One-Day Workshops
Monday, April 11, 2005
8:30 am - 5:00 pm
Aligning for Change, Transfer and Results
Jeanne Farrington, EdD, CPT, President, Farrington and Jensen Consulting,
& Martha Jensen, CPT, Vice President, Farrington and Jensen
Consulting,
650.960.0121, Martha@JensenAsso.com
Workshop Code: WMA
Success in every performance improvement project requires attending to change and transfer issues. Aligning the people, processes, and organization to support change and transfer is required to help your projects achieve the desired results. Apply the right tools and models to your project in a practical approach to ensure that change and transfer work for you in achieving business results. Try some essential practices, and see where and how they will work for you.
Participants will be able to:
- Apply the Human Performance Change Model to organizational challenges or opportunities.
- Identify the skills and resources required to complete each step of a change and transfer project.
- Develop strategies to help the business sponsor clarify the business drivers and measures of success for a project.
- Use their own plan for ensuring successful change and transfer once they are back in their own work environment.
Designing Instruction for Web-Based Training
Paul Swan, Instructional Designer, Darryl L. Sink & Associates, Inc.
831.649.8384; twelsh@csuchico.edu
Workshop Code: WMB
Instructional designers, online performance support designers, and managers will learn foundations for web-based training development that are not dependent on any one authoring tool, but incorporate the principles of effective instructional design and development into the task of designing self-paced learning for the web. This one-day workshop is filled with examples of web sites and activities that allow the audience to explore principles related to needs analysis for e-Learning, project management, visual and navigational design for web-based learning environments, and specifying presentation and interaction sequences.
Participants will be able to:
- Given the business need driving a training project and their knowledge of alternatives to web-based training, determine whether web-based training is a viable solution and suggest alternatives if necessary.
- Given a training project, identify the key task assignments of development team members and maintenance personnel and generate a Gantt chart for development activities.
- Given a training project, determine the key ways in which they will include elements of visual design and navigational design for the web in order to enhance the online learning experience.
- Given storyboard templates, develop storyboard sequences for information presentation and interaction.
- Given the limitations imposed by server, network, and client configuration, as well as organizational factors, determine appropriate learning interactions for a given module of a web-based training project.
Faster, Cheaper, Better: Alternative Approaches
to Instructional Design
Sivasailam Thiagarajan, PhD, CPT, RMS, Matthew Richter, CPT, Vice President, Raja Thiagarajan,
Vice President, and Kat Koppet, Vice President, The Thiagi Group, 812.332.1478,
thiagi@thiagi.com
Workshop Code: WMC
Ten years ago, Thiagi stopped using his grandparents’ instructional-design model and came up with a continuous, concurrent, creative, co-design approach. Thiagi’s associates and hundreds of trainees around the world have used this approach to design corporate training materials faster, cheaper, and better. In this walk-the-talk workshop, learn when, why, and how to apply principles from chaos, creativity, and self-organizing complex systems to develop instruction for the next generation.
Participants will be able to:
- Apply the CCCC (Concurrent, Continuous, Creative, Co-design) approach to rapidly design their training package with greater motivational and instructional impact.
- Apply proven principles from a variety of disciplines to the design of high-quality, accomplishment-based training materials and methods.
- Use a variety of templates to structure content and to design appropriate learning activities.
- Redefine the role of learner to require and reward greater participation in the learning process.
- Rapidly design training packages by ignoring, combining, re-sequencing, and accelerating the traditional steps in the process.
Introduction to Six Boxes™ Performance Management
Carl Binder, PhD, CPT, Senior Partner, Binder Riha Associates, and Lynn Kearny, CPT, LK & A: Graphic Tools for Thinking and Learning
707.578.7850, CarlBinder@aol.com
Workshop Code: WMD
This workshop introduces a plain English model of behavior influence called The Six Boxes™, derived from Tom Gilbert’s Behavior Engineering Model. This incredibly powerful framework is conceptually simple, yet can drive a range of performance improvement processes, including diagnostic needs analysis and new performance planning, best practices studies, and implementation planning, management training, and career development. The workshop provides practical tools and templates plus exercises to ensure that participants will be able to use the model in these ways.
Participants will be able to:
- Communicate in clear, plain English with managers and individual employees about causes of deficient and exemplary performance.
- Gain alignment with managers and teams about how to address performance problems and how to leverage performance strengths.
- Obtain and analyze information for diagnostic needs analyses, best practices studies, new performance planning, or implementation planning for new programs, systems, or initiatives.
- Configure or improve performance systems or interventions taking the whole picture into account, optimizing cost-effectiveness by ensuring that components work together synergistically.
- Suggest means of improving performance management practices or environments that currently raise motivational conflicts or obstacles for employees.
 Know Your Client: Profiling Your Client’s Business
Mark Munley, CPT, Partner, and Kimberly Morrill, CPT, Partner, Performance Design Lab,
415.350.4395, mmunley@performancedesignlab.com
Workshop Code: WME
What does it take to be seen as a business partner? If the performance consultant doesn’t know the business, he or she is at the mercy of the requestor. If the performance consultant knows the client’s business, he or she will be much more effective at partnering with the business; asking business relevant questions, posing alternative explanations of “cause,” and suggesting alternative solutions. Knowing the business is essential to building credibility with clients. This session provides the performance improver with the means to profile his or her business.
Participants will be able to:
Profile their client’s business by creating models of the key variables in the business that add value. Model their client’s value chain--the chain of outputs that provides value to customers and stockholders.Systematically troubleshoot the organization system, value chain, and job to identify gaps in results
Needs Assessment: What It Is, What Approaches You Can Use,
And How To Get One Done
Roger Kaufman, PhD, CPT, Professor Emeritus, Florida State University, and
Director, Roger Kaufman & Associates, 850.386.6621, rkaufman@nettally.com
Workshop Code: WMF
This session identifies available Needs Assessment models and what each does, and then provides guides for selecting and implementing a best process to identify and prioritize needs that will be useful to all stakeholders.
Participants will be able to:
- Identify available Needs Assessment models and frameworks and select which ones will best define the measurable requirements for performance improvement and value added.
- Define and execute the steps and tools so that internal and external clients may identify needs as gaps in results, and place those in priority order based on costs and consequences.
- Identify and select the most effective and efficient HPT methods and tools based on solid Needs Assessment data.
- Provide the evaluation criteria and methods for determining actual value added and be able to revise as required.
Performance Mapping Program
Paul C. Staples, PhD, CPT, Principal Consultant, iinteg, inc.
952.922.5204, pstaples@iinteg.com
Workshop Code: WMG
When your organization announces its yearly business goals, do employees’ day-to-day tasks change to ensure that those goals are met? Does each employee understand how he or she contributes? Do your managers effectively implement the executive committee’s vision? Learn how to align daily tasks to support corporate goals through Performance Mapping in this hands-on workshop. You will learn to use the methodology that won a 2002 ISPI Award of Excellence while creating your organization’s Performance Map.
Participants will be able to:
- Explain Performance Mapping concepts to strategic and operational colleagues who are involved in developing a Performance Map.
- Develop information that is appropriate for each level of the Performance Map, including business results, accountable jobs, accomplishments, contributing jobs and tasks.
- Obtain buy-in and support for Performance Mapping by articulating the concepts and benefits to both supporters and objectors within their organization.
- Develop a Performance Map for their organization.
Benefits:
- A process that helps in articulating yearly business results and a systematic approach that will properly align accomplishments and tasks to support those desired business results.
- A visual map of workload and business processes that can indicate whether realignment of people, processes, or both is necessary.
- A tool that details critical task information, which can be used to develop detailed job profiles, professional development plans, and performance appraisals.
Using an HPT Model to Become Management’s Strategic Partner
Danny Langdon, President, and Kathleen Whiteside, Founding Partner, Performance International,
360.738.4010, danny@performanceinternational.com
Workshop Code: WMH
Perhaps the single task that most plagues HPT professionals is how to become our clients’ on-going partner. They ignore us, criticize us, outplace us, and so forth. How do we change that? How do we become the strategic partner that is part of their daily operations? This workshop provides the answer to these questions in an operational, rather than a programmatic, sense. Become management’s strategic partner through a nine-step, systematic, performance-oriented process that will get you performance gap data continuously, allowing you to initiate HPT solutions that improve performance--and finally be management’s strategic partner.
Participants will be able to:
- Identify the obstacles for HPT professionals to being viewed as management’s strategic partner.
- Identify what drives managers; link our technology with those drivers in order to be true partners.
- Identify a nine-step process for helping managers organize--and dramatically improve--their departments.
- Develop an integrated HPT system that meets business operations needs, thus becoming management’s strategic partner.
Winning the Inner Game of HPT
Richard F. Gerson, PhD, CPT, CMC, Performance Consultant, Gerson Goodson Inc.,
727.726.7619, getrich@richgerson.com
Workshop Code: WMI
Very often, attempts at performance improvement result in little or no lasting change. That is because the PI approaches are rooted in much theory and not integrated enough with lessons-learned from practical application. Plus, they do not take into account the research-based psychological, emotional, and motivational aspects of the performer--the inner game. This workshop helps participants identify a variety of inner game components in their individual and organizational clients, and create inner game performance improvement techniques, such as visualization, mental coding, and performance anchoring. This work is based on research, development, and practical applications of sports psychology, mental training techniques, and motivation management, all of which lead to measurable behavioral change and performance improvement in your individual and organizational clients.
Participants will be able to:
Describe the essential elements of sports psychology as it applies to performance improvement.Describe inner game components as they affect performance and performance improvement and know where and how to apply them.Define and describe the Engagement Model of Motivation and Performance Improvement.Measure the components of the EMMPI and how they relate to performance improvement.Describe the different mental training techniques and know which ones to apply and when.Identify the role emotions play in improving performance.Create a plan for the practical application of performance improvement technology supported by the motivational, emotional, and psychological aspects (inner game components) of performance improvement.
<<
top >>
One-Day Workshops
Tuesday, April 12, 2005
8:30 am - 5:00 pm
20 Ways to Become a Consummate Team Facilitator
Mel Silberman, PhD, President, Active Training
609.987.8157, mel@activetraining.com
Workshop Code: WTA
The consummate team facilitator knows how to: (1) stimulate discussion, dialogue, and learning; (2) facilitate creative problem solving; (3) manage controversy and conflict; and (4) build consensus and commitment. This workshop will examine 20 facilitation techniques that any facilitator can use to achieve these objectives. Ways to create buy-in and overcome resistance to these techniques will be emphasized. Participants will receive step-by-step instructions for each technique and have the opportunity to practice them.
Participants will be able to:
- Utilize 20 facilitation techniques, covering dialogue development, creative problem solving, conflict resolution, and consensus building.
- Understand when, where, and why to employ these techniques.
- Strategize how to create buy-in and overcome resistance to these techniques.
Building Collaboration in a *%#&#*! Environment
Judge James Tamm, Vice President, Business Consultants Network, Inc.
650.871.4290, jamestamm@firo.net
Workshop Code: WTB
Because HPT professionals partner with clients and specialists, they must be skillful at building collaborative relationships. Collaboration can be undermined by stressful, conflicted environments. Individuals get defensive, become rigid and ineffective. A government-Hewlett Foundation project teaching collaboration skills produced dramatic results (adversarial relationships reduced by 69%, conflict reduced by 85%, and there were significant increases in trust). In this experiential session, Judge Tamm, one of the project’s designers, will help participants increase their process and practice skills and productivity.
Participants will be able to:
- Understand and implement collaborative partnering strategies.
- Be more self-aware about their own unconscious attitudes that either support or undermine productive collaborative relationships.
- Identify and then reduce their defensiveness in stressful situations.
- Use an interest-based problem-solving process to help resolve one of their current relationship problems.
Building Fluent Performance
Carl Binder, PhD, CPT, Senior Partner, Binder Riha Associates
707.578.7850, CarlBinder@aol.com
Workshop Code: WTC
Fluency is true mastery. If performance is not fluent, it’s unlikely to maintain or to be applied on the job. Fluency represents a new research-based paradigm for what performance improvement is intended to achieve, far beyond the “ceiling” imposed by traditional methods. It redefines how we approach analysis and design, measurement, and implementation planning. Fluency-based methods accelerate performance ramp-up and productivity to produce dramatic business results and an impressive ROI. This workshop shows you how.
Participants will be able to:
- Define and measure fluent performance.
- Discuss the benefits of achieving fluent performance (better retention, endurance, and application of skills and knowledge; greater ROI).
- Identify fluency blockers in existing programs and systems and select or design fluency builders.
- Design and implement training and coaching programs to build fluency.
- Use data to make decisions about progress in fluency-based performance programs.
Connecting Human Performance Improvement Interventions
to Business Goals and Metrics: Partnering to Achieve
Bottom-Line Results
Robert O. Brinkerhoff, EdD, Professor, Western Michigan University, and Dennis Dressler, Principal Consultant, The Learning Alliance, Inc.
269.381.1972; ddressler@chartermi.net
Workshop Code: WTD
To achieve substantial business impact, performance improvement interventions must be tightly connected to highest priority business needs and goals. In this one-day workshop, which uses a series of hands-on work examples, skill practices, and case studies, you will learn a practical process for connecting performance improvement and training initiatives directly to business strategy, goals, and metrics. This organizational development and needs analysis process will enable you to partner with your performance improvement and training customers to:
- Clarify the top business goals and priorities.
- Identify measurable performance improvement objectives.
- Define competency development needs.
- Demonstrate the potential return-on-investment of selected interventions.
Participants will be able to:
- Know the key elements of how to “connect” initiatives to business needs.
- Learn how to partner with managers to implement initiatives that have their support.
- Learn how to create a powerful tool called an impact map.
- Understand the role measurement can play in demonstrating how a partnership with line management pays off in improved business results.
Constructing Level Two Evaluation and Certification Systems: Technical and Legal Guidelines
Bill Coscarelli and Sharon Shrock, Professors, Southern Illinois University, and Patricia Eyres, President, Litigation Management Training Services
618.453.4217, coscarel@siu.edu
Workshop Code: WTE
Improving human performance requires that performance be measured. In response to demand from customers, certification of competence to provide a service or to use or maintain a product is increasingly a norm. Performance technologists can add assessment expertise to the value they offer their organizations, even if they have no formal prior training in measurement. This workshop provides an overview of current practice in creating practical and legally defensible performance assessments and effectively documenting the work.
Participants will be able to:
- Determine when to use criterion-referenced tests and when to use norm-referenced tests.
- Define the 14 steps to follow to create a professionally and legally defensible test for Level Two assessment or certification.
- Create technically correct and job-related multiple-choice items.
- Develop objective tests to measure performance while balancing the legal rights of test takers with special needs.
- Create reliable performance tests that measure skills while demonstrating “job relatedness” in the legal context.
- Determine test length.
- Determine defensible mastery levels (cut scores).
- Describe defensible procedures for establishing reliability and validity.
- Identify the critical steps to developing legally supportable certification tools and test instruments.
- Develop a specific plan for documenting their work to minimize legal risks.
Developing Low-Tech E-Learning Solutions on a Paper-based Budget
Nancy A. Green, CPT, Principal Consultant, iinteg, inc.
404.378.9378, ngreen@iinteg.com
Workshop Code: WTF
HPT professionals are often “required” to produce e-learning solutions, without being provided an adequate budget. The result can be learning or tools (or both) that are ineffective or over budget. Therefore, many believe that quality, engaging e-learning is beyond their technical or budgetary constraints. We challenge that idea! This workshop will show you solutions that are possible and practical using simple, common, and inexpensive tools. Bring your laptops, because you will also practice using such tools to develop e-learning during this session!
Participants will be able to:
- Define low-tech solutions and the media and tools used in them.
- Determine when a low-tech solution is appropriate.
- Communicate the advantages of a low-tech solution.
- Develop low-tech solutions with simple, common, and inexpensive tools.
Evaluation Workshop: How to Measure Improved Results
William W. Lee, Director of Educational Research and Development, American Heart Association,
214.706.1430, wwlee-etc@sbcglobal.net
Workshop Code: WTG
Summative evaluation consists of multiple levels that provide the data that demonstrates value. This workshop will provide participants with the tools to evaluate solutions at all levels, and they will work on activities at each level to see how the levels must be used as a hierarchy to achieve improved results. Activities will focus on the most problematic areas of evaluation. This workshop will give any organization a head start on effective measurement.
Participants will be able to:
- Use a system of tools to write objectives-based survey items, create and validate test questions and performance observations, and calculate cost analysis.
- Use the tools to create a hierarchy for improving performance.
- Learn the ethical issues involved in evaluation through examination of actual court cases and consent agreements taken from Fair Employment Practice law.
First Things Fast: Strategies to Move from
Analysis to Solution Systems
Allison Rossett, CPT, Professor, San Diego State University
619.299.1998, arossett@mail.sdsu.edu
Workshop Code: WTH
Now is the time to temper enthusiasm about workplace training with skepticism about whether training alone delivers the goods. What to do? We must build programs based on analysis; tailor solutions to our circumstances; and commit to an irreverent and consultative approach to our customers and the work. In our day together, we will answer the following questions: What is performance analysis? Why is consultation at the heart of the mix? What sources are appropriate? What questions will shed light on both causes and solutions? What roles might technology play? How do we do it in ways that avoid analysis-paralysis? And where do these programs go awry? For typical challenges, such as technology rollouts, compliance, and messed-up performance appraisals, we will work on doing analysis fast and well.
Participants will be able to:
- Describe what performance analysis is and how the process and results can contribute to the individual and organizational mission.
- Use a conceptual model, one that is based on the quest for information about optimals, actuals, and causes to plan, structure, and carry out needs studies for typical requests for assistance.
- Describe when to use interviews, surveys, observations, groups, and work product examination for analysis.
- Use results to frame both appropriate training and non-training solutions.
- Describe the attributes of effective reporting and critique an array of reports and summaries.
- Counter objections to analysis from others and figure out ways of doing it better and faster.
The Four-Door Model: A Faster, Cheaper, and
Better Approach to E-Learning Design
Sivasailam Thiagarajan, PhD, CPT, RMS, Matthew Richter, CPT, Vice President, and Raja Thiagarajan,
Vice President, The Thiagi Group
812.332.1478, thiagi@thiagi.com
Workshop Code: WTI
Dissatisfied with expensive e-learning platforms and unnecessary bells and whistles, the Thiagi Group works with inexpensive open-source programs and a new approach called the Four-Door Model. In this workshop, you will learn how to flexibly, rapidly, and inexpensively design e-learning programs with high levels of instructional and motivational effectiveness. This walk-the-talk workshop is based on 10 years of e-learning design and delivery that features online training games, simulations, and interactive exercises.
Participants will be able to:
- Rapidly design the library component of the Four-Door Model to present content resources (articles, references, job aids) in a variety of formats without patronizing and intrusive questions.
- Rapidly design the playground component of the Four-Door Model to feature a variety of addictive, animated web-based games to improve the learner's fluency with factual and conceptual topics.
- Rapidly design the café component of the Four-Door Model to feature open-ended questions requiring (and rewarding) higher-order thinking and discussion toward synthesis, application, and transfer.
- Rapidly design the assessment center component of the Four-Door Model to feature a variety of authentic tests and performance simulations that measures the learner's mastery of the training objectives.
- Flexibly integrate the components of the Four-Door Model for e-learning design to rapidly and inexpensively deliver effective blended instruction for corporate training.
How to Make ISD Cool, Hip, and “RAD”!
Vince Budrovich, CPT, Business Applications and Training Manager,
Performance Solutions Group, and Jeanne Strayer, CPT, Director of Training, Help-U-Sell Real Estate,
310-678-8564, vbudrovich@performancesolutionsgroup.com
Workshop Code: WTJ
Although instruction may be the solution, a linear ISD approach may not be the right methodology. Borrowing from software development, we make ISD “RAD”--that is, have it employ “Rapid Application Development.” RAD allows us to put some instruction into place quickly, and move onto another chunk, making ISD iterative. Through case studies and practice, participants learn to adapt ISD methodology to meet business demands using a RAD model and other supporting tools and processes.
Participants will be able to:
- Describe another approach to ISD, the Rapid Application Development ISD Model.
- Describe a situation where RAD ISD was used by necessity with success.
- List the benefits of RAD ISD, including:
- Meeting business needs faster
- Getting feedback of a significant nature early in the process
- Earlier (partial) product deploymen
- Overall improvement of product quality
- Determine how best to apply RAD ISD given a real-life case study.
- Determine situations where RAD is appropriate to apply (or not apply) in their professional careers.
Positioning Training and Performance Systems as Business Assets
Diane Gayeski, PhD, CEO, Gayeski Analytics, 607.272.7700, diane@dgayeski.com
Workshop Code: WTK
How can you re-position a $100,000 return on investment from a performance improvement project as $1.5 million in long-term shareholder value? Easy, if you know methods that transcend traditional ROI calculations. As we are under increasing pressure to demonstrate the value of our work, this workshop will provide concrete methods to sell, manage, and calculate the valuation of training and performance systems as long-term strategic business assets and profit centers.
Participants will be able to:
- State the reasons why traditional approaches to managing and evaluating training and HPT projects (including ROI) are neither appropriate nor powerful enough to meet the needs of the current business environment.
- Re-position the work that they already do as long-term strategic assets for their organizations, using case studies and formulas provided in the session.
- Define and employ important financial concepts, formulas, and terms to better communicate with executives and pitch more accurate costs and benefits of potential projects and systems.
- Apply processes and practices from case studies and materials to protect and maximize an organization’s intellectual property, and to turn intangible assets and performance improvement departments into profit centers that can generate revenue.
The Solving Performance Problems Workshop: How to Use the Proven Performance Analysis Process to Help Your Organization Achieve Desired Business Results
Kim Bernier, Managing Director, and Ann Parkman, CPT, President, The Center for Effective Performance, Inc.,
770.458.4080, kbernier@cepworldwide.com
Workshop Code: WTL
At the SPP workshop, we will give you the skills you need to quickly and efficiently diagnose and solve performance problems--whether it's an individual, department, or entire division that is the cause. You will be able to identify when training is not the right solution to a performance problem, and we will teach you non-training remedies that can save your organization time and money, while at the same time helping your organization meet its business objectives.
Participants will be able to:
- Respond to client requests.
- Gather critical information for determining a project approach.
- Apply performance analysis to problems they are facing and to problems facing their clients.
- Explain the performance analysis process.
- Overcome client objections to performance analysis.
|
