Recorded -- The SkillCasts below have been recorded and can be purchased for download. Please email info@ispi.org or call 1-301-587-8570 to purchase a recorded SkillCast.

Download the 2008-09 Series Registration Form -- Please use this form to register by email, telephone, fax, or mail. Special Price for the following 2008-09 Series SkillCasts; this price only applies to the following programs:
 -- $29 member, $69 non-member --

Building Credibility: 10 Ways to Cultivate & Capitalize On Your Network in Tough Times
Lynne Waymon, CEO, Contacts Count
July 2009 - Recorded

Did you know that 85 % of those surveyed admit they don’t have the network they need to accomplish their goals? How about you? These professional skills will help you succeed in the volatile and competitive marketplace.

Lynne Waymon, CEO of Contacts Count, and author of Make your Contacts Count (AMACOM, 2nd edition) will give you more than 10 tips to help you:

• Master the 3 key moments of networking.
• Know what to do and say to advance through the 6 stages of trust building with people you meet.
• Stand out in a crowd.
• Remember names and make conversations flow.
• Tell what you do in a way that’s memorable and shows your character and competence.
• Gain buy-in for your ideas and initiatives so others help you make them happen.
• Steer small talk to uncover resources and opportunities.
• Penetrate the “inner circle” in groups you join.
• Tell stories and examples that highlight your expertise - - without bragging!
• Respond to Chemistry, Commitment, and Commonality so follow up is natural.
• Ask good questions so re-connecting is easy.

Lynne Waymon is the co-founder and CEO of Contacts Count, a nationwide training and consulting firm specializing in business and professional networking. She’s a nationally known expert on networking and collaboration, career management, negotiating and influencing, and presentation skills. As President of Contacts Count, Lynne offers a Train the Trainer program to certify internal trainers to present Contacts Count keynotes and workshops. She also coaches people, one-on-one, to help them develop a strategic networking plan and become the natural and only choice when opportunity arises.

Lynne is the co-author, with Anne Baber, of Make Your Contacts Count (NY, AMACOM, 2007). They are also co-authors of several other books and a CD on career management, networking, and business development which can be ordered at www.ContactsCount.com. Waymon is also the co-author of the FireProof your Career ToolKit which is designed to help people who are working but worried and want to create long-term career security, no matter what happens to their job. www.FireProofYourCareer.com.

Recent clients include Deloitte Financial Advisory Services, Kraft Foods, DuPont, PricewaterhouseCoopers, Booz Allen, Corning, Raytheon, Heery International, Lockheed Martin, numerous associations such as Public Relations Society of America, National Association of Home Builders, American Council of Engineering Companies, Consumer Electronics Association, American Institute of Architects, D. C. Bar Association, and National Business Incubation Association; government entities such as Treasury Executive Institute, the U.S. Senate, U. S. Departments of State, Commerce, HHS, USDA, FDA, NRC, Navy, NIH, Presidential Management Fellows Program, and OPM; organizations such as the U.S. Chamber of Commerce, National Geographic, University of Michigan, Marquette University, George Washington University, and Georgetown University.

Lynne has a Masters degree in Education from Florida State University. In 2002 she received the highest award given by the Washington, DC Chapter of the National Speakers Association for platform excellence and contribution to the profession of speaking.

Just Like Your Mother Said: Perfect Practice Makes Perfect Performance!
Scott Colehour, Co-Founder, Solutions Architect, Allen Interactions Inc.
June 2009 - Recorded

When people say, "Let me put that in context for you," they're saying they can help make something obtuse, a bit more meaningful. Context is one of the four primary components of interactive learning experiences that determine learner engagement and performance outcome impact. This session will discuss each of these powerful components by examining some fascinating e-learning applications and demonstrating how this structured perspective can help all e-learning implementers. Whether you are a designer or learning sponsor, implementing and demanding these four components will produce invaluable learning experiences.

• Identify and define the four components that make up effective e-learning for performance-driven learning initiatives.
• Identify the desirable and undesirable characteristics each component can have.
• Become prepared to use these or identify them as essential components of performance based e-learning design.

This is for anyone interested in learning how to or wanting to understand the instructional components that make-up performance based e-learning designs. All levels of experience can benefit from this session.

Scott Colehour has been in the e-learning design and development industry for the past 20 years. A long-time associate of an industry pioneer Dr. Michael Allen's, Scott has participated in the design of over 400 e-learning initiatives. His vast knowledge of instructional interactive design methodologies are rooted in the philosophies of performance and practice based learning.

In addition to leading courses on instructional design methodologies, he is a frequent speaker at the American Society of Training and Development (ASTD), e-Learning Guild, Corporate University Week and the Chief Learning Officer Symposium, speaking on workplace learning performance design strategies.

Scott brings many abilities to Allen Interactions some of which include: providing high-end consulting and training services to client organizations in such areas as needs analysis, multimedia project planning and management, interaction design, template and model development, and model-based production.

Is Your Learning Organization Healthy?
How to audit your learning function and create a plan for improvement.
Will Thalheimer, PhD, President Work-Learning Research; and Anne Marie Laures, CPT, Director, Learning Services, Walgreens Company
May 2009 - Recorded

This session will describe how a large, geographically-dispersed organization conducted a learning audit to determine the state of their learning function, the recommendations based on the audit and the plan for changes.

As a result of this session, participants will:

• Gain ideas and tips for conducting a learning audit.
• Gain new ideas for using field expertise to support learning and career development.
• Learn to blend formal learning strategies to informal learning opportunities.

Annemarie Laures, CPT, is Director of Learning Services, which has been a repeated winner of ISPI's outstanding instructional and non-instructional awards. She has been responsible for supporting Walgreens learning function within the company's corporate and operating divisions for over 30 years. She was a member of the group that designed the Certified Performance Technology (CPT) certification. She has presented at the national convention 3 times and was invited to do an encore session at the 2007 convention in Vancouver.

Will Thalheimer is a learning-and-performance consultant and researcher who specializes in helping clients build world-class learning interventions. Dr. Thalheimer has worked in the field since 1985 as an instructional designer, simulation architect, project manager, trainer, and consultant. He founded Work-Learning Research in 1998 to provide research-based consulting services, workshops, and learning audits. Will speaks regularly, often receiving "best-session-of-the-conference" evaluations. His research-to-practice papers lead the industry with information backed by research and vetted with practical wisdom. Will Thalheimer has been invited twice to do encore sessions at ISPI's annual conference.

Accelerating Top-Line Sales Performance
Paul H. Elliott, PhD, President, Exemplary Performance, LLC
May 2009 - Recorded

"You get what you measure" - especially in sales. Exemplary Performance’s recent research indicates that most sales organizations are missing key metrics and concrete sales practices that distinguish top performers from the also-rans.

The gap between star performers and the rest of the sales organization is wider than variations that would be tolerated in any other business function--and it's a gap that turns into a chasm in tough economic times. That gap between the A and B performers in any given company is widely misunderstood and results in the wrong investments for sales results. It also provides the best opportunity to dramatically improve sales results.

But without the right measurements in place, many organizations focus on the wrong things and not seeing the results they should. Based on our research there are definable, measurable actions companies can take that will close that gap and dramatically accelerate sales performance.

Session Objectives:

• Describe a model for defining sales excellence using case-based analysis.
• Identify an approach for closing the gap between sales stars and the solid, but average performers.
• Identify the value of providing a mental model of exemplary sales performance.
• Describe an accomplishment-based approach to sales management.

Paul H. Elliott is the President of Exemplary Performance, LLC [EP] based in Annapolis, Maryland. Dr. Elliott's expertise is in the analysis of human performance, the design of interventions that optimize performance in support of business goals, and strategies for transitioning from training to performance models. Dr. Elliott assists organizations in performance analysis, instructional design, product and process launch support, design of advanced training systems, and the design and implementation of integrated performance interventions.

Dr. Elliott received his Ph.D. in Educational Psychology from the University of Illinois (1975). Recent publications include The ASTD Handbook for Workplace Learning Professionals (2008) entitled "Identifying Performance and Learning Gaps". Dr. Elliott also wrote the chapter on "Assessment" in Moving From Training to Performance, edited by Dana Gaines Robinson & James C. Robinson (ASTD & Berrett Koehler, May 1998) and "Job Aids" in the Handbook of Human Performance Technology, edited by Harold Stolovitch and Erica Keeps (ISPI & Jossey-Bass, March 1999).

How to Turn Learning into Improved Workplace Performance
Calhoun Wick, CEO, Fort Hill Company
April 2009 - Recorded

Learning improves performance only when it is transferred and applied in the workplace. Based on six years of research and the highly-acclaimed book, The Six Disciplines of Breakthrough Learning, this webinar will equip you with a systemic process, frameworks, tools, know how, and best practices. You will be prepared and hopefully inspired to take action that will improve learning transfer and optimize the results of your most important learning initiatives.

Objectives:

• Improve performance by accelerating transfer of learning to work.
• Employ six research based disciplines.
• Use tools, processes, and job aides provided during session.

Cal Wick is the Founder and Chairman of Fort Hill Company and a nationally-recognized consultant, educator and researcher on improving the performance of managers and organizations. He was named "Thought Leader of the Year" by ISA, the Association of Learning Providers, in 2006.

Cal is co-author of the highly-acclaimed Six Disciplines of Breakthrough Learning: How to Turn Training and Development into Business Results (Pfeiffer, 2006).

Cal's research led to the concept of Follow-Through Management® and the development of web-based Follow-Through Tools® that improve results by increasing learning transfer and application. Cal recognized that the finish line for learning and development programs is no longer the last day of class, but rather months later when improved personal and business outcomes can be measured. This new finish line is becoming the standard of the learning industry.

The tools that Cal developed have been used by more than 80,000 leaders in companies from Pfizer and Oracle to Bank of America and Agilent, as well as leading business schools and training organizations.

Cal earned a Masters of Science degree as an Alfred P. Sloan Fellow at MIT's Sloan School of Management. He graduated as a Rockefeller Fellow from Trinity College in Hartford, Connecticut.

Using The Balanced Scorecard As Your HPT Framework
Howard Rohm, CPT, Executive Director, The Balanced Scorecard Institute
March 2009 - Recorded

The balanced scorecard is a useful framework for achieving the goals of HPT: using a systems approach to partner with others to achieve organization performance improvement and results.

In widespread use in business and industry for almost twenty years, balanced scorecard systems are growing in popularity with government and nonprofit organizations. This session will explore the benefits and challenges of using balanced scorecards as an organization’s strategic planning and management system.

The session includes four parts: how scorecard systems are used to improve organization performance, how scorecard systems are developed and deployed, how an organization can align individual human performance with organization goals, and how an effective scorecard system can be developed from your existing strategic elements.

Session Objectives:

• Learn how employee performance goals can be aligned with corporate goals
• Understand how a balanced scorecard system can be developed to incorporate the principles of HPT
• Learn how performance gaps can be identified and minimized using the balanced scorecard

Howard Rohm, CPT, is President and CEO of the Balanced Scorecard Institute, a training, certification, and consulting organization that helps business, nonprofit, and government clients develop balanced scorecard and strategic planning and management systems. Howard has 40 years of experience as an international speaker, educator, trainer, facilitator, and consultant. He developed the Institute’s award-wining “Nine Steps to Success” balanced scorecard framework, and has worked for over 50 organizations in 22 countries. Howard worked in government and industry, including Booz, Allen & Hamilton, the U.S. Atomic Energy Commission, and the U.S. Department of Energy. His experience includes intelligence, energy, research and development, and information systems. He co-authored the nation’s first national energy plan in 1976, and contributed to several White House studies on nuclear non-proliferation for four different White House administrations. Howard has undergraduate and graduate engineering degrees from Iowa State and George Washington universities, respectively. He is listed in Who’s Who Worldwide.

SuperFrames: Combining Job Aids and Performance Based Activities to Increase Transfer
Darryl Sink, EdD, President, Darryl L Sink & Associates Inc.
January 2009 - Recorded

Want to make instruction more interesting and powerful at the same time? Learn how to combine different types of job aids and activities (e.g., instructional games, roleplays and case studies) to increase involvement, interest and transfer of training. You will have an opportunity to experience several job aid formats and activities in combination. You will leave with a powerful concept and samples that you can use in your own projects.

• Explain the concept of combining job aids and activities into a super structure.
• Increase their repertoire of activity frames and job aids that can be used in combination.
• Identify an experiential activity you can use with at least one job aid.

Dr. Darryl Sink is president of Darryl L. Sink & Associates, Inc., (DSA). DSA has 26 years of experience designing and developing great learning experiences. His firm specializes in learning and performance consulting and custom training design and development.

Dr. Sink is the author of 6 comprehensive guides to instructional design and development that are used with DSA's workshops to provide fundamental instructional design training and processes. These processes have been adopted and are being used by many Fortune 500 companies, public institutions and non-profit organizations.

Dr. Sink and his world-class design teams have designed and developed over 1,000 fully custom training programs. Today DSA specializes in providing the learning and performance needs required for the implementation of their clients key strategic initiatives.

He is a contributing author to two editions of the International Society of Performance Improvement's (ISPI) Handbook of Human Performance Technology, published by Jossey Bass. He is the recipient of ISPI's Professional Service Award for his service to the organization. He was awarded the Outstanding Instructional Product Of The Year Award by ISPI for the third time in 2007.

Dr. Sink frequently shares his practical approaches to learning and performance at conferences and learning events, including Training Magazine's Conferences, and ISPI Conference.

Increasing Interactivity in Webcasts
Sivasailam "Thiagi" Thiagarajan, CPT, PhD
December 2008 - Recorded

Your webinars and virtual meetings do not have to be boring. Use any of the simple and cheap (but not tacky) techniques to increase their instructional and motivational effectiveness. This is a walk-the-talk session.

Objective: Make your webcasts more interactive by using one of five different techniques

Thiagi is the Resident Mad Scientist at the Thiagi Group. He designs learning activities and facilitates training participants around the world.

Accelerating Speed to Proficiency with Cognitive Learning Strategies
Marty Rosenheck, CPT, Ph.D. 
November 2008 - Recorded

The goal of training is to produce highly proficient performers in as short a time as possible, resulting in substantial benefits and savings to the organization. Although organizations invest substantial resources in training, many learners find that they can't perform without substantial help and support following the training events. It can take months or even years before they become proficient performers, especially for complex jobs. One reason for this is that people learn by doing, and oftentimes training programs are designed to impart content, rather than let people gain the essential experiences they need to perform on the job.

Using strategies from the cognitive learning sciences, instructional designers and performance technologists can significantly accelerate the process of developing proficient performers by providing them with a systematically constructed case-based curriculum. We'll see how to design a learning model that incorporates the seven principles of case-based learning (learning by doing, the teachable moment, scaffolding, simple-to-complex, spiraling, integration, and community of learners). In this highly interactive session, you will receive practical tips and guidelines for developing a case-based curriculum that increases speed to proficiency.

Participants will be able to:

• Describe how case-based learning can increase speed to proficiency.
• Discuss the research based underpinnings of case-based learning.
• Apply the seven principles of case-based learning to curriculum design

Marty Rosenheck, CPT, Ph.D. has been helping people and organizations develop expert performance for over 20 years. Marty has designed award-winning learning and performance support systems, conducted needs assessments, developed curricula, and created blended learning strategies for numerous non-profit and for-profit organizations. Based on his doctoral work in Cognitive Science, Marty developed a learning approach called Performance Centered Learning® that accelerates the speed to proficiency through case-based learning.. He has designed learning solutions for many Fortune 1000 companies, and has shared his ideas on developing expert performance in numerous presentations and workshops, including presentations for the American Society for Training and Development (ASTD), International Society for Performance Improvement (ISPI), and the Society for Insurance Trainers and Educators (SITE). He has also written numerous articles on the subject for industry publications, including CLO magazine, Training Today and the SITE journal. He is currently VP of Design and Development at Cedar Interactive, a custom training and performance solutions company.

We have many HPT models to guide us. But Partnering with clients requires us to (a) explain what we do in language that matches the one our clients speak, and (b) understand how the organization works as well as our clients do. Yet we are frequently trapped in our HPT lingo, and see the organization through HPT blinders. This webcast begins the process of opening our understanding and language. You’ll learn the underlying assumptions and metrics that drive management decision making. We might even have time for you to practice some of the ideas on your own organization. You’ll leave with an extensive job-aid describing business logic and the analysis procedure.

By the end of this session, you will be able to:

• Using a job aid, identify the business logics (External, financial, strategy, customer, product/service, process, internal/learning) that drive a business you are involved with, and how that business values and prioritizes each
• Using a job aid, identify the specific metrics the business uses to measure its success for each logic

Kenneth H. Silber, Ph.D., CPT has been contributing to the HPT field for over 40 years. He has worked in corporate, academic and consulting settings (domestic and international) to design and implement performance improvement interventions that saved clients more than $25 million. Dr. Silber specializes in business metric-based needs analysis and evaluation. Ken has edited ISPI's From Training to Performance in the 21st Century, written for ISPI's Handbook, published 50 articles and made 80 presentations. He teaches ISPI's Principles and Practices Workshop, both classroom and online versions. In addition to his consulting work with SPC, he also serves (until December 2008) as Associate Professor of Educational Technology, Research and Assessment at Northern Illinois University.
  

Globalization, outsourcing, massive retirements among the Baby Boomers, the entrance of Nexters into the work environment, and the impending war for talent are impacting the strategies and technologies we use for workplace performance and learning. Simply stated: what used to work, doesn't. Learn how leading organizations are using innovative strategies and technologies to recruit, train, manage, support collaboration and mentoring, and retain top performers.

Objectives:

• Identify demographic trends in the workplace for the next decade that impact training and performance.
• Apply audience analysis of different generations to the design of effective recruiting, training, and performance management systems.
• Identify and describe innovative technologies and techniques that are being used for attracting, training, retaining, and capturing the knowledge of employees across the generations , across time, and across locations.

Diane Gayeski, Ph.D. is an internationally-recognized consultant, researcher, and professor specializing in the future of organizational learning and performance. She is Associate Dean and Professor of Strategic Communication at Ithaca College and CEO of Gayeski Analytics. Among her clients for strategic planning for the new demographic challenges are the Centers for Medicare and Medicaid, TAP Pharmaceuticals, and the Internal Revenue Service. The author of 15 books, she's a frequent conference speaker and leader of in-house executive briefings.
   

Over the past 30 years, problem-based learning (PBL) has been widely adopted and evaluated in medical education. What is problem-based learning? What have medical educators learned about its benefits? How can you use PBL to accelerate expertise in your organization? How can PBL be adapted for either ILT or e-learning delivery? Based on her forthcoming 2008 edition of Building Expertise, Ruth Clark will explore the research and applications of PBL to workforce learning.

Participants will be able to:

• Identify the main features of problem-based learning environments
• Describe the research from medical education on the learning and motivational benefits of PBL
• Apply a design model of PBL to their own workforce learning requirements

For over 25 years Ruth Clark has helped workforce learning practitioners apply evidence-based training guidelines to design and development of classroom and e-learning instruction. Ruth has developed a number of seminars and written 6 books that translate important research programs into practical training guidance including e-Learning and the Science of Instruction, Efficiency in Learning, and The New Virtual Classroom- Winner of 2007 Best Training Product from Training Media Review.

A science undergraduate, Ruth completed her doctorate in Instructional Psychology/ Educational Technology in 1988 at the University of Southern California. Ruth is a Past President of the International Society of Performance Improvement and a member of the American Educational Research Association. Ruth was honored with the 2006 Thomas F. Gilbert Distinguished Professional Achievement Award by the International Society for Performance Improvement and was a Training Legend Speaker at the ASTD 2007 International Conference. Ruth is currently a dual resident of Southwest Colorado and Phoenix Arizona and divides her professional time among speaking, teaching, and writing.
 

Linking any intervention - especially a mentoring process - to business results is essential to success, scalability, and sustainability. A well designed mentoring process is consistent with these basic Performance Improvement Principles:

• Focus on Results - evaluation of the mentoring process gives measured results for the participants and the organization.
• Take a Systems View - the readiness assessment causes the process to be linked directly with other performance improvement sub-systems.
• Add value - measuring the results of the process against its goals shows the added value.
• Partner - the readiness assessment process engages the related functions of the organization - or community - in partnership to produce the desired results.

This session will describe how to position a mentoring process to produce results. Baseline data collection strategies for evaluation and continuous improvement - to create sustainable mentoring processes - will be illustrated. Participants can use this discussion as a clinic to tune up a floundering mentoring process or to jump-start an effective one.

Margo will share results from successful experiences over 35 years with hundreds of client organizations in 25 countries. Learn how organizations as diverse as the Nuclear Regulatory Commission and Wells Fargo Bank in the US, and public health groups in Africa, Asia, and Latin America have gained desired results at worker, workplace, and societal levels.

Participants will have the strategies to:

• Link the mentoring process to organization vision, mission, goals
• Create goals for mentoring process impact
• Create evaluation plans
• Gather data for baseline and post-intervention evaluation
• Monitoring and tracking

Organizations perform better when employees feel in control of work and decision processes. This session will explore methods -- and responsibilities -- for sharing and receiving power.

Objectives: This session will focus on the following areas:

• The elements of control and motivation
• The need to achieve
• Causes of commitment
• What bosses need to do
• Comparing power from the perspectives of employees and managers

Dr. Jim Hill is the CEO of Proofpoint Systems, a global provider of software applications that support individual and organizational performance. He is a retired Marine Corps officer, a former executive with Sun Microsystems, and a past president of the International Society for Performance Improvement. Under his leadership, Proofpoint developed the first browser-based performance analysis systems. These patent-pending, research-based, applications represent a fundamental shift in the way organizational requirements are identified, scoped, and solved. Jim and his family reside in Los Altos, California.

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