awards program - International Society for Performance Improvement

2011
INTERNATIONAL SOCIETY FOR PERFORMANCE IMPROVEMENT
A WA R D S P R O G R A M
Celebrating
Excellence in
Performance
Improvement
April 11, 2011, Orlando, Florida

Honorary Life Member
Mariano Bernardez, CPT, PhD
ISPI’s Honorary Life Member Award honors one of our
colleagues for the totality of his or her contributions to
both ISPI and the field of HPT over the course of his or
her career to date. This award is not necessarily awarded
every year, as it requires the unanimous agreement of
two consecutive ISPI Boards. ISPI is pleased to announce
this year’s Honorary Life Member is Mariano Bernardez,
CPT, PhD.
Mariano joined ISPI in 1993 and has
continually made significant contributions
to the Society. He is a founding
member of ISPI chapters in Argentina,
Spain, and Mexico. He also helped found
and then became the chapter president
of one of the first ISPI virtual chapters,
the Performance Improvement Global
Network.
In 1998, Mariano received a Chapter
Leadership Award for Transitioning HPT
into the 21st Century. In 2003, he earned
his Certified Performance Technologist
designation. In 2004, the membership
elected Mariano to serve as a Director
on the 2004-2005 ISPI Board of Directors.
Since 1993, he has presented at every
annual conference, as well as the ISPI
Europe Conference.
In Mariano’s professional career, he has
published four human performance
technology (HPT) books in Spanish, the
first ones in that language. He has also
published numerous HPT articles in
English in a wide variety of professional
journals and books, including
Performance Improvement and
Performance Improvement Quarterly.
Mariano has been a consultant to the
United Nations Development program, a
partner for Andersen Consulting, and a
managing partner for MBC Consulting,
and is currently research professor, as
well as the director of the Performance
Improvement Institute at Sonora
(Mexico) Institute of Technology.
Mariano’s range of professional expertise
and interests include:
• E-Performance (1998-2002): Model
to design and integrate virtual performance
systems and organizations,
which was implemented on three
continents
• Knowledge factory (1999-2003):
Virtual performance system to
produce and deliver intellectual
capital, which was implemented on
three continents
• Mega-planning application (1996-
2002): Nine-year success and application
case for Salta, Argentina, region,
Refinor refineries, and the creation of
120 new companies
• Performance-centered university
(2005): New model for graduating
organizations and contributing to
social improvement; 1,200 jobs
created in 24 companies throughout
Mexico
• Double-bottom-line business case
(2007): Methodology and tools to
measure Mega, Macro, and Micro
results and return on investment
Given his contributions to the field and
ISPI, Mariano truly is the tangible expression
of ISPI’s Honorary Life Member.
2

Thomas F. Gilbert Distinguished
Professional Achievement Award
Allison Rossett, CPT, EdD & Ken Silber, CPT, PhD
Named after a foundational contributor
to the field of human performance
technology, this award recognizes those
who have made outstanding contributions
to the knowledge and practice of HPT.
This year the award is bestowed on two
longtime members Allison Rossett, CPT,
EdD and Ken Silber, CPT, PhD.
The pinnacle of good engineering
is the elegant solution. Scientists,
engineers, and mathematicians
devote their careers to explaining
and expressing vastly complex
concepts in the simplest possible
terms. In other words, they strive
to be pithy.
Allison’s contributions to HPT take
the familiar forms of publications,
presentations, and positions of
influence—too many to mention
here. Yet most would agree what
sets Allison apart from her peers
is her ability to communicate
and capture the attention of her
audience. She is one of our profession’s
most inspirational champions.
Her presentations are relevant,
her examples vivid, and her books
are practical.
In this age of information overload,
the ability to communicate and
capture attention is the next big
thing. Allison has long recognized
complexity does not necessarily
impress and simplicity does not
necessarily compromise. In short,
she understands the importance of
engineering elegance and the value
of being pithy. Allison’s ability to
communicate has inspired thousands
of people around the globe
to be passionate about discovering
root causes and designing the
correct solutions to systemically
improve performance. Her presentations
are typically standing room
only and her messages transfer to
the workplace.
Allison’s First Things Fast and A
Handbook of Job Aids have greatly
influenced the U.S. Coast Guard.
Dave Hartt, CDR, USCG (Ret.),
who studied under her, reports
her work directly and dramatically
influenced the Coast Guard’s
approach to front-end analysis
and the integration of job aids to
ensure good stewardship of tax
dollars while carrying out Coast
Guard missions around the globe.
Allison’s former students are
helping to create the future of
ISPI, and they count her as both
a mentor and friend. Colleen
Cunningham, Department of
Defense, shares that Allison has
“the uncanny ability to foster a
greater understanding of the
intersection of training and HPT.”
And Chris Voelkl, head of advisory
services at E&E Information
Consultants in Germany, shares
that Allison “opened doors for
many of us and by doing so has
generated a vivid stream of fresh
talent, ideas, and volunteer support
without which the field of HPT
could not endure.”
•••
Ken is an associate professor emeritus
of Northern Illinois University,
a part-time faculty member in
Capella University’s Training and
Performance Improvement
Program, and president of Silber
Performance Consulting. He is also
co-editor of ISPI’s Handbook of
Improving Performance in the
Workplace: Volume 1: Instructional
Design and Training Delivery,
and a contributing author to the
first and third editions of ISPI’s
Handbook of Human Performance
Technology. Ken has been an active
member of the human performance
technology profession and
of ISPI for 30+ years.
As a professor, Ken has helped
shape the careers of hundreds of
practitioners of learning and
performance. He has also operated
his own consulting firm, working
with many clients including Amway,
Walgreens, McDonalds, the National
Restaurant Association, Chicago
Board of Trade, CNA Insurance,
and many more. His successful
interventions for these clients
run the entire gamut of HPT.
Continued next page.
ISPI Awards 2010
3

Ken has also worked as an internal
consultant at AT&T, Amoco, and
Applied Learning, as well as an external
consultant for Hale Associates
and Clarity Performance Alliance.
He has won numerous awards:
12 from ISPI, one from ASTD, and
two from AECT. These awards recognized
his writing, presentations,
and professional leadership. Ken
has served ISPI at the local and
national level as a book editor for
ISPI’s series From Training to
Performance in the 21st Century,
as a committee member, as a committee
chair, as Chicago chapter
president twice, and as consulting
editor for Performance Improvement
Quarterly. He has written
books (including co-authoring his
most recent, Organizational
Intelligence), monographs, book
chapters, and many, many articles.
Ken has been a regular presenter
at NSPI/ISPI conferences year after
year. He is a Certified Performance
Technologist and holds a PhD in
instructional technology from USC.
Ken has provided the Society, its
members, and the profession
with continual scholarly insights,
and ISPI is proud to award him
one of this year’s Thomas F. Gilbert
Distinguished Professional
Achievement Awards.
Distinguished Service Award
Charline Wells, CPT
This award, determined by a vote of the ISPI Board of
Directors, recognizes long-term, outstanding, and significant
contributions to the betterment of ISPI. This year’s award
goes to Charline Wells, CPT.
Charline has been active professionally
in ISPI since 1982 and
served as president of ISPI from
1997-1998. She has presented at
ISPI conferences, has been a Track
chair three times, developed and
built local chapters, mentored
new chapter leaders, and received
more than 10 Presidential and
Leadership citations. Charline
was the founding chair for the
Management of Organizational
Performance (MOP) Professional
Community of Practice, has chaired
the Nominations Committee,
served on the Certified Performance
Technologists Board of Governance,
was a key player and advocate for
the successful Revenue Sharing
Pilot Study, and has held numerous
other volunteer leadership positions
in ISPI. She has also served on the
ASTD Council of Governors and
was president of the International
Board of Standards for Training,
Performance and Instruction
(IBSTPI).
Charline is a performance technologist
and manager. Her qualifications
provide a balance between a strong
academic foundation and extensive
management experience. She has
a master’s degree in educational
psychological studies–instructional
design and maintains three teaching
certificates. Charline is well known
for her ability to build coalitions,
her low-key style, and her reputation
for getting things done. Her
business skills were developed over
20+ years of managing both small
and large organizations in government
and the private sector. She
has been responsible for managing
program budgets in excess of
$3 million, contributing to the
growth of two corporate training
organizations, and authoring over
50 successful training programs.
Charline is currently the program
manager of the Corporate Learning
and Professional Development
Organization at Sandia National
Laboratories. In this position, she
has responsibility for all business,
leadership, and management
education and training programs,
as well as training operations. She
has been responsible for developing
and implementing strategic
plans, working with numerous
customers, and ultimately being
accountable for program success.
Charline’s work as a performance
technologist focuses not only
on instructional design but also
organizational design issues. In
each of these areas, she has not
only performed the job, but also
supervised, managed, and consulted
with company management.
Charline has been recognized by
Sandia for professional excellence
and received more than six Sandia
President’s Quality Awards, in
addition to many other awards.
4

Geary Rummler Award for the
Advancement of Performance Improvement
Klaus Wittkuhn, CPT
This award was established in honor of Geary Rummler, a lifetime
member, significant supporter, and valued contributor to ISPI and
the profession. It is awarded to individuals and/or organizations
who have demonstrated and reflect the work and life of Geary. The
award honors his legacy and advancement of both HPT and ISPI’s
principles and practices. This year, ISPI is proud to recognize
Klaus Wittkuhn, CPT.
Klaus has been an active thought
leader and practitioner of HPT for
more than 15 years. During this
time, he has worked on countless
HPT projects around the globe;
however, there are two accomplishments
that are key contributions
to the field and Geary Rummler
mentored and valued:
• The Performance System
Optimizer, Mapper, Supporter, a
toolkit that shows the steps to be
taken, the questions to be asked,
and the results to aim for, given
any organization’s constraints
and potentials
• His recent work introducing and
adapting the methodology of
HPT to countries in the Eastern
European and Caucasus area
Klaus has been actively involved
with ISPI since 1996, bringing a
combination of management and
systems thinking to the performance
community. In 2007, he was
awarded ISPI’s highest honor,
Honorary Life Member. He has a
special blend of insight and experience
with HPT that enhances
international recognition for our
field. In 2006, Klaus was awarded
an HPT project, through a competitive
bid for World Learning for
Human and Institutional Capacity
Develop-ment (HICD), in the
Republic of Macedonia. The project
consisted of an assessment and
intervention package for the State
Education Inspectorate. As part of
the contract, the employees of
World Learning Macedonia were
trained in the HPT methodology.
With his toolkits and methodology
that firmly rest on Rummler’s
developments and his experience
in other organizations, Klaus began
work in a country that had limited
resources and plenty of political
interference from the country’s top
officials. Most assumptions from
working in industrialized countries
had to be questioned and reframed.
The basic HPT methodology though,
was as useful there as anywhere.
The project proved a success,
Geary’s ideas began to spread in
new and different contexts, and
many other HICD projects followed
with World Learning in
Macedonia and in other countries.
Currently, Klaus is working on
training and coaching HPT consultants
in The Republic of Georgia.
The adaptation of HPT principles
to completely different cultural and
economic conditions, as well as
toolkits that allow organizations
fast and structured applications of
HPT principles, are his most innovative
and unique contributions to
human performance technology.
5

Outstanding Human Performance Intervention
Writing a Formal Internal Proposal for an HPI Intervention
Carsten Schmidtke, PhD, Assistant Professor of Workforce Development
Education, University of Arkansas
Surprisingly, many working professionals
who are already employed in human
resource development (HRD) departments
have never heard of human
performance improvement (HPI), but
are quite fascinated by its possibilities.
Thus, a graduate-level college course
focusing on HPI was developed.
Learners learn about what HPI is and
what distinguishes it from training,
and they learn about analyzing HPI
opportunities, assessing performance
gaps, finding causes for performance
gaps, selecting and implementing
HPI strategies at various levels within
the organization, and evaluating the
success of their interventions.
To give learners an opportunity to
operate at the higher levels of Bloom’s
taxonomy, an assignment was created
in which they have to develop and
write a formal proposal suggesting an
HPI solution to a problem encountered
in their workplaces. The proposal
enables learners to apply, analyze, and
synthesize their knowledge and skills
acquired during the semester. Learners
learn to think in terms of HPI to solve a
real-life performance problem of their
choice while reviewing the entire
HPI analysis and development process.
After finishing this proposal, learners
are more comfortable with designing
HPI interventions and have a better
understanding of what HPI is and what
it can accomplish.
The proposal takes the term communication
literally. Good communication
skills are frequently mentioned in job
announcements, and this proposal
helps learners improve those skills. It
teaches them how to plan and design a
clear, concise, concrete, and coherent
proposal; how to write clearly and
correctly; and how to use visuals to
convey complex data. Scaffolding with
a prospectus, a rough draft, and a final
draft is used to allow students to see
their progress and to feel comfortable
with a new type of assignment.
One thing many instructors struggle
with is to have students work at the
highest levels of Bloom’s taxonomy.
The approach of having them research
a real-life problem and devise an HPI
solution accomplishes this task.
Learners must know the facts, they
must be able to apply and analyze,
and they must synthesize information
and evaluate the problem and their
solutions. The fact that they improve
their writing skills in the process is
an additional bonus.
The most interesting result of using a
formal proposal is some learners have
expressed an interest in submitting a
classroom assignment to their managers
at work. This is the applicability of
what we teach that we always look for.
Pre-Commissioning Performance Support and Training
Program for the U.S. Coast Guard National Security Cutter
U.S. Coast Guard
CG-1B3, Office of Human Systems Integration for Acquisitions, CG-25, Office of Intelligence Plans and Policy,
CG-45, Office of Naval Engineering, CG-48, Office of Engineering and Logistics, CG-7D-1, Force Management Staff,
CG-751, Office of Cutter Forces, CG-9321, Project Manager National Security Cutter, FC-51, Training and Education
Branch, C4IT Service Center, U.S. Coast Guard Performance Technology Center (PTC), FORCECOM Det 1, U.S. Coast
Guard Training Center Petaluma, U.S. Coast Guard Training Center Yorktown, and USCGC BERTHOLF
As part of the U.S. Coast Guard’s
modernization of its cutter (ship) fleet,
contracts were initiated in late 1990s
to acquire a new class of cutter, the
National Security Cutter (NSC). Due to
administrative and contractual complications,
actual design and construction
of NSCs was delayed many years, and
the first cutter was delivered in 2008.
In preparation for delivery of the first
in-class cutter, a comprehensive performance
support and training (PS&T)
program was developed, implemented,
and evaluated. The PS&T program
ensured the 145+ pre-commissioning
(PRECOM) crewmembers and shore
support personnel were ready to safely,
effectively, and efficiently operate and
maintain the new cutter.
Continued next page.
6

As a new acquisition with no accomplished
performers and only the
manufacturers as subject matter
experts, there was a tremendous need
for a systemic and systematic PS&T
system to ready crew members to take
possession of the ship and begin operational
missions. A needs assessment
was conducted and more than 13 gap
and cause analyses and seven task
analyses were completed. As a result,
the PS&T system incorporated a variety
of performance support interventions.
Formal resident training was a large
component due to the overall lack of
knowledge and skills inherent with
PRECOM crews; however, additional
interventions were targeted at providing
on-the-job training, embedded
manufacturer support, locally produced
learning materials, paper and electronic
job aids, electronic performance support
systems, technical publications,
a virtual ship tour, job rotations, team
training, over-the-shoulder underway
technical training, and access to
visual ship simulators. All of these
interventions were integrated into a
comprehensive plan and delivered
prior to acceptance of the first NSC.
Additionally, operator and maintainer
procedures and policies were developed
along with performance qualification
requirements for each crew member.
The program was first provided to the
lead cutter PRECOM crew in 2006–
2008; however, until an evaluation of
the PS&T was conducted the Coast
Guard could not be sure what was
working or what gaps still existed. To
answer those questions, the Coast
Guard conducted its largest ever Level
3 evaluation by conducting extensive
document reviews and face-to-face
interviews with 132 crew members to
assess the value of all PS&T interventions.
The enormous amount of data
was analyzed and results were used to
make significant changes to the ship’s
master training list and other performance
supports. A return-on-investment
study revealed a savings of $1.5 million
and approximately 2,200 training hours
per vessel.
Currently, there are two NSCs in service
with a third planned for delivery in
2012 and the potential for an additional
six cutters during the coming decade.
In addition to realizing cost savings for
future cutters, lessons learned from the
NSC PS&T program are being applied
to optimize other current cutter acquisitions
and have been incorporated
into requirements and acquisition
strategies for future major acquisitions.
Level 2 Performance Testing and SKILL Application
U.S. Coast Guard Training Center, Petaluma
CAPT Christopher Hall, Commanding Officer, CDR Samuel Forbes, Training Officer, CDR Reed
Stephenson, Training Officer, LCDR Randall Chong, Performance Analyst Chief, LCDR Michael Reed,
Performance Analyst, LT Robert Hill, Performance Analyst, Paul Robbins, Curriculum Development Branch
Chief, Maria Dahms, Curriculum Development Branch Chief, and Scott Welch, Curriculum Designer
L-3 Communications
Rick Mercurio, Program Manager, Graham Lower, Senior Database Developer, Joellen Mitchell, Senior
Performance Analyst, Arlene Sidelinger, Curriculum Designer, Jennifer McGowan, Technical Writer
The purpose of this project was to
capture the current state of Kirkpatrick
Level 2 performance testing of
Terminal Performance Objectives
(TPO) being conducted at U.S. Coast
Guard Training Center Petaluma’s
seven apprentice schools. This assessment
also evaluated whether the
testing results were being tracked and
trended, and, if so, how the results
data were being used. Comparing the
actual test results data to the optimal
state, gaps were identified within
each school’s curriculum, and solutions
were recommended to fill the gaps.
Two interventions were developed
after the analysis was conducted:
• Upgraded performance tests for
each TPO to a process and product
standard.
• Developed the Specialized
Knowledge Lessons Learned (SKILL)
application. This application is a
tracking and trending tool that
records student performance tests
and functions as a data source that
can be resourced by supervisors and
school chiefs. This database application
records the results from student
performance tests and provides a
summary of tracking and trending
data for every graduate’s performance.
This application is then used as
a tool to monitor overall test performance
for each TPO, allowing
instructional designers to quickly
identify high failure rates to address
potential weaknesses in curriculum,
performance tests, or instructor
delivery of the training material.
Outstanding Human Performance Intervention ISPI Awards 2011 7

Outstanding Human Performance Intervention
Get On-Board the DEPOT Express for Success
U.S. Coast Guard
LCDR Jennifer Sinclair, Chief, Instruction and Design Section, Patricia Peck, Writer/Editor, Instruction
and Design Section, James Craumer, Instructional Designer, Instruction and Design Section L3, Steven
Whitehead, Instructional System Specialist, Instruction and Design Section, Kevin Taylor, Performance
Analysis, Instruction and Design Section L3, Eugene Nieminen, Visual Information Specialist, Instruction
and Design Section, and LT. Adam Birst, Design Team, Supervisor
The Direct Entry Petty Officer Training
(DEPOT) is a new Coast Guard fast
track initiative enabling students to
transfer quickly from civilian to military
status. The DEPOT program
comprises two former fast track programs:
Prior Service Training Program
(PSTP) and Reserve Enlisted Basic
Indoctrination (REBI).
The DEPOT program was created
using the Coast Guard standard, ADDIE
model, for curriculum development
and the data from the analysis, enabling
the Coast Guard to discontinue PSTP
and REBI.
Drawing on the existing material from
REBI and PSTP that was relevant and
current, the team designed the DEPOT
program. Using the Enlisted
Professional Military Education (EPM-E)
requirements for petty officers and
task-required training plus working
within time constraints, maintaining a
performance-based curriculum, and
training resources, new lesson plans
were written and existing lesson plans
were revised, updated, combined, or
rewritten. One of the biggest challenges
was taking two programs that
totaled seven weeks in training time
and condensing it to three weeks.
To aid in this accomplishment, the team
exercised a blended training approach
of self-study computer-based training as
well as instructor-led classroom and
drill ground training. One of the
unique characteristics is the computerbased
student workbook from which
the student can meet all the knowledgebased
requirements at a self-study pace
without taking away valuable hours
that are needed for the performancebased
training. All knowledge based
assessments and testing are conducted
in the same manner.
DEPOT results in low attrition rates
in part due to the shortened length of
the program. By eliminating REBI and
PSTP, statistics are showing that DEPOT
is providing better-trained personnel
to the fleet in a shorter time and at
considerable savings in terms of
resource dollars, manpower dollars,
and instructor hours.
The DEPOT Course provides for a
smooth and orderly transition from
civilian to military life in just 20 days.
Candidates must successfully pass
written and practical tests and meet
minimum Coast Guard standards to
graduate the program and prepare
them for their role as a member of
the U.S. Coast Guard.
Using SharePoint to Improve Project Management
Transparency with Leadership and Stakeholders:
Lowe’s Workforce Readiness Team’s Success Story
Workforce Readiness, Lowe’s Home Improvement
Gary DePaul, CPT, PhD, Greg Nell, Rich Lima, and Martin L. Wood
8
Lowe’s Workforce Readiness team uses
a SharePoint site and templates to effectively
manage, monitor, communicate,
and show transparency for projects.
The SharePoint site functions as a project
and knowledge management system.
In the past, leadership,
management, and individual contributors
(instructional designers) relied on
individual capability for project management.
As a result, project success (in
terms of time, cost, scope, and quality)
varied; partnering departments had
limited exposure to the Workforce
Readiness achievements, and some
projects lacked a clear completion
phase. To increase transparency with
executives and stakeholders, Workforce
Readiness implemented a standard
project management process, templates,
quarterly leadership communications,
a monitoring dashboard,
proprietary project management training,
and new-hire project management
orientation. Since implementation,
100% of Workforce Readiness uses the
SharePoint site and tools. Executives
along with related departments access
the SharePoint site and have expressed
that this system contributes to
improved communication.

Merchandising Excellence 2008-2009-2010 for Esso Retailers
Imperial Oil Ltd
Louise Leone, Performance Manager
DataLink Consulting, Inc.
Christine Link, President, Dan Cully, General Manager, Sylvia Herczku,
Project Manager, France Dubois, Performance Improvement Consultant,
Sonia DiMaulo, Facilitator, and David Fisher, Facilitator
Ideas Interactive, Inc.
Heather Connell-Brown, President/Training Director
Imperial Oil operates 520 companyowned
service stations across Canada
(sites include fuel services, convenience
stores, car washes, and fast food). Sites
are operated by independent thirdparty
sales associates (retailers) who
follow the Esso system, in a similar way
to a franchise. Changes in the marketplace
have created a new and challenging
environment for the petroleum
retail industry. As gas margins continue
to shrink, they are no longer sufficient
to sustain viable business strength in
the market. Imperial Oil’s viability must
be linked to non-fuels revenue sources.
An Evolutionary Process
As convenience retailing continues to
grow exponentially in the convenience
and gas channel industry, staying at the
forefront of rapidly changing practices
has become a top priority at Imperial
Oil. The company developed its first
comprehensive performance improvement
program in 2005. This initiative
(referred to as the “Blitz”) combined
a national training program with an
incentive for retailers to achieve
excellence in store merchandising by
creating a competition between teams
of retailers throughout the network.
Following the positive outcomes,
Imperial Oil quickly saw the benefits of
a program that informs, motivates, and
trains its retailers to be top performers
in a rapidly changing environment.
Having established significant performance
improvement in many categories
and sizeable growth in sales in 2005,
IOL has sustained the momentum with
a dedicated theme every year to regenerate
energy among its retailer network.
Performance Intervention Solution
As in previous years, the performance
intervention solution integrated four
key components—leadership, performance,
motivation, and sustainment.
• Engaging the leadership team in a
pre-classroom workshop ensured
the territory managers’ full support
during the Retailer Workshop and
subsequent application of learning
in the field.
• A thorough evaluation of stores and
retailer performance based on the
current year and previous year’s
course content through a nationwide
activity (the Blitz).
A follow-up Blitz evaluation, which
began in the classroom and continued
in the field, using a merchandising evaluation
tool (Blitz form) and monetary
incentive program highlighting both
convenience and car wash for targeted
focus areas within each year.
Purpose
This human performance intervention
helped convenience store retailers
apply key merchandising standards
and best practices in their stores to
increase sales and become top retailers
in the industry.
Results Achieved
The results of the Retailer Workshop
evaluations continue to be very positive
year after year.
Merchandising coordinators and select
suppliers teamed up to evaluate all sites
against the Blitz Assessment Form and
awarded points for execution at the sites.
• 2008 Blitz Scores: 96.8% avg
(463 sites)
• 2009 Blitz Scores: 97.3% avg
(448 sites)
• 2010 Blitz Scores: 98.3% avg
(445 sites)
There were 132 incentive checks
distributed in 2010: 72 Blitz and 60
for sales.
Car Wash
Nationally, Imperial Oil achieved 100%
of an aggressive sales growth target in
2010, despite very poor weather during
June. Key measures such as up-sell
improved from 25% of the network in
2009 to well over 90% offering the
wash in 2010.
Outstanding Human Performance Intervention ISPI Awards 2011
9

Outstanding Human Performance Intervention
Influenza Manufacturing Operator Training
SBK Advies & Training Judith de Goede and Linda Vermeer
Abbott Biologicals B.V. Jan-Eric Zandbergen, Paul Van Moer, and Klaas Bakker
Failure of operators to meet the everincreasing
demands of production
results in loss of efficiency and quality.
In this case, new operators were taught
their job by experienced colleagues.
These colleagues had no good process,
structure, criteria, or material with
which to teach the new operator all
aspects of the work. Over time this
slowly resulted in fragmented and even
very different ways of working. This
again resulted in a number of errors
and deviations in batches. It was important
the quality level increased again.
Senior management of Abbott Biologicals
asked the external partner, SBK Advies &
Training, whether there was a response
to this problem with high effectiveness
and low time-loss for operators.
By interviewing several people from
the organization, it became clear the
following analyses were relevant during
the needs assessment: analysis of the
process, analysis of the target group,
and analysis of the organization.
The proposed practice contained a
training program for operators of
approximately 18 months. The operators
get an on-the-job training for
both job qualification and a Dutch
certificate recognized by the Dutch
Minister of Education.
The training program that was developed
and implemented included the
following activities:
• For every department a complete set
of competences was determined for
the function of operator
• With these competences, a courselayout
(with modules) for every
department was developed
• The company objectives were translated
to performance objectives of
the operator and this was translated
into learning objectives (with clear
criteria) for every module
• Every module in the course-layout is
written especially for this specific
target group in this company
• For each operator it was defined
which modules they had to do and
for which they were to get exemption.
In this way, every operator had
a unique training path
• The modules are self-study modules
and contain:
— A clear training path with
relevance, examples, repetition,
exercises, and feedback
— An on-the-job test with predescribed
criteria for the
operator
• During the training process of the
operator, he or she is supported by a
mentor. The mentors are supported
by a coach.
The proposed practice fulfilled all
needs senior management identified at
the start of the project:
• One standard way of working for
all operators
• A clear program and clear targets
when employing new operators
• A better comprehension of the production
processes by the operators,
resulting in earlier identification of
potential problems and increased
autonomy in troubleshooting
• Increased operator flexibility in
relation to changing market or
production demands
The following factors are evaluated:
• Satisfaction of participants
• Several failures in output numbers
of production
• Several job demands and job
resources of operators measured
with a employee survey
The outcomes of the evaluation resulted
in the following cost-benefit balance:
• Costs: € 350,000
• Savings: 3.5% absenteeism reduction
is a saving every year of € 50,000;
Successful batches increase of 30%
is a saving of € 1,300,000
10

USCG Boarding Officer Qualification Support Program
Initial Team
U.S. Coast Guard: CDR Timothy Expinoza, Commanding Officer, Maritime Law Enforcement Academy,
LCDR Tim Hammond, Training Officer, Maritime Law Enforcement Academy, LT Tom Kuhar, Alan Wheaton,
Curriculum Division Chief, LT Jeff Collins, Branch Chief, LT Paul Turner, LCDR Susan Polizzotto, Command
JAG, BMC William Absher, Instructor, BMC Mike Barron, Instructor, James Ferry, and Sam Kukich
CG-132 Office of Training Workforce and Development, CG Headquarters: LCDR Paul Baker, CGLCDR
Charles Fosses, and LCDR Tom Walsh
L3 Communications: Don Tempe, Instructor
C2 Technologies Corporation
Unitec Corporation
U.S. Coast Guard Performance Technical Center
Existing Team
U.S. Coast Guard: CDR Paul Baker, Commanding Officer, LCDR Marcus Gherardi, Training Officer, BMC Brent
Ferrantelli, Assist. Curriculum Branch Chief, Robert Isaman, Instructional Systems Specialist, LT Adam Paul,
Maritime Law Enforcement Academy, and BMC Thad Bouchard, Maritime Law Enforcement Academy
L3 Communications: Harriet Wilt, Multimedia Developer
The U.S. Coast Guard is the nation’s
leading maritime law enforcement
agency and responsible for enforcing
all federal laws, treaties, and regulations
in missions such as living marine
resources, drug interdiction, and
undocumented migrant interdiction
among other enforcement areas. Every
day there are hundreds if not thousands
of Coast Guard members conducting
various law enforcement activities
across the nation and around the world.
This requires a complement of active
duty and reserve personnel certified as
boarding officers to meet the nation’s
threats. A six-week resident training
course was always available to qualify
active duty personnel, but for a
reservist who operates on a part-time
basis, no such training existed due
to time constraints imposed by
Congressional mandates. These mandates
provide reservists approximately
one weekend per month and two
weeks a year to conduct Coast Guard
operations and obtain the necessary
skill sets to perform their jobs. The only
means for a reservist to have qualified
as a boarding officer prior to 2006
was through an on-the-job training
program, which produced erratic and
non-standardized results.
In 2006, the U.S. Coast Guard developed
and implemented a performance
intervention system that allowed Coast
Guard reservists to attend resident
training while subsequently qualifying
and certifying as boarding officers
within their imposed timeline constraints.
This performance intervention
system contains three components:
The first is 10 e-learning modules,
which equates to approximately 40
hours of instruction designed to orient
and assist members in obtaining the
necessary knowledge prior to attending
a resident course. The second component
is a two-week performance-based
resident course providing an opportunity
to apply the knowledge obtained
through the e-learning modules in a
practical high-fidelity environment.
The last component is the completion
of a few on-the-job tasks to reinforce
what was acquired in the previous
two parts before attaining boarding
officer qualification.
Within many federal law enforcement
training communities, there was
much apprehension with the use of
computer-based training to replace
classroom instruction. Additionally
there was some organizational skepticism
with the entire performance intervention
system in that it would not
produce a qualified boarding officer
with the same skills as the active duty
resident–based training program.
There was also concern that a reservist
would not be able to complete it within
his or her annual drill cycle. Since its
inception, more than 275 reservists
have successfully completed this program.
This performance intervention
translates into additional law enforcement
boarding officers who become
significant force multipliers available to
respond to national crisis such as the
Deepwater Horizon oil spill, presidential
and political elections, and international
conferences and summits. This
system also provided benefits to active
duty personnel allowing for quicker
qualification and certification rates,
decreasing time away from their operational
units and standardizing training
information and materials available
at the unit level. More than 300 activeduty
personnel have also used this
system as an alternate means to complete
their qualification and certification
as a Coast Guard boarding officer.
Outstanding Human Performance Intervention ISPI Awards 2011
11

Outstanding Human Performance Intervention
Global Security Cooperation Organizational Review
Defense Security Cooperation Agency
James Worm, Project Manager
Proofpoint Systems
Richard Hibbert, Program Lead, Dean Spitzer, CPT, PhD, Principal Analyst, Roger Addison,
CPT, EdD, Principal Analyst, Andrea Moore, CPT, Senior Analyst, Frank Duggan, Security
Cooperation Subject Matter Expert, James Morrison, Security Cooperation Subject Matter
Expert, Michael Williams, Security Cooperation Subject Matter Expert, and Thomas Moore,
Development Manager
The Global Security Cooperation
Organizational Review was initiated
by the Department of Defense (DoD),
specifically the Defense Security
Cooperation Agency (DSCA), to study
the personnel requirements for conducting
security cooperation missions
around the world. The objectives were
fourfold:
1. Determine optimal staffing requirements
for each security cooperation
office (SCO) assigned to the six
combatant commands (COCOM) and
the American Institute in Taiwan
2. Identify the number of additional
positions required for SCOs determined
to be currently understaffed,
and, where possible, propose alternative
staffing strategies
3. Provide recommendations for
reassignment or addition of billets
needed to include not only appropriate
funding source for the position,
but also the unique characteristics
required
4. Propose reallocation of existing
staffing to meet current requirements
for all SCOs
COCOMs execute security cooperation
missions within the context of their
theater engagement and campaign
plans. SCOs coordinate their activities
with their assigned embassies to ensure
support and integration of related
programs. DoD funds operations of
U.S. forces not only during conflicts
but also in peacetime engagement.
Adequate staffing levels at the SCOs
are essential to their effectiveness, efficiency,
and mission accomplishment.
The SCOs receive funding based on
program activity and, to some extent,
its personnel manning, which is
intended to correspond with program
activity. There are no established staffing
models for these offices. Through
Proofpoint’s analysis, a recommended
baseline model and a standardized
process to track program activity
and provide greater visibility of SCO
staffing levels across each COCOM
was created.
With proper resources, the security
cooperation community can:
• Implement national security guidance
regarding security cooperation
• Support stability and governance in
conjunction with the Department of
State and other key U.S. agencies
• Increase engagement to strengthen
mutualities with partner nations
• Mitigate the influence of competitor
nations
• Reduce potential for kinetic engagement
of U.S. forces, and the related
human and monetary costs
• Increase the timeliness effect of
security cooperation programs
The report delivered to DSCA provides
specific recommendations for staffing at
each SCO, reviews regional personnel
priorities by establishing a timeline for
personnel changes, and identifies both
service and funding source for each
recommended position. This project
used a comprehensive set of global
data that included recommendations
pertaining to the safety, security, health,
stability, and general well-being of the
citizens of 140 countries. Better staffing
will translate the projected $50B U.S.
annual security cooperation investment
into more effective outcomes.
Proofpoint used its system to generate
a staffing algorithm, document staffing
recommendations, and successfully
complete the deliverables specified in
the project requirements document.
12

Implementation of the Course Assessment Process
at U.S. Coast Guard Training Center Yorktown
USCG Training Center Yorktown
Wendy M. Calder, Commander, Chief Training Division, James R. Parry, CPT, MEd, Test Development
Manager, and Richard W. Symonds, Training Specialist
The mission of the U.S. Coast Guard
Training Center in Yorktown, Virginia,
is “Forging Today’s Force to Execute
Tomorrow’s Mission.” Our vision is to
“Optimize Workforce Performance
and Unit Readiness.” Training Center
Yorktown proudly upholds the Coast
Guard’s motto “Semper Paratus,” graduating
students “always ready” to meet
today’s challenges.
In support of both the mission and
vision of the Training Center, the
Command commissioned several workgroups
in 2007 to evaluate processes or
lack thereof throughout the training
center and make recommendations for
improvements or changes. One of the
areas identified as being weak was lack
of oversight of course readiness. In
response to that finding, the Training
Division established the Course
Assessment Process (CAP) to enhance
the review of all courses within
Training Division at U.S. Coast Guard
Training Center Yorktown. The goal of
the CAP is to ensure all courses taught,
produced, or managed by Training
Center Yorktown are:
• Based on a formal training needs
analysis
• Current—approved curriculum outline
within the Coast Guard Force
Readiness Command (FORCECOM)
currency requirements
• Valid—teaching the “right” things
The CAP is designed to provide a check
of the different elements contained
in a course and serves as an excellent
source of internal feedback.
The CAP was designed to follow the
human performance technology
model. This was done to ensure a systematic
process was followed to define
actual organizational needs, identify
any gaps in actual performance, select
appropriate interventions, and implement
any changes necessary with a
continuous evaluation of the process
as it proceeded.
The intent is to continually monitor
all courses throughout their life to
ensure they remain valid and all course
materials continue to provide valuable,
reliable information. The assessment
process provides a systematic feedback
loop throughout the entire course of
the review to ensure the focus remains
on mission support.
CAP was and continues to be very successful
and has shown positive impact
on both readiness and quality of the
course material presented to students
charged with performing the missions
of the 21st century Coast Guard.
2010 Spring Lawn & Garden Business Support Plan
Lowe’s Home Improvement
Martin L. Wood, Store Readiness Manager, Virginia A. Hunter, Instructional Designer,
and Brian S. Gardner, Instructional Designer
The 2010 Spring Lawn & Garden
business support plan was implemented
in January 2010 to coordinate nine
distinct and competing business objectives
into a collective performancebased
set of solutions. To achieve this,
the program drove performance
through a series of store readiness
phases to create an order for execution
that matched the sales rhythms and
maximized the return on investment
of the program. Associates in Lowe’s
stores have specific learning and developmental
needs for multiple positions
in the Lawn & Garden category based
upon their region and experience level.
To drive performance, associates were
provided learning interventions
through regionally specific training
guides, job aids, and in-the-aisle
resources to meet customer expectations,
drive margin, drive bottom-line
sales, and close rates. These human
performance technology-driven solutions
simplified the execution of the
spring program and enabled 1,700+
Lowe’s Home Improvement stores to
successfully execute the busiest selling
season for the company. The results of
the program contributed to exceeding
sales budgets by 862 basis points and
margin gains of 829 basis points.
Efficiencies gained by the interventions
yielded an increase in close rate by 30
basis points and reduced the amount
of time to associate proficiency by 48%.
This translated into an overall reduction
of 146,000 training hours annually
for Lowe’s.
Outstanding Human Performance Intervention ISPI Awards 2011
13

Outstanding Human Performance Intervention
Using Performance Modeling to Drive Consistent,
Strategic Performance of Amway Distributors Globally
Amway Corporation
Brian Heath, Global Distributor Training, Steve Sniderman, Performance Improvement Consultant,
Global Distributor Training, Linda Muser, Instructional Design Consultant, Global Distributor
Training, and Antonia Chan, Instructional Design Consultant, Global Distributor Training
Innovative Learning Group
Valerie Brown, Performance Consultant
Business Issue
In 2007 direct-seller Amway identified
the need to improve distributor performance
on metrics related to sales,
number of new distributors, and distributor
retention. At the time, there
was no consistent understanding organizationally
of the tasks and behaviors
critical to distributor success or the curricula
enabling this success. Global
Distributor Training (GDT), a sharedservices
function supporting the
Amway Affiliates (regions), launched an
initiative to address these needs.
Context
Amway is a global organization with 10
autonomous affiliates and more than
three million active distributors in over
80 countries. GDT’s intervention
needed to address the performance and
cultural needs of all distributors. In
addition, each affiliate has its own independent
training group, which had led
to duplication and inefficiency and limits
GDT’s ability to impose an intervention
on any Affiliate.
The distributor role also added complexity:
Amway Distributors operate as
independent businesses, within the
bounds of the law and agreements with
Amway. Distributors cannot be held
accountable for their capability (skills,
knowledge, and attitudes), development,
or performance.
Approach
The initiative consists of these
components:
• The Distributor Performance Model
details the linkage from Amway’s
goals to critical distributor results;
to critical tasks or behaviors; to key
knowledge, skills, and attitudes; and
finally to learning solutions
• The Distributor Impact Map communicates
the Distributor Performance
Model to Amway leaders and stakeholders
• The Distributor Curriculum Map
depicts graphically the learning solutions
identified on the Distributor
Performance Model and their ideal
sequence
• Module specifications provide a
high-level design for the identified
learning solutions
• Alignment mapping (of initiative to
existing curricula) is conducted by
GDT in partnership with the Affiliates
• Learning solutions are developed by
GDT in partnership with affiliates
This combination of components was
selected because it effectively balanced
global consistency (by driving to the
global tasks and behaviors) and affiliate
autonomy (by leaving alignment, design,
and development to each affiliate).
Observations
The intervention is holistically performance
focused: Learning and non-learning
impacts on performance were identified
and are being addressed by appropriate
Amway functions. From project start,
the team employed an intentional
strategy of communication and collaboration
across all organizational levels.
The result of these tactics has been a
readily adopted intervention producing
measurable results.
Results
Among results documented beginning
in 2009 (when Amway Latin America
introduced initiative learning solutions)
are:
• Number of learners: 140,000 distributors
participated, attesting to the
perceived value of the training
• Increased revenues:
— Distributors who took the
“Welcome to Amway” course
averaged 74% higher revenues
than other distributors
— Distributors who completed any
of the revised product courses
increased their sales by 36% when
compared to other distributors
— Distributors who completed new
online courses showed a 44%
increase in sales, compared to
their performance before training
• Increased orders: Distributors who
took the “Retailing Techniques”
course averaged 94% more product
orders than other distributors
• Increased sponsorships: Distributors
who took “Presenting the Amway
Business Opportunity” doubled their
sponsorship rate within three months
14

Selling U Curriculum and Engagement Redesign
Ford Motor Company, Retailer Education & Training
Core Team: Susan Reil Johnson, Manager, Retailer Education & Training and Dean Bruce,
Sales Operations Curriculum Manager
Extended Team: Ray Marx, Web Operations Manager, Amy Ponce, Communications
Coordinator, Michelle Shaffran, Curriculum Manager, Mary Ellen Abraham, Employee
Excellence Manager, Tom Spindler, Employee Excellence Data Analyst, and Tony Ross,
IT Systems Manager, Editya Birla Minacs
Carlson Marketing Worldwide
Core Team: Marie Siragusa, Account Director, Janet Viselli, Sr. Performance Consultant/
Sr. Training Manager, Marylous Gasiorowski, Sr. Performance Consultant/Sr. Training Manager,
Lori Kristofice, Account Manager, Colleen Daniel, Account Manager, Suzanne Overmann, Sr.
Project Manager, Kevin Boussie, Design Director, and Mark Grismer, Interactive Developer
Extended Team: Taylor Duersch, Vice President Decision Sciences, Philip Henrichs, Manager
Decision Sciences, Joshua Swanagon, Interactive Developer, Vision Productions Interactive
Developers, Wendy Robins, Training Manager, and Pat Walsh, Instructional Design
The Selling U Curriculum and Engagement
Redesign significantly benefited
Ford Motor Company and its retail
distribution network by improving
engagement, new vehicle sales volume,
and customer satisfaction—resulting in
increased revenue and gross profit.
New vehicle sales volume and customer
satisfaction are essential to the success
of Ford Motor Company and the retail
channel businesses (approximately
3,500 independently owned franchises).
Sales consultant and sales manager performance
is central to business success.
Selling U is Ford Motor Company’s sales
curriculum for dealership sales consultants
and sales managers. The sales
consultant curriculum focuses on
developing selling skills and the sales
manager curriculum focuses on developing
leadership and coaching skills.
Ford Retailer Education & Training
(RE&T) and Carlson Marketing
Worldwide evaluated and redesigned
Selling U to improve the learning experience,
audience engagement, and performance.
The redesigned curriculum,
including performance-based training,
tools, and engagement interventions,
leveraged top-performer best practices
and focused on engaging performers to
complete the curriculum, apply principles,
share best practices, and coach for
improved and sustained performance.
Ford RE&T and Carlson Marketing conducted
an initial analysis of the Selling
U curriculum. Despite overall high evaluation
survey scores, participation was
low and feedback from sales consultants,
sales managers, and instructional
designers indicated that the courses
presented several improvement opportunities.
Based on feedback, analysis,
and ongoing discussions with the
Dealer Training Advisory Board, the
design team conducted an in-depth
evaluation (research and analysis) of
Selling U to identify redesign opportunities
and additional interventions
that would improve the learning experience,
audience engagement, and
sales consultant and sales manager
performance.
The four goals for the Selling U Curriculum
and Engagement Redesign were:
1. Continue sustained focus on
improved business metrics:
— Increase sales volume (Ford, Lincoln,
and Mercury new vehicle sales)
— Maintain a high level of customer
satisfaction
2. Increase participation and completion
levels
3. Redesign the curriculum to improve
usability and better enable sales
consultants and sales managers to
complete the curriculum—within
the busy, customer-focused work
environment—and to be aligned with
participant preferences and needs
4. Sustain performance by establishing
an engagement initiative that
enables sales consultants and sales
managers to continuously improve
skills, apply Selling U principles, and
share best practices
Sales consultants and sales managers
complete Selling U as part of an integrated
performance strategy and certification
process that also includes a
Product Knowledge curriculum.
Outstanding Human Performance Intervention ISPI Awards 2011
15

Outstanding Human Performance Communication
The Handbook of Selecting and Implementing
Performance Interventions
Ryan Watkins, PhD, George Washington University & Doug Leigh, PhD, Pepperdine University
In this groundbreaking volume, leading practitioners and scholars from around the world provide
an authoritative review of the most up-to-date information available on performance interventions,
all presented within a holistic framework that helps ensure the accomplishment of significant
results. Addressing more than 30 performance interventions, with such varied topics as incentive
systems, e-learning, succession planning, and executive coaching, The Handbook of Improving
Performance in the Workplace: Selecting and Implementing Performance Interventions guides
readers through the development of comprehensive performance improvement systems.
Each chapter illustrates in practical terms how to select, plan, implement, and manage performance
interventions, as well as how to evaluate their results. Through best practices research,
comparative analysis, illustrative case studies from around the world, and editorial guidance on
how to link together diverse interventions, the Handbook is an important guide for achieving
desired results in the workplace and beyond. In addition, the Handbook identifies and integrates
guidance from 48 practitioners and scholars concerning how performance solutions can best
be applied as systems that accomplish significant results. Podcast interviews with many of the
contributing authors are available at www.needsassessment.org.
The Performance Maturity Model: A Practical Technique and Tools
for Conducting Performance Analysis and Establishing Partnerships
Gary DePaul, CPT, PhD, Gary DePaul Virtual Workshops
The Performance Maturity Model and related tools enable human performance technology
practitioners to successfully conduct a systemic analysis and present a succinct summary for
executives. Practitioners use the tools to collect and organize data through individual interviews.
They then use the model to structure their dialogue with executives. Gary DePaul presented this
technique in the November 18, 2009, SkillCast webinar entitled Explaining Performance Issues
to Executives. In the February 2010 PerformanceXpress, Roger Addison and Carol Haig featured
the model in their TrendSpotters article. Gary also presented the model at ISPI’s 2005 and 2009
Annual Conferences. The recorded SkillCast is available for purchase through the ISPI website.
ISPI Advocate’s Learning Experience in Applying HPT at the Lowe’s
Store and at a NASCAR Performance Instruction & Training (PIT)
Greg Nell, Workforce Readiness, Lowe’s Home Improvement
ISPI Advocates, the ISPI Board, ISPI staff, and ISPI consultants attended a special session to address
how organizations can adapt and scale human performance technology (HPT) for large organizations.
Cedric Coco and Greg Nell facilitated a session on the performance improvement initiatives
at Lowe’s. They discussed how Lowe’s transitioned from a traditional learning and development
organization to a performance-oriented learning organization. Greg and Roger Addison facilitated
an HPT Tools Workshop. This included tools, techniques, and resources for analyzing aspects
of the work, worker, and workplace. Dr. Jac Fitz-enz presented about predictive analytics that
transform human resources. Attendees completed a case study at the Troutman, NC, store and
participated in lean training at the Performance Instruction & Training (PIT), a NASCAR team
performance training facility.
16

Outstanding Chapter Educational Program
or Product
HPT Project Bank for Academic Practicum
ISPI Capella University Virtual Chapter: Rose Noxon, CPT, PhD, President, Corey Welch, CPT,
President-Elect, Lorretta Davis, CPT, PhD, Vice President, Programs, Sue Czeropski, CPT, Vice
President, Membership, Alecia DeLeon, Vice President, Marketing, and Bill Sawyer, VP, Online Services
The Human Performance Technology
(HPT) Project Bank program is a
service offered to members of the ISPI
Capella University Virtual Chapter.
When establishing the chapter in 2008,
the potential membership was surveyed
and asked what they needed from an
ISPI Chapter. The top response from
potential members who were also active
learners at Capella University was that
they needed practicum projects to use
for course work application. The top
response from potential alumni members
was that they wanted opportunities
to stay connected to the university
and help emerging professionals. The
HPT Project Bank program was developed
to satisfy these needs.
Capella University’s approach to education
of graduate learners follows a
scholar-practitioner model. This is
defined as a learner conducting fieldbased
research to advance and improve
his or her professional practice. This is
in concert with the ISPI’s approach to
the Standards of Performance Technology
and “Where Knowledge Becomes
Know-How.” The HPT Project Bank
program bridges ISPI as a professional
organization and Capella’s academic
approach. The benefits of the HPT
Project Bank Chapter program are
summarized below (see table).
The Capella University School of
Education, Training and Performance
Improvement (T&PI) specialization
curriculum follows the ISPI endorsed
models and methods for HPT. The
core T&PI curriculum uses ISPI text,
endorsed tools, and methodology. The
HPT Project Bank is best compared
to an intern program where Capella
graduate learners are applying the academics
of their course work to an HPT
issue in a live environment. The core
curriculum courses are structured to
follow the HPT model. Projects in the
bank directly correlate to the HPT
model and the Capella T&PI curriculum.
Capella University is an online university,
and the chapter is also virtual.
Learners and members of the chapter
do not meet face-to-face in the same
geographic space or at the same time.
The chapter members and the university
learners conduct their learning
and participation via online, threaded,
asynchronous discussion posts. The
HPT Project Bank is located on the
ISPI Capella University web pages as
one of the chapter services offered
to members.
Benefits of the HPT Project Bank
Stakeholder:
Benefits:
International Society for
Performance Improvement (ISPI)
ISPI Capella University Virtual Chapter
Capella University Alumni/
Chapter Members
Capella University Learners /
Chapter Members
Capella University
Exposes business organizations to the Society
Exposes emerging professionals to the benefits of the Society
Builds upon the HPT body of knowledge
Provides needed service to the membership who are current learners
Builds loyalty in current learners to support the chapter once alumni
Helps alumni approach future clients for their own HPT consulting service
Gives alumni an opportunity to mentor emerging professionals
Gives alumni an opportunity to participate in CPT qualifying events
Supplies needed HPT projects for learners’ practicum
Helps develop HPT consulting skills
Gives virtual learners a chance to amplify course work into physical communities
Supplies projects to help qualify for CPT certification
Alumni become ambassadors of the Capella program
Learner engagement is enriched and more successful
Builds the reputation of the university, attracting future learners
ISPI Awards 2011 17

Chapters of Excellence
Armed Forces Chapter
Brett Christensen, Past President,
Lieutenant (Navy), Canadian Forces,
Doug Craft, President, Chief Petty Officer,
U.S. Coast Guard, Jim Parry, Presidentelect,
CWO4 (retired) U.S. Coast Guard,
and Scott Rooke, Secretary/ Treasurer,
Lieutenant U.S. Coast Guard
The ISPI Armed Forces Chapter (AFC) is
a virtual chapter with over 250 members.
The AFC serves the military, consultants,
emergency services, contractors, and
others who seek to promote excellence
in military training and performance
improvement. The chapter objectives
include: (1) promoting professional
development of members, (2) exchanging
information about improving human
performance in the military, (3) encouraging
the application of HPT to military
training, learning, and performance
problems, (4) providing assistance and
guidance on performance improvement
to others, and (5) supporting the
goals of ISPI.
Capella University
Virtual Chapter
Rose Noxon, CPT, PhD, President, Corey
Welch, CPT, President-Elect, Lorretta
Davis, CPT, PhD, Vice President,
Programs, Sue Czeropski, CPT, Vice
President, Membership, Alecia DeLeon,
Vice President, Marketing, and Bill
Sawyer, VP, Online Services
The ISPI Capella University Virtual
Chapter is a new approach for an ISPI
chapter. The method of approaching a
chapter’s mission using social networking
technologies is groundbreaking.
The sponsorship by an academic organization
is also a new paradigm. The
Capella chapter employs technology
tools and environments to deliver a
new and successful chapter model.
The chapter targets a specific population
of Capella University learners
as emerging human performance
technology professionals, as well as
Capella faculty and Capella alumni
of the university’s Training and
Performance Improvement (T&PI)
specialization. Capella’s T&PI specialization
is offered to those seeking
master’s and doctoral degrees.
The shift in the chapter’s approach to
the traditional method of assigning
needed chapter work to volunteers is
based on how the work itself is packaged
and the view of the volunteer.
The Capella University chapter members
(the pool of possible volunteers)
are learners or were learners at Capella
University. The Capella University and
the chapter are completely virtual—
with learners and members from across
the globe. Learners’ average age is in
the 40s and more than 75% of the learners
are working full time. More than
50% of these same learners are also taking
more than one course per quarter.
This leaves very little time for volunteering
for additional chapter assignments
that are not somehow
contributing to the learner’s goals of
graduation. To attract learners as contributing
chapter members, the chapter’s
program work is packaged in a
form that allows the learner to accomplish
course work goals and the chapter’s
work simultaneously.
Charlotte Chapter
Dick Handshaw, President, Guy Wallace,
President-Elect, Michael Bland, VP at
Large, Ursula Smith, VP of Finance &
Nominations/Elections Chair, Shannon
Alpert, VP of Academic Affairs, Richard
Hartshorne, VP of Academic Affairs,
Kim Adams, VP of Marketing &
Communications, Sara Miller, VP of
Marketing & Communications, Heather
Fausnaugh and Donna Mattison, VP
of Membership, Chris Adams and
John Heun, VP of Online Services,
Marc Donelson and Shannon Godwin,
VP of Programs & Workshops, Emily
Stevens and Andy Tucker, VP of
Publications, Tracy Scott, Chapter
Awards of Excellence, Brent Jennings,
Marketing & Communications,
Walker Owens and Kim Richardson,
Membership, Paula Anderson and
Mark Dudley, Programs & Workshops,
John Bailey and Renee DeLaPorte,
Publications, and Gary DePaul and
Sara Seelapasay, Nominations &
Elections
The Charlotte Chapter was formed in
the summer of 2009 and opened its
doors to the first evening program and
full-day workshop in early October of
that same year with Thiagi. He was
followed by Judy Hale. The chapter’s
board came together quickly—and
included over 15 chapter members.
The chapter had also launched its
bimonthly newsletter—“Performance
in the Piedmont” that September as
part of promotional efforts for their
programming plan for the rest of
2009 and all of 2010.
The first full year of operations saw
programming from Allison Rossett,
Diane Gayeski, Darryl Sink, Kevin Jones,
Rich Pearlstein; and a year-ending panel
of Carolina locals.
In September 2010, founding members
Dick Handshaw and Guy W. Wallace
published “The ISPI Charlotte Chapter
Start Up Story 2009-2010” to provide
an example for other potential chapter
leaders to use—a starting place from
which to then adapt to the local situation.
They also continued with bimonthly
newsletters and then in the fall began
the first of a planned semi-annual
publication of a journal—Performance
Charlotte—where they will publish
articles from their speakers as well as
from their membership. The journal is
intended to be a “publishing outlet”
for all of their members—so each may
get published—because you have to
start somewhere. They also announced
their 2011 program plan in September—
again attempting to establish the value
proposition for members before their
first membership renewal process began.
In December, they held their first formal
celebration and recognition ceremonies.
They continue to aggressively recruit
board and committee members, believing
that an active member is a retained
member. And they realize the need to
always consider the pipeline of leadership
for sustaining the chapter over
time. Spreading the workload across
many is another benefit of broader
involvement.
18

2011 Distinguished
Dissertation Award
Certified Performance
Technologist
Class of 2010-2011
Ramon Balestino, CPT
Guy Boyd, CPT
Timothy R. Brock, CPT, PhD
Kristyn L. Broderick, CPT
Wendy Carr, CPT, SPHR
Maggie Manyu Chan, CPT
Todd A. Conkright, CPT
José Alejandro Espinosa, CPT
Christopher J. Hall, CAPT, CPT
Lisa Jasper, CPT
Michelle LaLonde, CPT
Lee Mazanec, CPT
Steven McCoy-Thompson, CPT
Diana Osinski, CPT, SPHR
Margaret Owens, CPT
Deb Page, CPT
Marci Paino, CPT
Maja Petkovska, CPT
Mark Renzi, CPT
Catherine Rodrigue, CPT
Istvan Siman, CPT
Erik C. Spurgin, CPT
Christopher C. White, CPT
Art Willoughby, CPT
ISPI is proud to honor excellence in student research
through our Distinguished Dissertation Awards. The initiative
is funded by the Society’s Research Committee.
First Place
Change Capacity as a Determinant of Sustainable
ROI Implementation in Human Resource
Development Practice
Holly J. Burkett, CPT, PhD, SPHR
Faculty Sponsor: Cyndi Gaudet, PhD
The University of Southern Mississippi
Second Place
A Study of Performance Support for Higher Education
Faculty Teaching Web-based Courses
Robert W. Lion, PhD
Faculty Sponsor: John Klocinski, PhD
Capella University
Third Place
An Examination of Supervisory Support as a Factor
Affecting Training Transfer in a Sales Organization
Michael L. Patterson, EdD
Faculty Sponsor: Mark Allen, PhD
Pepperdine University
Special thanks to all 2011 participants!
2010-2011 Awards of Excellence Committee
This year’s Awards of Excellence Committee was chaired by Karen VanKampen, CPT, with
Jason Lei, PhD, serving as deputy chair.
Committee Members: James Anderson, Timothy Brock, CPT, PhD, Siat Moy Chong, CPT, PhD,
Jane Costello, CPT, John Fox, CPT, Kelly King, Joe Kirby, Liliane Lessard, CPT, MEd, Ildiko
Oravecz, Shawn Overcast, Ellen Pericak Schmidt, CPT, Michelle Ritger, Pamela Robinson, PhD,
Terri Schmidt, and Toni Shelton
ISPI Awards 2010
19

International Society for Performance Improvement
1400 Spring Street, Suite 400 | Silver Spring, Maryland 20910
301.587.8570 | info@ispi.org | www.ispi.org