Performance‐based certification—How to design a valid,defensible, cost‐effective program

Initiating a certification program is the overall intent of this book. Judith Hale starts with the program's business case, navigating you through requirements, standards, and assessments, and concluding with implementation and tips for “going global.” The book provides you with a roadmap for starting and implementing a certification program. Whether you are a C‐level executive or a performance improvement practitioner, this book has the explanation and rationale for implementing a certification program, using examples demonstrating learning points clearly and effectively. Performance‐Based Certification‐How to Design a Valid, Defensible, Cost‐Effective Program (ISBN: 978‐1‐118‐02724‐0) is published by Pfeiffer.     

Performance‐based measurement: Action for organizations and HPT accountability

Basic measurements and applications of six selected general but critical operational performance‐based indicators—effectiveness, efficiency, productivity, profitability, return on investment, and benefit‐cost ratio—are presented. With each measurement, goals and potential impact are explored. Errors, risks, limitations to measurements, and a final check for validity, applicability, accountability, and usability of these measurements are discussed. This article provides a simple, practical guide to performance measurement for organizations and human performance technology practitioners' accountability and continuous improvement.     

Self‐regulation empowerment program: A school‐based program to enhance self‐regulated and self‐motivated cycles of student learning

This article describes a training program, Self‐Regulation Empowerment Program (SREP), that school professionals can use to empower adolescent students to engage in more positive, self‐motivating cycles of learning. It is a two‐part approach whereby self‐regulated learning coaches (SRC) (a) use microanalytic assessment procedures to assess students' self‐regulation beliefs and study strategies and (b) train students to use these strategies in a cyclical, self‐regulation feedback loop. Ultimately, students learn how to set goals, select and monitor strategy effectiveness, make strategic attributions, and adjust their goals and strategies. The program was developed from social‐cognitive theory and research and integrates many of the essential features of the problem‐solving model. Interventions used in the SREP include graphing, cognitive modeling, cognitive coaching, and structured practice sessions. A case study is presented to illustrate procedures for implementing the program. Implications for school psychologists and teachers also are presented and discussed. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 537–550, 2004.     

Performance‐Focused Smile Sheets: A Radical Rethinking of a Dangerous Art Form,by Will Thalheimer

Dr. Will Thalheimer's new book, Performance‐Focused Smile Sheets: A Radical Rethinking of a Dangerous Art Form, is a resource for performance and learning professionals. The research he provides is a good foundation for our profession. The examples and tools he provides are worth the price of the book. Get the book and start the revolution.     

Exploring design features to enhance computer‐based assessment: Learners' views on using a confidence‐indicator tool and computer‐based feedback

Many institutions encourage formative computer‐based assessment (CBA), yet competing priorities mean that learners are necessarily selective about what they engage in. So how can we motivate them to engage? Can we facilitate learners to take more control of shaping their learning experience? To explore this, the Learning with Interactive Assessment (LINA) project, a small‐scale study, trialed a selection of online, interactive question features designed to increase motivation, particularly of work‐based learners, and to enhance learners' ability to self‐regulate their own learning experience. We present initial findings on learner perceptions of: (1) a confidence indicator tool—for learners to indicate their confidence that their answer will be correct before answering a question; (2) a learning log—for learners to insert reflections or view system‐recorded information about their learning pathway; and (3) question feedback—for displaying a range of author comments. Themes emerged relating to motivational, behavioural and cognitive factors, including risk taking and skills in self‐assessment. A serendipitous finding highlights learners' frequently not reading onscreen feedback and presents perceptions on when feedback becomes most useful. Motivators and barriers to engagement and self‐regulation are discussed in relation to principles of best feedback practice.     

Evaluating the Impact of a Performance‐Based Methodology on Transfer of Training

Transfer of training is the degree to which trainees can apply the knowledge, skills, and attitudes gained in training to the job. Currently only between 5% and 20% of what is learned in training is ever applied on the job. At this time, little is known about the effects of work environment factors, such as support, feedback, and goal setting, on training transfer. We utilized a quasi‐experimental between‐groups design using surveys, interviews, and behavioral measures to evaluate the impact of performance‐based work environment factors on training transfer. Results indicated that participants in the experimental group reported a higher level of training transfer than those in the control group. These findings suggest that a performance‐based approach to training can be an effective method to increase the likelihood that employees transfer training knowledge to the job context.     

Case Study: Improving Customer Satisfaction,Quality, and Performance Using Performance‐Centered Solutions at ADDS Communications

A team of performance consultants looks closely at the operations of a cable services provider to identify existing performance gaps, barriers to performance, declining customer satisfaction ratings, and increased call volumes. The team used performance‐centered design (PCD) solutions in order to overcome technical support challenges through increased first‐call resolution. This article summarizes the root cause analysis, process, and the application of PCD solutions to close performance gaps, along with lessons learned from this case study.