|
Back to the Performance Improvement Journal Home PageAugust, 2004 Editor’s Notes: Improving Performance Improvement
|
| www.ispi.org | Contact ISPI | Policies |
|
Executive Summaries
|
| Bringing Sense to Competency Definition and Attainment by Danny Langdon and Kathleen Whiteside Based on their experience helping install successful competency initiatives, the authors explore what does and does not work in competency definition and attainment. They begin by revealing three common problems faced by those initiating and administering competency initiatives. Then they explore how the emphasis on skills, knowledge, and attributes as the definition of competency is flawed because it ignores work execution, results, and outcomes. Through their Language of Work Model, the authors offer a solution that supports a more efficient and accurate definition of competency. They also show how that model can be used to select new employees, assess strengths and weaknesses of current employees, identify appropriate interventions, and develop employees to meet the needs of the organization. Changing Perspectives: From Individual to Organizational Learning by David C. Forman As training professionals, we have focused mostly on learning in individuals, not in teams or organizations. In today’s knowledge economy, the larger contexts for learning--especially organizational learning--are increasingly important. The term organizational learning has been discussed for more than a decade, but it is still misunderstood and subject to many interpretations. This article defines key terms and presents a practical framework for understanding and promoting organizational learning. An Integrated Model for Organizational Change by William W. Lee and Karl J. Krayer This article presents a model for implementing change that reduces lost productivity and encourages cooperation among affected groups for best results. The model involves three components: the stakeholders, or groups affected by the change; the process that involves seven traditional steps for completing a project (planning, assessment, analysis, design, development, implementation, and evaluation); and communication that explains the importance of and how to collect and disseminate information about the change initiative. The model can be used for departmental changes or enterprise changes. It emphasizes the importance of integrating the roles of organizational development specialists, human performance technologists, and trainers and explains the value-added components each group brings to the table. The article briefly cites recent reviews of the literature on the success of organizational changes and then presents this integrated model as a method to overcome the barriers that may be involved in those change initiatives that produced less-than-satisfactory results. Knowledge Management and Instructional Design: Optimizing Organizational Knowledge by John Nworie and Francis Dwyer Knowledge management is an important variable in individual and organizational potential and for optimal use of an organization’s knowledge. Although it has no single definition, its many dimensions constitute systems that permit structuring data to facilitate decision making at all levels. This article identifies and discusses the roles of the different knowledge workers involved in the practice of knowledge management and outlines the roles that instructional designers might play in creating systems designed to create effective and efficient learning and training environments using the knowledge that exists within the organization. Their participation in knowledge management can result in the creation of cooperative teams for designing, developing, and delivering critical resources in ways that--so far--have not been thoroughly explored. A Systemic, Flexible, and Multidimensional Model for Evaluating E-Learning Programs by Peni Mungania and Tim Hatcher This article features a matrix for the development of e-learning evaluation instruments. The model and matrix are based on a systems-thinking approach because there is not one particular approach for evaluating, teaching, learning, or administration that works well for all organizations or contexts. The matrix is an integration of other models in the performance improvement literature including several models. It should be noted that this article is not trying to “reinvent the wheel” or to discount others’contributions, but it incorporates suggestions from the literature into one comprehensive piece. The authors believe that a multidimensional evaluation procedure is what is needed in today’s institutions. This model uses a multifaceted approach to evaluation. Return to Sender: Improving Response Rates for Questionnaires and Surveys by Jack J. Phillips, PhD, and Patti P. Phillips, PhD, CPT Collecting data for a major performance improvement project is a challenge. To achieve success, ensuring the appropriate response rate is critical. Unfortunately, response rates for many questionnaires and surveys are notoriously low. With small groups, this response level spells disaster. The return rate plays an important role in terms of validity of results and actual project payoff. This article presents 25 techniques for ensuring a successful response rate to questionnaires and surveys. These techniques have been identified through successful questionnaire implementation by the authors and their clients and colleagues. Reference to experts in questionnaire and survey design also contributes to the list. Five principles to consider will assist readers in managing these techniques and ensuring successful response to questionnaires and surveys.
|
