Handbook of Improving Performance in the Workplace Three Volume Series

• Instructional Design and Training Delivery (Volume 1)
• Selecting and Implementing Performance Interventions (Volume 2)
• Measurement and Evaluation (Volume 3)

The books in this series embrace performance improvement as a pragmatic science that seeks to accomplish valuable results for individuals, teams, organizations, and all of society through evidence-based practice and provide a user-friendly guide that practitioners, students, researchers, and others can use, regardless of their experience or academic training.

ISPI members who order before February 28, 2010 will save 30% on the three volume set. Click here to login and get the details. If you are not a member, join now to save.

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Volume One: Instructional Design and Training Delivery
Kenneth H. Silber and Wellesley R. Foshay, Editors

The field of instructional design and delivery does not stand still. The techniques learned in graduate school or workshops, while still somewhat valid, have grown and changed. The field has moved from being a process to being a set of principles, the focus has moved concentrating on algorithmic problem solving and single concepts, to high-level problem solving and knowledge structures, the instructional strategy mix has grown, and the learning and research base on which the field is based have changed drastically. With a focus on measured learning outcomes, instructional design and training delivery professionals who practice the state of the art described in this book will bring to their clients an approach to high-value, targeted, and cost-effective training which historically has eluded.

Table of Contents

Part One: Foundations 

1. Some Principles Underlying the Cognitive Approach to Instructional Design (Wellesley R. Foshay) 
2. A Principle-Based Model of Instructional Design (Kenneth H. Silber)
3. Origins and Evolution of Instructional Systems Design (Michael Molenda)

Part Two: Analysis 

4. Collecting Analysis Data (Jeanne Hites Anderson) 
5. From Performance Analysis to Training Needs Assessment (Kerry J. Burner) 
6. Behavioral Task Analysis (Herbert H. Bell, Dee H. Andrews, Wallace H. Wulfeck II)
7. Cognitive Task Analysis (Steven W. Villachica, Deborah L. Stone)

Part Three: Instructional Strategies

8. An Analysis of the Failure of Electronic Media and Discovery-Based Learning: Evidence for the Performance Benefits of Guided Training Methods (Richard E. Clark, Kenneth Yates, Sean Early, Kathrine Moulton)
9. Instructional Strategies for Receptive Learning Environments (Richard E. Mayer, Ruth Colvin Clark)
10. Instructional Strategies for Directive Learning Environments (Ruth Colvin Clark, Richard E. Mayer)
11. Assembling and Analyzing the Building Blocks of Problem-Based Learning Environments (David H. Jonassen)
12. High Engagement Strategies in Simulation and Gaming (Conrad G. Bills)
13. Video Game–Based Learning: An Emerging Paradigm for Instruction (Kurt D. Squire)
14. Training Complex Psychomotor Performance Skills: A Part-Task Approach (Peter J. Fadde)

Part Four: Evaluation

15. An Overview of Level Two Certification Processes (Sharon A. Shrock, William C. Coscarelli) 
16. The Role of Evaluation in Instructional Design (Steven M. Ross, Gary R. Morrison)

Part Five: Management

17. Managing ID/Training Development and Delivery (Deborah Singer Dobson, Michael Singer Dobson, Ted Leemann, Kevin Forsberg)
18. Managing Relationships in the Performance Improvement Process (Jane Ranshaw)
19. Managing ID in the Context of a Training Organization (Heather C. Maitre, Susan A. Smith)

About the Editors

Kenneth H. Silber, CPT, PhD, is president of Silber Performance Consulting and an Associate Professor Emeritus in instructional technology at Northern Illinois University. He is also currently an Adjunct Professor at Capella University, in the ID and HPT programs. For 45 years, he has been working in corporate, academic, and consulting settings to produce results for clients. He designed and implemented HPT interventions (ID-based and non-training) that have saved millions of dollars. He has taught HPT/ID skills to over 2000 students and employees. Silber has edited ISPI’s From Training to Performance series, co-authored two chapters for the third edition of ISPI’s Handbook of Human Performance Technology, co-authored Writing Training Materials That Work, published 60 articles, and made over 100 presentations, all of which are available on his website, www.silberperformance.com. He has earned his e-mail handle, wiseoldken@aol.com.

Wellesley R. (Rob) Foshay, CPT, PhD, is director-research for the Education Technology Group of Texas Instruments. Prior to joining TI, he served as a consultant and as the chief instructional architect of the PLATO learning system, developing and researching learning architectures for the system. Prior to joining PLATO, he directed instructional design and quality assurance for Applied Learning, Inc. His background includes a faculty position at the University of Illinois–Champaign, as well as experience as a high school teacher and school media coordinator. His doctorate is in instructional design from Indiana University. He has contributed over seventy major articles to research journals and book chapters on a wide variety of topics in instructional design, technology, and education and speaks frequently before educators and trainers world-wide. He is co-author of the award-winning textbook, Writing Training That Works: How to Teach Anyone to Do Anything: A Practical Guide for Trainers Based on Current Cognitive Psychology and Instructional Design Theory and Research. He currently serves on the editorial boards of three research journals. He has served on the boards of directors of the International Society for Performance Improvement (ISPI) and the International Board of Standards for Training, Performance, and Instruction (IBSTPI), as well as on an ANSI/ASQ committee that developed standards for training and education under the ISO 9000 system. He was cited by ISPI with honorary life membership and a distinguished service award and is a Certified Performance Technologist. Many of his publications are available at www.foshay.org.

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Volume Two: Selecting and Implementing Performance Interventions
Ryan Watkins and Doug Leigh, Editors

Striving to improve human and organizational performance is a worthwhile ambition, even when path to success is uncertain. The challenges associated with improving performance are, after all, the opportunities that lead to significant improvements in individual and organizational results. Finding answers to the difficult questions about which activities, or combinations of activities, will best improve performance is routinely a demanding--and yet thought-provoking--curve on the road to success. As such, the processes used to make these critical decisions about what to do in order to improve performance are the essential choices that determine your capacity to be successful. This book provides both foundational knowledge on the identification and selection of valuable performance interventions, as well as useful guidelines for how to implement a variety of improvement activities within organizations.

Table of Contents

Part One: Introduction 

1. HPT Models: An Overview of the Major Models in the Field (Frank S. Wilmoth, Christine Prigmore, Marty Bray)
2. Linking Practice and Theory (Seung Youn Chyung, Shelley A. Berg)
3. The Performance Pyramid (John Wedman)

    Part One: Editors' Discussion

Part Two: Vision, Mission, Objectives

4. Future Search (Marvin Weisbord, Sandra Janoff)
5. SWOT Analysis (Doug Leigh)
6. Appreciative Inquiry (Marvin Faure, Jennifer Rosenzweig, Darlene Van Tiem)

    Part Two: Editors' Discussion

Part Three: Resources

7. Organizational Restructuring (Sally Lollie, Hillary Leigh)

    Part Three: Editors' Discussion

Part Four: Expectations and Feedback

8. Realistic Job Previews (Jim Breaugh)
9. 360-Degree Feedback (Eugene Kutcher, John Donovan, Steven J. Lorenzet)
10. Performance Measurement and Management Systems (Ingrid Guerra-López)
11. Achieving Improved Performance Through Managerial Coaching (Andrea D. Ellinger, Alexander E. Ellinger, Robert G. Hamlin, Rona S. Beattie)
12. Performance Management Systems (David G. Glidden)

    Part Four: Editors' Discussion

Part Five: Tools, Environment, and Processes

13. Electronic Performance Support Systems (Frank Nguyen)
14. Performance Aids (Miki Lane)
15. Knowledge Management (Debra Haney, James T. Driggers)
16. The Change Readiness Rubric (Bea Griffith-Cooper, Karyl King)
17. Process Improvement (Marcey Uday-Riley, Ingrid Guerra-López)

    Part Five: Editors' Discussion

Part Six: Incentives, Rewards, and Recognition

18. Incentive Systems (Steven J. Condly)
19. Rewards, Positive Reinforcement, and Incentive Systems (Jessica Jean Frumkin)
20. Employee and Executive Compensation (Tahir M. Nisar)

    Part Six: Editors' Discussion

Part Seven: Motivation and Self-Concept

21. Motivational Communication (Lya Visser)
22. Career Mentoring (Christine D. Hegstad)
23. Job Crafting (Michelle French)

    Part Seven: Editors' Discussion

Part Eight: Knowledge and Skills

24. e-Learning (Ryan Watkins)
25. Cross-Disciplinary Team Learning (Scott P. Schaffer)
26. Mentoring (Stella Louise Cowan)
27. Executive Leadership Coaching (Daniel White)

    Part Eight: Editors' Discussion

Part Nine: Performance Capacity

28. Outsourcing (Judith A. Hale)
29. Succession Planning and Management (Hillary Leigh)

    Part Nine: Editors' Discussion

Part Ten: Organizational Culture

30. Organizational Culture (Anthony Marker)
31. Diversity and Cultural Competence (Tyrone A. Holmes)

    Part Ten: Editors' Discussion

Part Eleven: Continuous Monitoring

32. Needs Assessment (James W. Altschuld, Traci L. Lepicki)
33. Data Collection (Anne F. Marrelli)

    Part Eleven: Editors' Discussion

Part Twelve: Significant Accomplishments

34. Return on Investment (Patti P. Phillips, Jack J. Phillips)

    Part Twelve: Editors' Discussion

About the Editors

Ryan Watkins, PhD, is an associate professor at the George Washington University in Washington, D.C. He is an author of the best-selling e-Learning Companion: A Learner’s Guide to Online Success (Houghton Mifflin, 2005,2007), Performance by Design: The Systematic Selection, Design, and Development of Performance Technologies (HRD Press, 2006), and 75 e-Learning Activities: Making Online Courses Interactive (Pfeiffer, 2005). In addition, he has co-authored three other books on organizational planning and more than 60 articles on instructional design, strategic planning, needs assessment, distance education, and performance technology. Watkins is an active member of the International Society for Performance Improvement (ISPI) and was a vice president of the Inter-American Distance Education Consortium (CREAD). He frequently offers workshops and consulting services on needs assessment, performance improvement, and e-learning. In 2005 Watkins was a visiting scientist with the National Science Foundation. For more information, visit www.ryanrwatkins.com or www.needsassessment.org.

Doug Leigh, PhD, is an associate professor of education at Pepperdine University’s Graduate School of Education and Psychology. He earned his doctorate in instructional systems from Florida State University, where he served as a technical director of projects with various local, state, and federal agencies. His current research, publication, and consulting interests concern cause analysis, organizational trust, leadership visions, and alternative dispute resolution. Doug is co-author of Strategic Planning for Success: Aligning People, Performance, and Payoffs (2003) and Useful Educational Results: Defining, Prioritizing, and Accomplishing (2001). He is also, a two-time chair of the American Evaluation Association’s needs assessment topic interest group and past editor-in-chief for the International Society for Performance Improvement’s journal, Performance Improvement. A lifetime member of ISPI, Doug has most recently served as chair of its research committee. For more information, visit www.dougleigh.com or www.needsassessment.org.

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Volume Three: Measurement and Evaluation
James L. Moseley and Joan C. Dessinger, Editors

In our need to produce evidence-based results, evaluation, training, and human performance specialists of all kinds are continuously challenged to show that their work makes a difference on the organization’s bottom line. Practitioners must show that what is done in measurement and evaluation improves efficiency and effectiveness, makes a sustainable impact in the organization, and has both short term and long term value in terms of products, processes, services, and other factors. Practitioners must also begin to show that what we do in measurement and evaluation really matters. We do this by focusing on business goals and results; aligning individuals, jobs, processes, and organizational levels; evaluating what is significant for the organization; measuring both soft and hard data and tracking results; partnering and searching for new ways to add value; ethically handling our managerial, technical, and conceptual approaches; remaining credible by keeping current in the world of measurement and evaluation. This book provides perspectives on measurement and evaluation, looks at foundational aspects, and provides future thinking and insights for additional exploration. It also offers robust measurement and evaluation practices matter in all areas of business, government, education, industry, human services, social services, and other areas where people doing their everyday jobs can influence change.

Table of Contents

Part One: Perspectives in Measurement and Evaluation

1. Measurement, Evaluation, and Research: Feedback for Decision Making (Carl Binder)
2. Measurement and Evaluation in the Workplace (Lori G. Bosteder, Darlene Russ-Eft)
3. Unleashing the Positive Power of Measurement in the Workplace (Dean R. Spitzer)
4. Relating Training and Business Performance: The Case for a Business Evaluation Strategy (William J Tarnacki II, Eileen R. Banchoff)
5. Success Case Methodology in Measurement and Evaluation (Anne M. Apking, Tim Mooney)

Part Two: Pillars in Measurement and Evaluation

6. Needs Assessment: A Lighthouse Beacon (Catherine M. Sleezer, Darlene Russ-Eft)
7. The Impact Evaluation Process (Ingrid J. Guerra-López)
8. Full-Scope Evaluation: Do You “Really Oughta, Wanna” (Joan C. Dessinger, James L. Moseley)
9. How to Use Kirkpatrick’s Taxonomy Effectively in the Workplace (Richard B. Pearlstein)
10. Ethical Considerations in Performance Measurement (David L. Solomon)

Part Three: Mosaics in Measurement and Evaluation

11. Performance-Based Evaluation: Tools, Techniques, and Tips (Judith A. Hale)
12. Test Strategies: Verifying Capability to Perform (Peter R. Hybert)
13. The Business of Program Evaluation: ROI (Patti P. Phillips, Jack J. Phillips)
14. Integrated Evaluation: Improving Performance Improvement (Nancy B. Hastings)
15. Using Evaluation Results to Improve Human Performance Technology Projects (Carol K. Diroff)

Part Four: Frontiers in Measurement and Evaluation

16. Understanding Context: Evaluation and Measurement in Non-Profit Sectors (Dale C. Brandenburg)
17. Using New Technology to Create a User-Friendly Evaluation Process (William J. Rothwell, Anita Pane Whiteford)
18. New Kids on the Block: Evaluation in Practice (Debra M. Smith)
19. Expanding Scope of Evaluation in Today’s Organizations (Darlene Russ-Eft)
20. The Changing Role of Evaluators and Evaluation (Roger Chevalier)

About the Editors

James L. Moseley, CPT, EdD, LPC, CHES, is an associate professor at Wayne State University’s College of Education Instructional Technology Program. He is a licensed professional counselor, a certified health education specialist, and a certified performance technologist. He teaches and advises doctoral students in program evaluation, performance improvement and consulting, and adult learning. He is the recipient of many honors and awards and has published and presented in our discipline. He is co-author, with Darlene M. Van Tiem and Joan C. Dessinger, of Fundamentals of Performance Technology: A Guide to Improving People, Process, and Performance (1st & 2nd editions) and Performance Improvement Interventions: Enhancing People, Processes, and Organizations Through Performance Technology and co-author with Joan C. Dessinger of Confirmative Evaluation: Practical Strategies for Valuing Continuous Improvement and Training Older Workers and Learners: Maximizing the Performance of an Aging Workforce. Moseley is a member of ISPI and ASTD and is frequently invited to present at local, regional, national, and international conferences.

Joan C. Dessinger, CPT, EdD, is an author, consultant, editor, and educator. She is the founder of and senior consultant with The Lake Group, a performance improvement consulting group, and an adjunct faculty member in Wayne State University’s Instructional Technology Program. She is co-author with Darlene M. Van Tiem and James L. Moseley of Fundamentals of Performance Technology (1st & 2nd editions) and Performance Improvement Interventions and co-author with James L. Moseley of Confirmative Evaluation: Practical Strategies for Valuing Continuous Improvement and Training Older Workers and Learners: Maximizing the Performance of an Aging Workforce. She has also contributed articles and chapters to professional books and other publications on such topics as adult learning, distance learning, older worker-learners (OWLS), performance support tools (PST), program and product evaluation, and storytelling. As a performance improvement consultant, Dessinger has worked with national and international companies from a variety of industries, including automotive, insurance, pharmaceutical, retail, and manufacturing. She is a member of ISPI and ASTD and is frequently invited to present at local, regional, national, and international conferences.

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