July 2010

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In this issue:

Facing Employee Resistance Head On

Ad: Boise State


Seven Steps to Make Live Virtual Training Highly Interactive

Ad: ISPI Handbook

Creating Engaging Web-Based Training

From the Board

Present at THE Performance Improvement Concerence 2011

ISPI Mourns Loss: Hilton David Goldman

Organizational Spotlight

ISPI Announces New Performance Technology Toolkit

Interested in Building a High-Performance Culture?

Tales from the Field

CPT News

Are You Recognized for Your Work?

Career Center

Performance Marketplace

Join ISPI Now!

Newsletter Submission Guidelines

ISPI Board of Directors

ISPI Advocates

Back Issues






Workplace Change Made (More) Easily: Facing Employee Resistance Head On

by Tony Kubica & Sara LaForest, Kubica & LaForest Consulting

A preponderance of managers and supervisors are overly familiar with long sighs and disheartened groans from their employees when they introduce yet another organizational change or a new initiative. Amid the exasperation of this business reality, there is light at the end of the tunnel. While supervisors may not have the authority to reject or the power to deflect organizational change, you do have the opportunity (and, I believe, the specific responsibility) to clearly communicate about the change; consequently, you can ease the hefty load of natural resistance employees have toward it.

Similar to a solid old stool with three simple legs, three easy steps can greatly assist management in creating a sound platform for transition during periods of change.

Management needs to ascertain that the change is indeed in best service. For example, the change is either opportunistic or required to ensure ongoing business viability and success. By focusing on what is needed, the options to create it (including an examination of risks or exposure), and the intended results from it, you will determine what change needs to happen, why, how it will occur (strategically, not tactical details yet), and the value.

Next, management needs to understand the change experience through the lens of their employees. Employees will be more open and willing to support change when they are given information that clearly addresses fundamental questions. To help you do so, your management team must agree on an accurate, forthright, and unified response to the following five questions.

  • What (specifically) is the change?
  • How is the decision made (including who makes it)?
  • Who does the decision affect, and what does it mean to them?
  • What is the value (benefits or effects) of the change to the organization and the employees?
  • What are the next steps (roles and actions)?

Last, management needs to establish sufficient means for sharing this information with employees, ideally through multiple methods. For example, if there are individual employees who will be affected more than others (particularly if there are perceived negative implications), general courtesy and good ethics imply you meet first with these employees, sharing the same information but specific to them and their position. Soon (if not immediately) after, hold departmental meetings. Smaller, team-style meetings provide a more open and comfortable environment for questions and discussion. All-staff meetings are also an option, (1) depending on the size of the organization (such as those with less than 50 employees) and (2) assuming that your message is not laden with “bad news” to specific employees or groups who have not yet heard the message (because the meeting will quickly sour). It is also helpful to consistently communicate the message of change as an opportunity, through written format, such as a company memo or newsletter, assuming the message is clear, straightforward, and focused on the value of the change (benefits) or the sincere effort to prevail (i.e., a legitimate downsize or layoff) in times of challenge.

One thing is certain: success in today’s global market calls for responsiveness, and therein lies change, whether it requires rapid response or long-term strategy. To eliminate the “withdraw and retreat” tendency of “I’d rather quit or die than make that change” (yes, in some cases, the former may be a suitable option for certain employees), management can effectively use the change process to reengage their employees.

Change provides opportunity—whether the value is apparent or you are required to look deeper for it. Help your employees embrace a new paradigm of change as an opportunity versus the widely held and limiting perspective of change as an unsolicited and undesirable mandate.

Through keeping employees well-informed and, here is the key—engaging them in step one (including them in critical decisions, which often smack of change)—you will foster a climate of resiliency and build momentum to advance your organization.

Tony Kubica, trained as a healthcare administrator (MBA, BS and MS), is a consultant, coach, mentor, speaker, and entrepreneur. Prior to starting his own company, he worked as a staff pharmacist, supervisor, director, hospital administrator, and senior vice president of a mid-sized consulting company where he was a member of the executive committee and responsible for the firm’s national management consulting practice. He has published over 30 articles in trade journals and in the local press, and he has been published in two books (Health Care Administration, Aspen Publications, 1987; and Redesigning Healthcare Delivery, Boland Healthcare, 1996). He consults to hospitals, other healthcare-related organizations, and technology and research companies and personally coaches new entrepreneurs. He may be reached at www.kubicalaforestconsulting.com or tony@kubicalaforestconsulting.com.

Sara LaForest, who has a bachelor’s and master’s degree in psychology, is a consultant, coach, speaker, and author. Prior to starting her own company, she worked in management and workforce development positions with public sector and private businesses. She works with healthcare organizations, government agencies, social (nonprofit) and American Indian and Alaska Native organizations, post-secondary education, and small and medium-sized companies representing the private business sector. She may be reached at www.kubicalaforestconsulting.com or sara@kubicalaforestconsulting.com.

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Performance Constraint Analysis Model

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

We are pleased to welcome William (Bill) Abernathy, PhD, to TrendSpotters this month. Bill, william.abernathy@selu.edu, has a background in industrial/organizational (I/O) psychology with many years of performance improvement consulting to his credit. Currently at Southeastern Louisiana University, Bill guides an I/O psychology master’s program that includes several performance improvement courses. Bill tells us he has a “strong Skinnerian bent” and has approached much of his performance improvement work from that perspective. He is the author of The Sin of Wages and Managing Without Supervising. Bill contributes his Performance Constraint Analysis model to the TrendSpotters Open Toolkit (TOT).

Genesis of the Performance Constraint Analysis Model

For many years, Bill’s I/O psychology experience, with its emphasis on behavior modification, drove his approach to performance improvement. He focused almost exclusively on the context, or workplace environment and found that this was too narrow to encompass many of the performance issues he encountered. Seeing the need for a broader view, Bill added opportunity to include work and process issues, and capability to address the needs of the worker and work teams. The result was the Performance Constraint Analysis model.

Description of the Model

A performance constraint is anything that diminishes performance. When a performance improvement issue or opportunity is identified, the Performance Constraint Analysis model enables the user to identify the cause(s) of the poor performance using a systematic approach. The model helps practitioners determine if constraints are present in the areas of opportunity, capability, or context. Then, the model guides the further exploration of the area of constraint to identify specifics.

Figure 1. Performance Constraint Analysis Model.
© 2010 William B. Abernathy, Used by permission.

How To Use the Performance Constraint Analysis Model

Target Outcome at the top of the model refers to a performance issue or opportunity that has been identified for improvement. Based on the Target, move across the model from left to right to determine where constraints exist:

  • Opportunity—If performance cycles between good and poor, there are constraints at the work and process level of the organization.
  • Capability—If all employees in a particular job consistently perform poorly, there are constraints at the worker and individual level of the organization.
  • Context—If there are variations in performance where some employees perform well and others do not, there are constraints at the workplace and organizational level of the organization

Once you have identified where the performance constraints are, you can focus on that section of the Performance Constraint Analysis model and investigate the categories in the second row that apply. For example, if there are constraints in the Capability area, look more closely at Competence, Resources, and Processes, moving from top to bottom, to determine in more detail what the constraints to performance may be. See Bill’s recent article, A Comprehensive Performance Analysis and Improvement Method, in Performance Improvement Journal for more information about using the model.

Watch for Bill’s upcoming book, The Performance Analysis and Improvement Handbook, in which he fully explains the Performance Constraint Analysis model.

Success Story

A 12-branch state bank identified 58 Target Outcomes for performance improvement. Their line managers were trained to use the Performance Constraint Analysis model and apply it to their individual Targets. The managers’ goal was to improve each targeted performance by a minimum of 30% in three months. The results included a mean performance improvement of 52.3% in the final month. See detailed results in Table 3 of Bill’s article, A Comprehensive Performance Analysis and Improvement Method.

Advice to Users

Bill says that the key to meaningful results with the Performance Constraint Analysis model is identifying Target Outcomes with objective measures based on trends over time. Taking care to identify performance issues and opportunities where improvement will make a significant difference in an organization increases the chances of success in making meaningful change.

Links to the Performance Technology Landscape

The Performance Constraint Analysis model supports these principles of performance technology:


Focus on Results—Begins with targeted outcomes


Take a System view—Takes a systemic approach to performance improvement and links Target Outcomes to worker, work, and the workplace


Add Value—Is driven by targeted outcomes supported by measured trends


Establish Partnerships—Performance consultants and managers work together to improve performance

Application Exercise

Consider your current or upcoming projects. Choose one and select a single Target Outcome for which there is objective measurement data. Use the Performance Constraint Analysis model as described above to determine where constraints against performance exist.

Direction For Performance Improvement

Bill advocates for performance improvement approaches that deliver targeted results and believes that organizations will continue to benefit from rigorous analysis procedures to identify opportunities for success. He emphasizes the importance of organization-wide objective measurement, frequent feedback to individual employees, and pay tied to measureable results. Bill expects that organizations will increasingly seek out resources that show what to do to improve performance rather than simply discussing the need for change.


Abernathy, William B. (2010). A comprehensive performance analysis and improvement method. Performance Improvement, 49(5), 5.

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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Seven Steps to Make Live Virtual Training Highly Interactive

by Susan Cullen, Quantum Learning Solutions, Inc.

People can initially be concerned that live virtual training cannot be as interactive as the traditional face-to-face approach, but this is not necessarily true. The key is to design your program well by constantly keeping it moving and keeping participants engaged. Some ways to do this include:

Encourage the group to be highly participative in the very beginning. When you let them know you expect them to be active, they will better understand how the program is designed and what their role will be.

Have a lot of slides and change them frequently. This helps you keep the program moving. If you stay on one slide too long without asking them questions, they will start to think it is a snore and mentally check out.

Use the hand-raising feature and telephone together. One technique we frequently use is to ask people to raise their hands in response to a question asked. Then ask a few people who responded to explain their reason for their answer. This keeps other people other than the instructor talking, encourages participation, and makes the program more interesting.

Actively engage the text chat feature. When you want people to respond to an open-ended question, using text chat can be a great tool. One excellent example is using it when asking people what they will commit to doing going forward as a result of the class. You can then also ask them to come off mute and discuss their answer.

Incorporate polling questions frequently. You will need to prepare these in advance as part of your learning design. The polling capability will indicate to everyone the percentages of the class that responded to each answer. Using several polling questions sprinkled throughout your program also keeps things moving and the participants engaged.

Use webcams on each computer so the participants can see each other and the facilitator. Not every platform can provide this feature but it is a great tool when it can. You can ask participants to raise their hand and actually see them. You can also watch them as they verbally ask questions and provide answers.

Include interactive game technology as a warm-up or ice-breaker activity before the class begins. There are quite a few resources like this available if you Google them.

When you use the tips provided above, you will be better able to keep the program moving and your participants highly involved. You will have created a highly interactive live virtual training that will keep your participants wanting to come back for more!

Susan Cullen is president of Quantum Learning Solutions. She was an early adopter of live virtual training, having first started using it in 2000. Her organization offers a complete library of live virtual training programs. View a recorded webinar on “Best Practices for Live Virtual Training.” She may be reached at www.quantumlearn.com or 800-683-0681.

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ISPI SkillCast Webinar
Creating Engaging Web-Based Training

by Ken Steinman, CPT, MS, SumTotal Systems, Inc.

Wednesday, July 21, 2010, 1:00 pm EDT | Register Online

Tired of churning out “page turner” content? Are learners getting what they need to out of the training you deliver online or are they still left with too many open questions? Attend this Skillcast Webinar to learn techniques that will enable you to deliver better quality content to a diverse audience and improve the results in a variety of situations.

We will specifically look at the tools, techniques, and best practices available today with a variety of tools and media to efficiently build content that will effectively support your audience for whatever setting you are responsible for.


At the end of this session you will be able to:

  • Identify the proper delivery method for specific audiences
  • Understand the pros and cons of a variety of media
  • Use techniques to efficiently develop content that will be engaging to your learners


Everyone is being asked to do more with less. Whether you are developing content for education at any level or corporate training, you need to be able to take advantage of the technologies that are becoming more commonplace across generations. This session will provide tools and techniques to improve the training you are already delivering or help you make decisions and understand what you need to get started.


Ken Steinman, CPT, MS, has been working as a talent manager and consultant for over 20 years. He has extensive experience improving internal and external clients’ performance and has developed and led successful teams. He has worked on business process reengineering projects at companies as large as Boeing. Ken holds the Certified Performance Technologist designation from the International Society for Performance Improvement and a Master of Science in Instructional and Performance Technology from Boise State University.

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From the Board
Leadership and ISPI

by Carol Lynn Judge, CPT, ISPI Director

Featured ISPI Advocate: Defense Intelligence Agency (DIA)

The ISPI Advocates represent international, national, and regional organizations that are committed to improving performance and support ISPI at the highest level. Current Advocates include Administaff, Amerigroup Corporation, Amgen, Carlson Marketing, Defense Intelligence Agency, Lowe’s, Maritz Inc., Microsoft Corporation, and Sun Microsystems, Inc. Throughout the year each Advocate will be featured in short articles that will detail the current work of their organizations, their performance support to internal or external clients, and their work to advocate performance technology or ISPI. This month the Defense Intelligence Agency (DIA) will be featured. The Defense Intelligence Agency will host the fall Advocates’ Meeting, scheduled for October 14-15, 2010, in Washington DC. For more information about becoming an Advocate or attending this meeting, please contact info@ispi.org.

DIA Transformation: Improving Organizational Performance and National Security Workforce Capabilities

Since 9/11 the Defense Intelligence Agency has stepped up the pace of their organizational performance transformation to meet the increased challenges of their mission of providing timely and objective military intelligence to warfighters, defense planners, and defense and national security policy makers. Not only did DIA’s focus and responsibilities significantly expand after 9/11, its new vision embraced the integration of highly skilled intelligence professionals with leading-edge technology to discover information and create knowledge that provides warning; identifies opportunities; and delivers an overwhelming advantage to our warfighters, defense planners, and defense national security policy makers.

The DIA’s transformation has been centered on its foundational commitment to continuous performance improvement in pursuit of defense intelligence excellence, while focusing on five fundamental imperatives:

  • Sustain the fight in the global war on terrorism.
  • Plan and support defense operations.
  • Achieve defense unity of effort.
  • Support the director of national intelligence.
  • Develop the defense intelligence enterprise.

The DIA’s transformation also has had eight distinct goals. The first four goals are focused on enhancing mission management:

  • Transform the DIA enterprise.
  • Achieve next generation capabilities.
  • Produce the right intelligence for the right customer at the right time.
  • Create a knowledge-based culture.

The next four goals are focused on enhancing the enterprise management:

  1. Attract, develop, and retain a results-focused workforce.
  2. Provide superior resource and organization management.
  3. Sustain a culture of continuous improvement.
  4. Provide the optimal work environment.

The DIA had the forethought to work on their internal team alignment before trying to fix their customer problems. To this end they established the HC/HCL in 2005, to build a systematic approach to their human capital development and talent management. The new DIA chief learning officer insightfully recognized, “The key competitive difference in the 21st century will be people. It will not be process. It will not be technology. It will be people!” To this end, DIA promoted “a work environment where the aggregate workforce is adapted so that they can move with agility to either capitalize on opportunities which arise or deal with potential threats. This ensured the organization maximized its human capital in the application of worthy work that provides sufficient power to accomplish the mission.”

DIA’s Talent Management team developed a systematic approach to attaining, training, sustaining, and retaining their workforce to meet current and future DIA mission requirements. The DIA used both capability and capacity assessments and skill gap analysis to derive their initial talent management solutions set, which fed the new Learning Solutions Portfolio (LSP) and Staffing & Partnering (SPP) and derived performance outcomes intended to shape the mission-valued performance of the workforce to meet mission requirements. The DIA’s new workforce integrations efforts are based on an evolving mission requirements definition, with numerous environmental mission challenges, role specific performance requirements, and increasing capabilities and core competencies. The DIA is currently focused on collecting mission impact measurements and continuous performance improvement. The DIA has adopted a portfolio management approach and is continuously measuring and evaluating its programs. It currently looks at performance management in two distinct ways: personnel performance management and corporate performance management.

Personnel performance management oversight and guidance at DIA is provided by the directorate for human capital (HC). Performance management from an HC perspective is the process of planning, monitoring, developing, rating, and rewarding employee’s performance. Learning and development is a large part of this process, and the agency provides developmental and training opportunities for its employees from orientation of new employees to leadership development for its senior executives.

Also focusing on personnel performance management is the Office of Human Capital Performance (HCP). Over the past 18 months HCP, the Program Management Office for the implementation of the Defense Civilian Intelligence Personnel System (DCIPS), has been involved with agency-wide change management efforts. As a part of this effort HCP has led policy development, strategic communications, training, and change management initiatives. All of these change management and transition activities were to support the agency’s move to pay for performance.

Corporate performance management oversight at DIA is provided by the Office of the Chief of Staff (CS). CS provides centralized oversight for all performance management and process improvement activities, with the exception of personnel performance management, which is managed by HC. The corporate performance management functions include maintenance of agency performance dashboards, balanced scorecard, establishment of performance metrics, and employment of Lean Six Sigma Black Belts and Green Belts.

For more information about the DIA, please contact ISPI’s Advocate, Deborah Harris. She may be reached at Deborah.harris@dia.mil. ISPI would like to thank both Deborah Harris and Matthew T. Peters for their contributions to this first article featuring our Advocate organizations and for sharing some of the accomplishments, challenges, and lessons learned at the DIA.

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Present at THE Performance Improvement Conference 2011 in Orlando, Florida

ISPI invites you to submit a proposal to present at THE Performance Improvement Conference 2011, April 10–13 in Orlando, Florida. The goal is to shape the future of performance improvement through learning, teaching, collaborating, and networking. Educational sessions are designed to focus on current and emerging issues, best practices, and opportunities facing the performance improvement field.

Invitation to Present

Our theme is simple yet very profound: THE Performance Improvement Conference! Submit a proposal for an Educational Session, a two- or one-day Workshop, and/or a Cracker Barrel presentation to provide instruction and insight into the field of human performance technology.

Why Present?

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

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

What Makes a Worthy Topic?

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

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

We are also looking for proposals that show:

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

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

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Call out to the right: Click here to find out more about presenting and to download the submission forms.



ISPI Mourns Loss of a Longtime Member & Founding Father: Hilton David Goldman

Hilton David Goldman passed away on June 24, 2010. He was born in St. Paul on April 8, 1917 and took degrees in biochemistry from the University of Minnesota. Hilton served during World War II in the Army Air Corps. After the war, he joined the Air Force Civil Service as an instructional training specialist. Dedicated to applied learning, Hilton pioneered Programmed Learning, which evolved into the International Society for Performance Improvement. After retirement, he and his wife Sylvia ran the Temple Beth El Library and he became the temple archivist. Hilton devoted his later years to philanthropic work. A man of generous spirit, he gave both his time and energy to his community. He was a tireless optimist and a man of extraordinary humor. Hilton is preceded in death by his parents, Carl and Celia Goldman; brother, Hal Goldman and his beloved wife, Sylvia Lichtenstein Goldman. He is survived by children, Robert, Debby, and Joseph; and grandchildren, Ellery and Alison Gould and Elijah Ogborn. Donations in his memory can be made to Temple Beth-El, 211 Belknap Place, San Antonio, Texas 78212.

ISPI staff members Brian Johnson and Judy Hale were honored to sit down with Hilton in the summer of 2008 for a Member Spotlight interview. For those who did not have an opportunity to cross paths with Hilton, we hope this piece will give you a feel for his contributions to the field of performance improvement.

Hilton, can you tell us how you got involved with HPT and ISPI?

Well, I was working at the headquarters of the Air Training Command, and we were directed by the headquarters in Washington, D.C., to look into “programmed instruction.” I happened to be in the position where I was serving as advisory service to the Air Training Command so that’s how I got involved.

So when you got started with this, there was no association to speak of?

That’s right.

Can you tell me how instrumental or how involved you were in the process of actually creating ISPI or National Society for Programmed Instruction (NSPI) as it was known at that time, and tell us about its origins? How did it get started?

Well, as I said, all I’m aware of is that the Air Force headquarters got interested in programmed instruction. The director for the Air Training Command headquarters looked into trying it out on a number of different courses to see how it worked, and the examples that were tried all produced savings in time and improvement in quality, so that’s how we got interested.

How did you meet Gabriel “Gabe” Ofiesh?

He worked with the headquarters Training Command at Randolph Air Force Base in San Antonio, Texas. He was sort of the person who was directing all this, getting it started. And as we got into it and it got more and more interesting, he decided he would go to the civilian community here in town and get a little group together who he thought would be interested in all this. And that resulted in the founding of the first chapter of NSPI (later becoming ISPI). At that time, I was stationed at Amarillo Air Force Base-one of the bases in the training command-and in 1962 we formed a little group of our own. The moment we heard Gabe had set up the founding chapter here in San Antonio, we set up our own chapter within 24 hours, making us the number two chapter, of all places, at Amarillo Air Force Base.

I understand you are still active with the chapter, and you help the chapter set up 11 programs a year. What do you see different from the people today from when you first started?

Not much, except that the people we all started out with were associated with the Air Training Command. And now it’s people from all walks of life that turn up, well, you never know where or when.

Is there anything in particular you would say to someone who is thinking of joining ISPI? Or has just joined ISPI?

You will experience a wide variety of situations where the concepts of ISPI have been applied. They produce greatly improved results.

You have been a member since the very beginning so I would say your word is to be trusted! Hilton, what I noticed in looking at your history is that you come from the test and measurement background and quality control. You taught aircraft mechanics; you developed, wrote, and evaluated training standards; and much more. You spent a significant amount of time pilot-testing new instructional techniques and were responsible for the approval of all training standards (about 800). You take a more scientific approach to your work. Is that true?

Well, that’s partly true. I don’t know how much of that applies but, at least to some extent, that’s true.

I see in your list of publications you consulted on the development of a Technical Report that later became the Handbook for Designers of Instructional Systems, contributed a chapter on “Instructional Systems Development in the United States Air Force” in the book Instructional Development: The State of the Art, ed. Bass and Dills (1984), as well as contributed to many other publications. You even co-authored the training section of Long Range Planning Projects. What are you most proud of in your career?

Well, let me put it this way: some time after the founding chapter of ISPI was formed (here in San Antonio), it didn’t get much attention and when the 25th anniversary approached, I proposed to ISPI headquarters that the 25th anniversary conference be held here in San Antonio. That really reinvigorated things!

So it was you who initiated that! I see that you were the conference manager for the 25th Anniversary International Conference in 1987. Well, thank you for doing that! Did that help the chapter get back on its feet?

Yes. In anticipation of the conference, a year or two before it happened, we were getting ourselves all together again and I think we did a reasonably good job, all things considered.

Is there anything you would like to say, anything you would like to address that we have not asked you about? Anything about HPT or ISPI as an organization?

I would like to say I think the headquarters is doing a very fine job, and I’m very proud of what they’re doing.

Thank you! We are always trying to make our members proud. It is a pleasure to have you as a member after 46 years and wonderful to speak with someone of your caliber for perspective, input, and advice on where we are, where we have been, and, hopefully, where we are going.

I’m 91 years old and my memory is not great anymore but I still have fond thoughts about the beginning of our Society and profession.

Well, we appreciate what you have done and what you are doing now. Your volunteer service as chair of the conference committee for the 25th anniversary conference is greatly appreciated and will not soon be forgotten. You may not be able to do everything you used to, but you are still an asset to ISPI and its members.

Maybe we should title the things you have pioneered as “The Goldman Standards,” like “the gold standard”!

Ha! Ha! I would like to add that I feel so honored by this happening, this interview. Thank you both very much!

Well, thank you! You were actually the inspiration for starting “Member Spotlight’! We would not be here without you!

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Organizational Spotlight
An Interview with Kevin Harkins, Harkcon Inc.

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 Kevin Harkins, president/CEO of Harkcon, Inc.

What got you into performance improvement (PI)?

Although I may not have used the term, my interest in the principles of PI have been a part of my thinking and actions most of my professional life. I was formally introduced to PI when I was on my last active duty assignment in the U.S. Coast Guard. I was assigned to a human capital position at Coast Guard Headquarters and learned of the people, approaches, and literature of PI. I was convinced that this field of expertise was one I needed to learn more about.

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

Simply put, it’s all a matter of maximizing human potential. Using standardized, repeatable, and defendable tools, techniques, and processes, an environment is created where people can perform at their highest possible capability.

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

The thing I like about ISPI is that it seems to have the right blend of academic rigor and practitioner experience. One informs the other and they both improve as a result. This resonates with me, and gives me confidence that ISPI will continue to be on the leading edge of human performance technology.

What is (are) Harkcon’s biggest challenge(s)?

The principles of PI are threaded among the guiding principles of Harkcon. Our biggest challenge, as a small and growing company, is having the people to do all the things we know need to be done. Everyone is so fully engaged in running the business that sometimes it is difficult to fully execute all aspects of our own performance improvement standards and goals. The good news is there are many other small businesses that have gone before, and have people who are willing to share and advise and help us avoid pitfalls.

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

One of our company’s marketing bylines is “It’s all about the people.” We emphasize to all our clients that if the organization is willing to take care of its people by making the right and smart investments, by treating those people as their most valuable assets and creating an environment where those people can soar, those people, in turn, will take care of their organization with their outstanding performance. People improve an organization, not the other way around.

What drives your strategy?

What drives our strategy is a fundamental belief in the tremendous capability of people. It is simply amazing what people can and will do when given the right circumstances.

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

There are a few core principles that we employ to produce high-performing workers and teams:

  • Attract and hire the right people the first time.
  • Give them meaningful work.
  • Give them authority, responsibility, and autonomy.
  • Don’t tell them how to do their jobs (unless they need it). Rather, describe a desired end state and let them figure out the best way to get there.
  • Put people in position where they can leverage their strengths.
  • Accept mistakes, and move on.

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

Basic human nature is the same yesterday, today, and forever. Therefore, the fundamental principles of HPT will not change, and will not go away. What will change are the technology, tools, and techniques we use to execute HPT. There will always be a need to connect with, to motivate and inspire people, and to give them the very best work environment. How we do that will change with time, culture, and technology.

What is your secret to success?

There is no secret to success. Things like hard work, commitment, initiative, determination, thoughtful planning, cooperation, enthusiasm: are all well documented as the “secret” to success.

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

It seems that as the workforce becomes more sophisticated, there is an increasingly greater awareness and acceptance of the importance of HPT. I don’t think I would have realized that if not a part of ISPI. It motivates me to press on.

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ISPI’s Performance Technology Toolkit

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

What is the Toolkit?

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

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

Why add these to your portfolio of tools?

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

How do you use the tools?

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

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

What does the Toolkit cost?

ISPI Member


$79 (1-5 copies/users)

$129 (1-5 copies/users)

$69 (6-25 copies/users)

$119 (6-25 copies/users)

$59 (26-50 copies/users)

$109 (26-50 copies/users)

For quantities over 50, please call 301.587.8570.

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Interested in Building a High-Performance Culture?

Senior Executives Take on the Topic of Building a High-Performance Culture
at ISPI Europe/EMEA Conference in Gothenburg, Sweden, September 30–October 2, 2010

The theme for this exciting learning and sharing event is Building a high-performance culture based on engagement, inclusion, and accountability. Keep up to date with the latest information on the conference and download the Call for Proposals at our blog, http://ispi-europe.blogspot.com. Join us in Gothenburg—even if you do not plan to submit a proposal to present. Only you can contribute your unique perspective! (Note: This conference will be limited to 100 total participants.)

A special two-hour session is being organized for the Gothenburg conference. We are planning a panel of respected senior executives from well-known companies, who are willing to share their thoughts and insights with our conference participants. Do you have questions you would like to pose to experienced senior executives from high-profile organizations?

Here is your chance! A panel of senior executives will present and discuss their perspectives on the challenges and rewards of building a high-performance culture in the real world of their business experience. We will develop the questions to guide this discussion from ideas suggested by conference registrants in advance of the conference. There will also be time within the two hours for questions and comments from session participants.

Panel Members

Göran Bille has served as chief executive officer and group president of Lindex AB since 2004. Prior, Göran held positions within H&M, including CEO H&M Rowells, country manager H&M Sweden, and divisional manager H&M Women. He is also a member of the board of CG Duka Retail AB and has served on the board of directors at Gunnebo AB since April 2008. He holds a Master of Science in Business Administration and is a graduate economist from Stockholm University.

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

Josephine Rydberg-Dumont is a passionate and highly skilled creative brand and business leader with 24 years experience in various leadership roles in the fast-growing IKEA Group, including as Chief Executive of IKEA of Sweden. Between 2000 and 2007 she led the vision of the IKEA home furnishing business, taking responsibility for strategy, range and product development, purchasing, and supply. She was instrumental in taking this 13,000 world-wide, people-led organization from 7 to 20 billion euro sales. Her passion is mission-focused business innovation, brand communication, and organizational transformation. Josephine also serves on the Board of Cederoth Intressenter AB and was elected to the Board of Skanska in 2010.

IKEA (Ingvar Kamprad Elmtaryd Agunnaryd) is a privately held, international home products retailer that sells flat pack furniture, accessories, and bathroom and kitchen items in their retail stores around the world. The company, which pioneered flat-pack design furniture at affordable prices, is now the world’s largest furniture retailer. According to Bloomberg Businessweek, IKEA has a distinct and unique corporate culture characterized by some fundamental practices. For example, IKEA believes in egalitarianism. Therefore, the company regularly schedules Anti-bureaucracy Weeks during which executives are assigned to work on the shop floor or tend registers in a store. Frugality is deeply ingrained in the corporate culture at IKEA along with an equally fervent obsession with beautiful design. Learn more about IKEA through Wikipedia. To view the Bloomberg Businessweek entitled, “Understanding IKEA,” go to click here.

Remaining panelist to be announced.

This exciting senior executive panel is just one session planned for the Gothenburg ISPI EMEA conference. Follow our blog at http://ispi-europe.blogspot.com to keep up to date with the latest information on the conference, such as our keynote, conference session examples, event topics, the simulation case, and participant countries and companies.

Conference Highlights

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

Our conferences are known for their active-interactive format. We believe that conference participants are every bit as much a part of the total learning experience as our fabulous presenters. Only you can contribute your unique perspective!

We invite you to become part of a select group, this year in Gothenburg. Note that this conference will be limited to 100 total participants.

Remember: Our active-interactive format requires that we limit the total number of participants to no more than 100. ISPI Europe/EMEA hopes that that number will include YOU!

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Tales From the Field
Play Facilitation—A Training Program for Parents

by Annette Wisniewski and Ayanne Groupp

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.


Lekotek, a national not-for-profit organization, promotes playtime as a joyful means to help children with special needs connect emotionally with others and reach developmental milestones. In the past, Lekotek focused primarily on training its internal staff to facilitate play sessions with children with special needs and their parents. Due to severe funding cuts, Lekotek asked a team of graduate students at Boise State University to develop an introductory course to teach parents these play facilitation skills in a group setting. This would allow Lekotek to reach a greater number of families more quickly and efficiently than their previous approach.


We framed the process of designing and developing this course around four critical questions (Stepich, 2009):

  • Who are the learners?
  • What do we want them to do that they are not doing now?
  • Why is this important?
  • How can we help them accomplish those goals?

Who Are the Learners?

Our learner analysis identified the following characteristics of our target audience:

  • All were adult parents of children with special needs.
  • Nearly half were native Spanish speakers.
  • The majority had only a high-school education.
  • Many were optimistic about their child’s growth potential, but were also concerned or frustrated.
  • Most were unsure of how to encourage their child’s development during playtime activities.

What Do We Want Them to Do That They Are Not Doing Now?

Defining exactly what we wanted the parents to do was the most difficult part of designing the course. We had a plethora of material but a three-hour time limit. Keeping in mind our target audience, we focused on the following five basic but critical skills, which are illustrated in Figure 1:

  • Use verbal cues to provide positive reinforcement.
  • Use non-verbal cues to provide positive reinforcement.
  • Follow the child’s lead.
  • Expand play while still following the child’s lead.
  • Facilitate repetition of play activity.

Figure 1: Five Skills for Facilitating Play

Why Is That Important?

The five learning objectives represent the most basic skills essential to encouraging a child with special needs to engage in interactive play. The objectives also support Lekotek’s mission: “using interactive play experiences, and the learning that results, to promote the inclusion of children with special needs into family and community life.” These play skills are abstract, which means they are difficult to define and practice. For this course, we characterized these skills in terms of a parent’s observable performance, since the child’s reaction was not a reliable measure of the parents’ behavior.

How Can We Help Them Accomplish Those Goals?

We used Merrill’s (2002) “first principles of instruction” to design the course. Merrill describes a problem-solving approach made up of four phases:

  • Activation: For each of the objectives, we first asked questions or set up activities to remind the parents of what they already knew. For example, for the non-verbal cues objective, the parents looked at photographs depicting positive and negative body language, selected the most appealing, and explained why.
  • Demonstration: We showed the parents what we wanted them to learn using slide shows with photographs and video clips of Lekotek professionals during actual play sessions. In each case, the goal was to demonstrate the skills we were trying to impart. This was very effective in showing the dynamics of interactions between an adult and child in a play session.
  • Application: We provided parents with a job aid and opportunities to practice their new skills on each other. We then provided a second opportunity to practice with their own children. Lekotek professionals performed as coaches. They informally observed the interactions and provided suggestions and feedback.
  • Integration: To help parents transfer their new interactive play skills, we conducted a discussion after each objective and lesson based on three questions:
  • What happened?
  • What did you learn?
  • How will this help you be a better play partner at home with your child?


The Lekotek course was piloted twice—once for an English speaking audience and once for a Spanish speaking audience. Both sessions had waiting lists and were well received by the parents attending. Lekotek hopes to leverage the course into a national offering.


By asking the right questions and using a problem-based instructional design approach, even abstract skills can be successfully transferred to the learner.


Merrill, M. D. (2002). First principles of instruction. Educational Technology Research & Development, 50(3), 43-59.

Stepich, D. (2009). What is instructional design. Unpublished instructional material, Boise State University.

Annette Wisniewski is president of Treetop Lane Consulting, Inc., in Gurnee, Illinois. She will complete her master’s degree in Instructional and Performance Technology in 2012 and may be reached at annettewisniewski@sbcglobal.net. Ayanne Groupp is a graduate student in Instructional and Performance Technology and anticipates completion of her master’s degree in 2011. She may be contacted at agroupp@comcast.net.

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CPT News from Around the World

Introducing the Newly Appointed ISPI Directors of Certification

  • Maurie Coleman, CPT, PhD, Director of Certification and Accreditation
  • Gay Bruhn, CPT, EdD, Director of Certification and Industry Relations

Maurie Coleman, CPT, PhD

Maurie has worked in the human performance technology field as both an internal and external consultant since 1978. Maurie began his professional career as an instructional designer at Arthur Andersen and rose quickly in the management ranks of the Professional Education Division. When he left Andersen after 12 years, Maurie was the director of Management Development Education on a worldwide basis.

While at Andersen, Maurie began giving back to the profession. He was one of the founding members of the International Board of Standards for Training, Performance and Instruction (IBSTIPI), assisting in the creation of standards for instructional designers, facilitators, and training managers. He has served as the program chair and then as president of the Chicago Chapter of NSPI. He served nationally on the NSPI Conference Planning Committee twice and as the chairman of the Research Committee. While serving as the vice president of Research and Development for NSPI for two years, he was also on the Board of Directors. During his tenure as VP of R&D Maurie, recruited Harold Stolovitch and Erica Keeps as the editors of the first edition of the Handbook of Human Performance Technology and wrote a chapter on “Developing Skills and Enhancing Professional Competence” for that handbook. He also recruited Bill Coscarelli as the first editor of the Performance Improvement Quarterly. Maurie has made over 50 presentations at conferences, chapter meetings, and community workshops.

Maurie served as the managing director of Continuing Professional Education Foundation at the Illinois CPA Society, creating a whole new approach for identifying and meeting the continuing professional education needs of the 22,000 member CPAs as well as managing the foundation workforce offering over 200 courses, 50 workshops, and an annual accounting conference for society member. He served on the AICPA Educational Advisory Council for three years.

Maurie joined the Customer Training and Information Products (CTIP) at Lucent Technologies when that company was spun off from AT&T. Maurie led a major curriculum needs assessment for 1,000+ technicians to redesign the 20-year-old training curriculum for the 4ESS switch. Working with a team of subject matter experts, Maurie created the telecommunications courses to upgrade telephone switch maintenance procedures. These courses included Instructor-led, blended-solution, and computer-based programs.

Maurie left Lucent and joined Sears in 2001 to focus on management and leadership development and organizational change. Maurie managed the educational component of the high potential program (the 75 brightest and best rising stars), creating and managing the delivery of one- or two-day learning experiences on topics including customer experience, strategic thinking, strategic planning, and performance management. Maurie created a one-day Culture Onboarding program for the new CEO when Sears and Kmart merged. The CEO personally delivered this program to the top 400 leaders in the company. Maurie also created a one-day Store General Manager program at Sears for the CEO, designed to assess bench strength and introduce new culture.

Maurie became a Certified Performance Technologist in 2003. He renewed that certification in 2006 and again in 2009. Maurie has served as a CPT assessor for several years.

Maurie currently owns and operates Coleman Performance Solutions. CPS specializes in performance improvement designed to address human performance in management development, leadership development, change management, organizational change, and process improvement. He often serves as a change agent; information architect; instructional designer for classroom, blended, and e-learning solutions; project manager; meeting facilitator; program designer; program implementer; and organizational development consultant.

Maurie served for several years on the board of directors for an at-risk inner city youth foundation and developed esteem-building programs for the youth. He also serves as a volunteer at a faith-based community employment resource center as a coach, facilitator, and program developer.

Maurie was awarded a BS in Psychology and a PhD in Instructional Science from Brigham Young University. He has numerous professional certifications in addition to Certified Performance Technologist. These include Management Development Facilitator, Six Sigma Green Belt, PDI Manager Assessor, an Organizational Development certificate from DePaul University and Linkage, Neurolinguistic Programming Certification at the Basic Level, and Advanced Neurolinguistic Programming Level Training.

Gay Bruhn, CPT, EdD

Gay is a founding partner and president of Partners in Learning. As president, she created and manages the business operations, marketing, and performance improvement projects. Since its inception in 1985, the firm has designed and developed learning and performance solutions to improve individual and organizational performance for clients including Fortune 100 companies and nonprofit organizations.

ISPI has been Gay’s professional home since her days at GTE (now Verizon), where she was the director of Training and Development. She has been lucky enough to work with many ISPI’ers who were chapter presidents, board members, and even a few national presidents. She has been their student, co-worker, employee, and employer. She has witnessed ISPI change from the National Society for Programmed Instruction to the International Society for Performance Improvement. She is committed to being a part of our profession’s and organization’s continued growth.

Gay understands that working in a nonprofit organization with volunteers differs from managing business project team. She has experience as a board member, officer, and committee member at local, state, and national levels with the National Organization for Women and several political campaigns. She is familiar with the challenges faced by a nonprofit, membership-driven, volunteer organization and will bring this experience to ISPI by working together to make CPT the certification of the profession.

Gay is comfortable with the idea of working with ISPI teams, government agencies, and other professional groups. She has worked with subject matter experts at all levels, volunteers, boards, organizations, and political campaigns to develop and achieve common goals. She believes she can keep and develop the relationships we need to increase CPTs and the organizations that support it.

Though not as complex as ISPI, Gay has organized one-day and three-day conferences. In doing so, she not only experienced the magnitude of the task but the importance of the conference as an opportunity to promote CPT. Gay has chaired meetings, participated in panel discussions, presented workshops, and given speeches. She is almost as comfortable with a microphone in her hand as a keyboard under her fingers.

Gay is known for being a good facilitator in that she brings participants into the discussion. As a small business owner and an instructional designer, she knows the difference between writing for marketing and sales and writing for instruction. She can develop, as well as work with, teams to develop quality materials on time and within budget.

Gay’s education includes an EdD in Adult Education from Northern Illinois University, an MA in Communication Science: Educational Technology from Governor’s State University, an MS in Rehabilitation Counseling from Southern Illinois University, and a BS in Psychology from Eastern Illinois University. She received her CPT in 2003 and is certified as developer and facilitator of Criterion Referenced Instruction.

Her awards include ISPI’s Award of Excellence for an outstanding instructional product or intervention; ISPI’s Award for contributions to the development of certification for Certified Performance Technologist; Building and Supply Home Centers’ Drummer Awards for Employee Training - Audiovisual Product; International Television and Video Association’s Award of Excellence for an instructional videotape; Illinois National Organization for Women Luellen Laurenti Award; and Illinois NOW President’s Award for having the courage and vision to lead NOW into the 21st century.

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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:

Associate Director, Human Resources—Learning & Development
Mead Johnson Nutrition
Job Type: Full-Time
Job Location: Evansville, IN 47701 & Chicago, IL 60601

The Associate Director, Learning & Development will define Mead Johnson Nutrition’s Learning and Development strategy, in consultation with HR leaders and senior management, and lead the development and implementation of key L&D initiatives throughout all business functions.

Instructional Designer
Gannon University
Job Type: Full Time
Job Location: Erie, PA 15601

Gannon University, a Catholic university, invites applications for the position of Instructional Designer in the Center for Excellence in Teaching and Learning (CETL). Reporting to the Director, the successful candidate will promote pedagogical practices, instructional strategies to faculty for both classroom and distance learning; will support faculty in adopting and utilizing educational software and hardware; create pedagogically driven multimedia, such as Flash, Captivate, to enhance courses; and research new emerging technologies and multimedia options. Must be able to support and promote the University’s mission.

Manager Global Training & Development
Institute of International Education
Job Type: Full Time
Job Location: New York, NY 10001

Designs, directs, and implements global training and development programs; implements training programs to ensure a productive work climate for a capable workforce. Provides guidance on assessment and evaluation of programs and revises as necessary to affect performance and productivity.

Organizational Development Manager
BIS Consulting, Inc
Job Type: Full Time
Job Location: San Jose, CA 95101

This role is focused on organizational capability as it relates to marketing’s core business initiatives and improving Marketing Professional Effectiveness. The person in this position will serve as an internal consultant with a primary focus on managing global change management initiatives leveraging client’s internal change management methodology. This is a unique role on a dynamic team that will provide the opportunity to innovate in many aspects of organizational capability beyond change management that move the organization forward.

Senior Manager of Training & Learning
Job Type: Full Time
Job Location: Boston, MA 02109

To support this growth we are appointing our first Senior Manager of Training and Learning. This new, full-time position is responsible for developing the training and instructional solutions needed by the smaller business owners and license partners we serve. This position covers four major functional areas: instructor recruitment, training, and support; instructional design; training technology infrastructure; and capture and dispersion of new learning and best practices across the Interise network. The ideal candidate will possess high-impact “train-the-trainer” as well as have strong instructional design skills.

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ISPI logo



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.

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

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

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




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

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

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

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ISPI Membership: Join or Renew Today!

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

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

Newsletter Submission Guidelines

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

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

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

About PerformanceXpress

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

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

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

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

1400 Spring Street, Suite 400
Silver Spring, MD 20910 USA
Phone: 301.587.8570
Fax: 301.587.8573


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