Motivation

Environmental Supports

1. Data

Lack of ATA Hospital conveying feedback or information to physicians.

Lack of agreed-upon standard.

Lack of adequate guidance in ordering radiological tests.

2. Instruments

Lack of consistency in radiology exam order sheets.

3. Incentives

No negative consequences to the ordering physician because of errant orders.

No positive reinforcement when exams are correctly ordered.

Person’s Repertory of Behavior

4. Knowledge

Difficulty for ordering physicians and radiology schedulers to keep up with changing exam protocols.

5. Capacity

No deficiencies were detected.

6. Motives

No deficiencies were detected.

Table 1. Causes Featured in BEM

Conclusions and Suggestions for Implementation of Solutions

Following Gilbert’s BEM and diffusion effect theory, the author proposed two short-term solutions and a third, long-term solution that will be effective in drastically reducing the occurrences of errant ordered radiology exams.

  • The first proposed short-term intervention is a quick reference, paper-based sheet that can be utilized by ordering physicians and ATA staff as a job aid to answer questions about radiology exams.
  • The second proposed short-term intervention is a radiology order form that is standardized in format and nomenclature, regardless of hospital location.
  • The third proposed implementation is a long-term solution that will require further research and funding, but will provide a viable and effective long-term return on investment. It is a software utility that would incorporate the use of the quick reference sheets in a digital format that will allow physicians to select the proper exam based on the results of the electronic, quick reference utility. The proposed interface will show a graphic of a human subject. Based on a patient’s symptoms and anatomical location, the physician will use a touch screen, starting with anatomy, and then the desired radiology modality, to select the recommended exam order. It is the rationale of the author that a software utility such as the one described could be used not only by ordering physicians, but by all hospital staff, and would drastically reduce the occurrences of errant ordered radiology exams.

References

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

Benjamin D. Duman holds a Master of Science degree in instructional and performance technology from Boise State University. He currently works as a senior biomedical technician in the healthcare industry. He may be reached at benduman@msn.com.

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CPT News from Around the World


Recognizing a CPT

I want to introduce you to Patti Radakovich. Patti is a performance consultant at heart who recently took a job as a marketing manager to ride out the economic crisis. She also runs a nonprofit organization called Basil’s Buddies. Basil’s Buddies is a not-for-proit 501(c)(3) animal welfare organization that officially became incorporated in January 2009. The purpose of the organization is to improve the lives of domesticated and companion animals and to help end the overpopulation of homeless domesticated animals by utilizing alternatives to euthanasia. They strive to achieve their purpose by focusing on helping caregivers meet the needs of their animal companions. Basil’s Buddies’ long-range goal is to establish a large animal sanctuary in Southeast Michigan.

Patti’s mission for the upcoming year is to help keep people with their pets. Her plan includes:

  • Establishing an animal food bank
  • Establishing a “Paws on Wheels” program where they provide transportation services to homebound seniors to help them take their pets to the vet, groomers, or other places
  • Creating a “Seniors for Seniors” program where they match senior pets with senior citizens
  • Starting a medical fund to help people who have animals with chronic medical conditions
  • Starting a nationwide program to meet the critical needs of pet owners affected by the economic crisis who do not qualify for other aid

Even though this year has been a planning year, they have also made some small impacts in the community (although not so small to the ones receiving the assistance!). The co-founder of the group, Julia Funds, rescued six three-week-old kittens that were left in a shopping cart in a parking lot. She spent many a restless night nursing them back to health until they were ready to be placed in permanent homes. Four of the kittens have now found happy homes. (If you are doing the math, that means there are still two availableÉ) Patti was able to help another kitten who had found its way into an abandoned building (with special thanks to the building owner for getting the kitten out). The medical director and board member, Dr. Greear, treated the kitten, who was infested with parasites. Dr. Greear bonded with the kitten so much that she decided to adopt the kitten herself!

They also took on their first case to provide assistance to pet owners in need. A couple in Ohio needed help for themselves and their three dogs (two of whom are handicapped). Basil’s Buddies shipped them some supplies and is working with local stores to try to get them donations of food and vet services. Of critical importance, they are also trying to help them get much needed heat for the winter. These are just a few examples of the kinds of services Basil’s Buddies will provide.

Human performance technology (HPT) has helped Patti in both her current position and with her nonprofit. In the marketing position, she is tasked with outlining processes and procedures to improve the performance of the marketing department and its interaction with other departments. As the chairman and founder of Basil’s Buddies, she has used HPT to help set the direction of the organization, create new programs, coordinate volunteer efforts, and run the day-to-day operations of the organization, to name a few. She has infused her HPT know-how into building the organization from the ground up to make it as efficient and effective as possible. Instead of simply becoming another rescue group, she did some up-front analysis to determine the true needs and gap in services of the community they are trying to help. She also continually evaluates their performance to tweak programs to improve results.

They truly hope to help both pets and people. If you are interesting in supporting their cause, you can visit them at www.basilsbuddies.org or email them at info@basilsbuddies.org.

Do you have a story to tell? Contact Judy at Judy@ispi.org.

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HPT Case Study Competition

by Matt Donovan, Option Six Inc

Nineteen graduate students from five American universities have started ISPI’s second-annual HPT Case Study Competition. Last year’s competition, at THE Performance Improvement Conference in Orlando, Florida, provided a valuable connection for ISPI and future HPT practitioners and quality real-world experience for the students.

The 2010 competition launched in January and will continue until THE Performance Improvement Conference kicks off in April in San Francisco. The competition has again attracted some of the brightest minds from participating universities. Each team will have the opportunity to present at THE Performance Improvement Conference. These presentations will provide this future talent an excellent opportunity to showcase their work.

The five universities in this year’s competition are:

  • Boise State University
  • Capella University
  • San Diego State University
  • University of San Francisco
  • University of West Florida

Each university team serves as a performance improvement consulting group for their fictitious client Magic Sticks. This year, Magic Sticks will be expanding their awesome menu of breadsticks and sauces to include an exciting new product. The teams will help to identify and recommend solutions for potential human performance-related issues.

You will be able to catch the presentations on Tuesday, April 20, and Wednesday, April 21, with the winning team being presented with their award at the Closing Session.

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

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

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

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

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

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

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

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

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

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

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ISPI Career Center


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

Manager of Organizational Development
Daymon Worldwide
Job Type: Full Time
Job Location: Stamford, CT 06902

Organization & Talent Performance Specialist and Instructional Designer
Masco Corporation
Job Type: Full Time
Job Location: Taylor, MI 48180

Organizational Development Manager
T Rowe Price
Job Type: Full Time
Job Location: Baltimore, MD 21202

Organizational Effectiveness Consultant
Capella University
Job Type: Full Time
Job Location: Minneapolis, MN 55402

Training and Development Specialist
Nissan North America
Job Type: Contract
Job Location: Franklin, TN 37067

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Performance Marketplace


Performance Marketplace
is a convenient way to exchange information of interest to the performance improvement community. Take a few moments each month to scan the listings for important new events, publications, services, and employment opportunities. To post information for our readers, contact our marketing department at marketing@ispi.org or 301.587.8570.

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

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

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

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

Performance Improvement Quarterly is a peer-reviewed journal created to stimulate professional discussion in the field and to advance the discipline of HPT through literature reviews, experimental studies with a scholarly base, and case studies. Discounted to ISPI members.

 

Conferences, Seminars, and Workshops
THE Performance Improvement Conference, our Annual Conference, April 19-22, 2010, in San Francisco, CA. Early registration rates at an all time low, ISPI member rate of $875, non-member rate of $1,125 until February 12, 2009.

Learn the Principles & Practices of Performance Improvement Institute, April 17-19, 2010, in San Francisco, CA. Speak performance improvement language everyone else is. Register Today!

Get Certified with ISPI at the CPT Certification Workshop, April 18-19, 2010, in San Francisco, CA. Take the first step in separating yourself from the competition. Register Today!

Earn your graduate Certificate with Ithaca’s Professional Certificate Program. Certificate programs include: Performance Evaluation and Measurement, Performance Improvement Management, and Leading Networked Organizations and Virtual Teams. Sign up today!


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ISPI Membership: Join or Renew Today!


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

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

Newsletter Submission Guidelines


ISPI is looking for
Human Performance Technology (HPT) articles (approximately 500–700 words and not previously published) for PerformanceXpress that bridge the gap from research to practice (please, no product or service promotion is permitted). Below are a few examples of the article formats that can be used:

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

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

About PerformanceXpress


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

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

If you have any questions or comments, please contact John Chen at johnc@ispi.org.

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

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

 

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