The International Society for Performance Improvement (ISPI) Awards of Excellence program is designed to showcase the people, products, innovations, and organizations that represent excellence in the field of instructional and human performance technology. The recipients below will be recognized during the Closing Banquet at ISPI’s 43rd Annual Performance Improvement Conference on Friday, April 15.  The award categories are:

Outstanding Human Performance Intervention
This award recognizes outstanding human performance interventions.


A Communication, Change Management, and Reinforcement Package for Implementation of Call Center Technologies
Jennifer Justice and Kelli King Smith, Welllpoint Health Networks

In a recent call center technology initiative, a division of WellPoint, Inc. in Georgia, developed and aligned human objectives to support the technology and business objectives during the planning and implementation of the project. This alignment enabled Georgia Operations to achieve all three sets of objectives and realize the productivity gains projected. The process of defining and aligning the human objectives resulted in an integrated change management strategy that included specific and targeted performance interventions that fit the culture and needs of the impacted population. Execution of this strategy was a cross-functional effort involving operations and information technology leaders as well as human resources and organization development staff.



Computacenter Supply Chain Services 007 Programme
Dixie Harvey, Computacenter, and Alan Stevens, Vector Europe Business Consultants Ltd.

Computacenter is Europe’s leading independent provider of IT infrastructure services. At the heart of the operation is the warehouse—Supply Chain Services (SCS). Increasingly focused on cost reduction and service improvement, Computacenter enlisted the services of Vector Europe to rapidly and sustainably improve the performance of SCS. Key achievements were:

  • Improved management and leadership skills of supervisors and managers
  • Improved Service Level Agreements performance regardless of volume
  • Improved quality
  • Cost reduction
  • Improved customer experience—internal and external
  • Improved staff morale

Vector achieved skill transfer to the Computacenter management team to maintain and further develop the improvement of the department.


Implementing Dell Enterprise & Storage Solutions
Rick Reichenbach, Dell Training & Certification, and RealVue Simulation Technologies, Inc.

Dell’s storage area network (SAN) training, Implementing Dell Enterprise Storage Solutions (IDESS) and Implementing Data Protection on Dell Storage (IDPDS), exemplifies Dell’s commitment to relevant, easily accessible customer education with tangible benefits. The courseware’s revolutionary use of a simulated SAN environment allows Dell to reach an ever-wider audience of enterprise customers.

More important, Dell’s SAN training has had a measurable impact on performance. A 2004 Dell study, reported that customers who completed the courses made 43% fewer support calls than customers who had not attended the workshops.


Optimizing Naval Warfighting Performance
Janet Weisenford, CPT, U.S. Navy, and Jim Hill, CPT, PhD, Proofpoint Systems

In 2003, the Navy’s Human Performance Center (HPC) was established as a direct result of the Executive Review of Navy Training (ERNT) and Task Force EXCEL. Those efforts determined that managing human performance was not a function the Navy was currently performing. Thus, HPC was born, with headquarters in Virginia Beach, Va., and 29 detachments throughout the United States. One of the first efforts undertaken by HPC detachments were performance improvement projects within their own centers. HPC’s submission is based on two specific projects from HPC’s Center for Explosive Ordnance Disposal & Diving (CENEODDIVE) Human Performance Detachment—the Individual Account (IA) project and the Drop on Request (DOR) project.


The Associate Career Development Program (ACDP) at Blue Cross Blue Shield of Georgia (BCBSGA), a subsidiary of WellPoint, Inc.
Ferdinand Tesoro, PhD, Zina Morris, Jessica Reeves, and Stephen Powers, Wellpoint Health Networks

The goals of ACDP include empowering associates to be self-directed learners, increasing associate satisfaction, reducing first-year turnover, and clarifying job expectations. This performance solution was implemented by a cross-functional project team that included the client organization. It provided associates with detailed task listings, performance criteria, competencies, and unlimited access to learning and development opportunities. Fifteen months after implementation, empowered associates totaled 34% that exceeded goal, and associate satisfaction improved by at least 20%. Associate and supervisor testimonials also indicated improvement in associate perceptions around career growth in the company as well as examples of how associates applied newly learned skills.

 

Outstanding Performance Aid
This award recognizes the reduction of dependence on memory by storing information, processes, or perspectives that influence or guide job behavior.


The Coast Guard Boarding Officer Job Performance Aid
Daniel Hardin, Ken Lawrenson, and Mark Wilcox, U.S. Coast Guard

The Coast Guard’s 13th District Commercial Fishing Vessel Safety (CFVS) staff developed a job performance aid programmed onto a Palm Pilot to decrease Coast Guard boarding officer errors in applying CFVS regulations at sea. There are myriad safety regulations with a highly variable degree of applicability based on a particular commercial fishing vessel’s characteristics and operating parameters. The relative infrequency coupled with the complexity of the task in determining the appropriate safety regulations created a serious performance consistency challenge for boarding officers. The Coast Guard converted existing paper job aids for vessel inspection into an electronic PDA job aid that filters the myriad regulations based on a vessel’s operating parameters and location. Evaluation data indicates improper application of regulations has been substantially reduced, and training time dropped from 6,800 man-hours to 850 man-hours per year.


Web-Based Training Development Specifications
Judith Theobald, CPT, David Schultz, CPT, and William Taylor, CPT, Ford Motor Company—ET&D, the Americas

ET&D collaborates with custom content providers in the development of performance-based learning solutions that are innovative, cost effective, and of the highest quality. The development specifications describe key expectations and an integrated instructional systems design model. Internal and external members of project teams utilize the specifications to support the analysis, design, development, and implementation of each solution. Included with each request for proposal, the specifications provide a benchmark for evaluation of project deliverables. This performance aid reduces dependence on memory and leads to well designed, best-in-class learning solutions that are defect-free, delivered on time, and within budget.

Outstanding Instructional Product or Intervention
This award recognizes outstanding results derived from instructional products and interventions developed through systematic approaches to human performance problems, needs, or opportunities.


A&P Point of Sale (POS) Interactive Cashier Training
Steve Gordon, CPT, The Great Atlantic & Pacific Tea Company, Inc., and Novations Group, Inc.

As we all know, experiential learning makes a lasting impression. With the blossoming of the computer industry came the ability to provide experiential learning in a safe simulated environment. The Great Atlantic & Pacific Tea Company, Inc., along with its partner, Novations Group, Inc., developed and implemented a modular, web-based, interactive cashier training application delivered via the LMS, or CD-ROM if necessary. The application interfaces with the PC and the same keyboard that cashiers use in the store when checking out customers. New-hire cashiers learn their performance tasks faster and in a safe environment, which decreases the amount of on-floor training time needed and reduces errors before performing solo. The modular structure of the application allows for refresher training on any given topic, at any time, by any cashier.


Imperial Oil “Centralized Dispatching” Training
Louise Leone and Anna Marsico, Imperial Oil Fuels Marketing Performance Team

The award-winning instructional intervention titled “Centralized Dispatching" training was targeted at improving the financial success of Imperial Oil and its 100 Esso-branded associates. The two-phase program addressed business process and performance gaps created when Imperial Oil changed the Canadian bulk fuel distribution business model. Phase 1 introduced processes to the associates (owners) through a two-day workshop. Phase 2 was a two-day workshop for the dispatchers (performers) delivered 90 days after the associate training. The 90-day period allowed time to implement process changes prior to training the dispatchers. The workshops introduced business process, role descriptions, dispatching practices, and change management through high-energy interactive activities, role plays, case studies, and simulations.


Imperial Oil “Creating the Best Customer Experience” CD-ROM Training
Louise Leone and Anna Marsico, Imperial Oil Fuels Marketing Performance Team

The award-winning CD-ROM titled “Creating the Best Customer Experience” is a dynamic, interactive training tool designed for Imperial Oil’s 636 retailers and their 5,360 attendants. It was created in order to sustain and further develop the capabilities related to the revised Service Model, previously launched in facilitated sessions across Canada. This training tool provides attendants and retailers alike with the opportunity to learn how to consistently generate exceptional customer experiences for every customer, every time, everywhere. It contains six distinct training modules for attendants, one specific to the retailer. In addition, it contains an array of interactive elements: quizzes, pop-up agents, hands-on practice, video, audio, and print-out job aids.


Storekeeper “A” School—A Joint Project Between Coast Guard Training Center Petaluma and the Titan Corporation
CDR Al Folsom, LCDR Peter Seaman, SKCM Dennis Michnick, CWO David Palacios, Brian Clarke, Joellen Mitchell, Kay Wood, Terry Wall, Kate Dumont, SK1 Chris Hedrick, SK1 Leaman Temple, SKC John Cloutier, SK1 Juan Fernandez, LTJG, Aimee Williams, Bill Seletyn, CWO4 Joe Gorkowski, and Susan McMurray

U.S. Coast Guard storekeepers’ responsibilities include procurement, shipping, receiving, accounting for goods and property, and basic financial accounting. The entry-level training (known as SK “A” School) represents an accomplishment-based redesign from a nine-week lecture-based course to a seven-week performance-based and highly interactive learning experience. The training provides practical hands-on experience simulating as much of the storekeeper’s world of work as possible. With the help of Titan ISD professionals the new SK “A” School was designed, developed, and implemented in nine months. This new program saved the USCG over 270 person-weeks that had formerly been devoted to training, while vastly improving the quality and efficiency of new storekeepers in the field.


U.S. Coast Guard Information Systems Technician “A” School—A Joint Project Between Coast Guard Training Center Petaluma, Perot Government Systems, and Titan Corporation
CDR Al Folsom, Kathy Thore, ITCM David Swanson, Vivan Davis, Vicki Lapp, Terri Williams, Robb Buchinski, Jane Borton, Jane Lybecker, Geri Bean, Melody Wolff, Ed Strohmeyer, ITC Douglas Anderson, ITC Rick King, IT1 Russ Watkins, IT1 Jeff Hayes, and IT1 Mark Rauschkolb

Implementation of the U.S. Coast Guard’s Information Systems entry-level technical training (known as IT “A” School) was a strategic change in the way the Coast Guard approaches training. The 27-week curriculum uses a performance-based high-simulation approach to training delivery. The new curriculum minimizes lecture and focuses on building performance confidence and competence through hands-on exercises. The exercises use equipment that mirrors an entry-level technician’s environment. Incorporating the use of computers, telephony hardware, fiber optic equipment, networking gear, computer-based training applications, video and game-based training, the Coast Guard is producing the best technicians in its history.


U.S. Coast Guard Operations Specialist “A” School—A Joint Project Between Coast Guard Training Center Petaluma and Perot Government Systems
CDR Al Folsom, LCDR Frank Pedras, LT. Glenn Whitlow, OSCM Jim Morgan, TCCM Brian Clarke, OSCS Michael Moore, LT Stacey Gow, Vivian Davis, Roland Isnor, Vicki Lapp, OSC John Leary, OSC Roberto Colon, OSC Kirk Anderson, OSC Jeff Bonafillia, OSC Russ Smith, OSCM Randy Carlson, OSCM Richard Hughes, OS1 Mazziotta, LT. Richard Molloy, LTJG Dave Torres, Bobette Burdick, Mark Hernandez, David Albaugh, Roger Scott, and OS2 Justin Urbano

Changing technology led the U.S. Coast Guard to create a new occupational specialty called operations specialist (OS). They are responsible for the tactical planning and communications for CG missions. Four Coast Guard active duty and three ISD professionals from PerotSystems Government Services Inc. used accomplishment-based instructional design methods to develop a curriculum to train entry-level operations specialists to perform in the highly technical environment. The resulting curriculum (known as OS “A” School) is a performance-based technical training program conducted in a simulated environment using real-world equipment. The impact of the OS “A” School training is that the Coast Guard now has entry-level personnel able to execute tactics, procedures, and doctrine in a highly technical environment.

Outstanding Instructional Communication
This award recognizes an outstanding communication that enables individuals or organizations to achieve excellence in human performance technology.


Evaluating Training Programs—8 Online Modules
Mary L. Lanigan, CPT, PhD

Evaluating Training Programs—8 Online Modules is an online workshop, now available on CD-ROM, providing performance technologists the necessary knowledge and skills to evaluate training programs and corporate interventions. The eight modules, which use examples, exercises, tests, audios, and slideshows to illustrate how to use basic statistics, prove validity and reliability issues, develop sophisticated reactionnaires, create reliable attitudinal instruments, write content valid multiple-choice exams, measure inter- and intra-rater reliability to evaluate on-the-job behavior, calculate return-on-investment, incorporate simultaneous pre- and post-self-efficacy instruments into end-of-course assessments, and predict behavior transfer from lower level evaluation data.


Standalone WBT: How to Produce Effective, Learner-Controlled Web-based Training
Carmen Taran, CPT, EdD, SBC Communications, Inc.

This book provides guidelines and standards for producing standalone web-based training (WBT). In specific, you will learn how to:

  • List and define key elements for developing effective standalone WBT programs
  • Create an optimal architecture for a WBT site
  • Present content in a WBT program (e.g., text, graphics, animation, audio, and video) in a manner that ensures an optimal online training experience for students
  • Provide students with instructionally effective online learning events and sequences (e.g., information, demonstration, practice exercises, tests, support materials, and connectivity with others)
  • Motivate students and sustain their interest throughout a standalone WBT program

Training Ain’t Performance
Harold D. Stolovitch, CPT, PhD, and Erica J. Keeps, HSA Learning & Performance Solutions LLC

The wildly popular book, Telling Ain’t Training, has an equally whimsical, entertaining, and solidly written companion, Training Ain’t Performance, that takes on the subject of human performance. From its first chapter to its conclusion, readers are gently guided toward an understanding of human performance improvement and how to use it for real organizational value. Readers are not only introduced to key performance concepts including why training is often not the only answer, but also how to realistically transition from a “training order taker to a performance consultant.” Training Ain’t Performance also contains a “cornucopia” of performance interventions along with help on the day-to-day work of a performance consultant plus demonstrating ROI for performance interventions.


Writing Training Materials That Work
Wellesley R. Foshay, CPT, PhD, Kenneth H. Silber, CPT, PhD, and Michael B. Stelnicki, EdD

The authors decided to write this book to provide the field of instructional design with a practical, yet theoretically based, handbook on the development of instructional materials based on cognitive psychology. They felt such a book was needed for the experienced practitioner and graduate student to provide:

  • A current synthesis and summary of “best practice” ID as compared with (a) the “fad instructional techniques of the year” or (b) emerging ideas and theories that form the intellectual debates of university professors. They define this “best practice” as “specific how-to practice guidelines that (a) are research-based, (b) have been used by practitioners long enough to show they are acceptable and implementable in business or industry settings, and (c) produce consistently good instructional results.”
  • A translation of cognitive psychology research on learning and memory into useful prescriptions for the practitioner of ID, drawing from multiple schools of cognitive psychology thought.
  • A focus on how to teach higher-order problems solving skills—the skills most instructional designers need to provide in the information-age, service-oriented company.

 

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

Chapter of Excellence
The award is given to chapters that fulfill rigorous standards of excellence.


Golden Circle (Central Iowa), ISPI Chapter

The Golden Circle Chapter of ISPI has had a successful existence since our charter in 1999. That success is attributed to committed board members and a membership hungry for knowledge of the world of HPT. To feed that hunger, in 2004, our chapter worked extremely hard to offer valuable topics for our meetings, significantly enhanced our website, and partnered with Drake University to bring a master to central Iowa. In addition, we set a very aggressive goal in increasing our membership. Not only did we surpass that goal, but we doubled our membership!


New Mexico ISPI Chapter Executive Board

NMISPI’s vision is: Performance Improvement Professionals choose NMISPI—the West’s primary source of HPT knowledge and service. We achieved this purpose in 2004 through collection, development, and diffusion of information.

  • Collection: Leveraged members’ diversity of experiences, including through an innovative newsletter column entitled “How’d you do that?”
  • Development: Contributed to the HPT field through robust professional development meetings and a Winter Workshop featuring two past ISPI presidents.
  • Diffusion: Formed an alliance with the NM Chapter of ASTD and the International Coaches Federation.

 

Outstanding Educational Programs
The award is given to chapters that spread and share the performance improvement message to others in academic and non-academic settings.


New Mexico ISPI Chapter Annual Winter Workshop

NMISPI’s vision is: Performance Improvement Professionals choose NMISPI— the West’s primary source of HPT knowledge and service. We achieved this purpose in 2004 through collection, development, and diffusion of information during our 9th Annual Winter Workshop.

  • Collection: Leveraged members’ diversity of experiences, including through an innovative newsletter column entitled “How’d you do that?”
  • Development: Contributed to the HPT field through robust professional development meetings and a Winter Workshop featuring two past ISPI presidents.
  • Diffusion: Formed an alliance with the NM Chapter of ASTD and the International Coaches Federation.

The above vision and objectives were used as the foundation for the development and implementation of the 2004 Winter Workshop. The ongoing focus on the chapter’s vision causes the board and committee members to continually question whether our programs, newsletters, and other events are in alignment and are meeting the professional needs of our members and the HP professional community.

Chapter Hall of Fame

New Mexico Chapter

ISPI is pleased to announce that the New Mexico Chapter will be inducted into the Chapter Hall of Fame, the first chapter to be named to the Hall of Fame since 2002. In order to be selected for the Hall of Fame, chartered chapters must be recognized for three consecutive years in at least two of the three categories for chapters in the Awards of Excellence program.


The ISPI Awards of Excellence program is designed to showcase people, products, innovations, and organizations that represent excellence in the field of instructional and human performance technology.

<< top >>


www.ispi.org  |  Contact ISPI  |  Policies