|
Back to the Performance Improvement Journal Home PageMay/June 2002
|
|
info@ispi.org |
|
ARTICLE SUMMARIES
|
| Practices and
Pitfalls: A Practitioner's Journey Into Level 3 Evaluation by Thomas Riley, Holly Davani, Pat Chason, and Ken Findley Implementing an effective Level 3 evaluation takes planning, flexibility, communication, and cooperation. This article provides a practitioner's overview of the processes, models and lessons learned from a successful application of Level 3 training evaluation theory, tools, and principles. The article focuses on the development and implementation of a program for a fast track, cost-effective evaluation. Designed to provide organizational alignment and increase cooperation with process stakeholders, this flexible and replicable process balances organizational needs, regulatory requirements, and customers' needs at all levels in a program that can provide value at each organizational level. The article shares the authors' processes, lessons learned, and program results in a manner that can help practitioners in the development, implementation and maintenance of their own Level 3 programs. The New Organization and Implications for Training by Seth O. Reed The classic model of the organization, especially the business entity, has been evolving from the hierarchical pyramid to something flatter, more networked, less rigid. This kind of evolution encourages a reconsideration of training's role, function, and approach for the future. How might the learning process change? How will teams or individuals interact? Will increased diversity become integrated rather than added on? How might learning change? The training function must respond thoughtfully to these changes, becoming more learner centric, more able to incorporate diversity, and more reflective of both the new organization and its participants. Creating Energy for Change by Robert A. Neiman Using small-scale change projects, breakthrough projects, to generate new outcomes and new skills and experience, Philadelphia's Department of Human Services improved basic day-to-day operations, strategic planning, and cumulatively produced larger-scale changes in service, financing, and performance. This article tells the story of this experience and outlines the disciplines and skills that evolved. Moreover, it reflects dramatic change, over a seven-year period, in the functioning and image of the enterprise. Beginning in a troubled situation, the department became a creditable performer and a leader in some areas. The process of growth continues today. The basic breakthrough strategy described here has been widely used in businesses as well as public service organizations to improve worker safety, student learning, and insurance costs, among other goals. Converting Existing Training Products for the Web: A New Look at the Old ISD Process by Andrea C. Young and James D. Young The conversion of existing materials for effective e-learning involves more than transforming a Word document to HTML. One cannot simply port content from one medium to another without considering the unique characteristics of the new medium. What, then, is the process for converting existing training for the Web? The same six steps that have historically comprised ISD models—analysis, design, development, implementation, evaluation, and revision—apply when converting existing materials for the Web, albeit with some retooling. This retooled ISD process differs from the traditional ISD process in three respects. First, it recognizes that learning can take place anytime, anywhere, and in any way. Second, it assumes the use of existing materials and thus has been tailored to meet the challenges of a conversion effort. Third, it presupposes the Web as the primary delivery media and attempts to take advantage of that medium's unique capabilities. |
