PRACTICAL MANAGEMENT TEMPLATES AND TOOLS FOR STRATEGIC/TACTICAL PLANNING

Deborah Stone, CPT CEO & President Steven Villachica, Ph.D., CPT Chief Learning Officer www.dls.com

Presented at the June, 2003, Training Directors Forum, Phoenix, AZ .

Supplemental Materials

TABLE OF CONTENTS
SESSION NUMBER/CODE 507................................................................... ii SLIDES ......................................................................................................1 PLANNING APPROACH ...........................................................................21 GAPS AND OPPORTUNITIES ACROSS THE ENTERPRISE...............................22 CALCULATING BENEFITS.........................................................................23 DEVELOPMENT RATIOS ...........................................................................24 FACTORS THAT AFFECT DEVELOPMENT RATIOS ......................................25 MORE ON PROTOTYPING AND USABILITY TESTING ..................................27 ROAD MAP EXAMPLE 1...........................................................................29 ROAD MAP EXAMPLE 2...........................................................................30 RISKS AND MITIGATION STRATEGIES .......................................................32 DEPICTING THE SCOPE OF WORK ............................................................33 TOOLS ....................................................................................................34 BIBLIOGRAPHY........................................................................................38

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SESSION NUMBER/CODE 507

Practical Management Templates and Tools for Strategic/Tactical Planning
DESIRED KNOWLEDGE OR EXPERIENCE
None. Prior experience in strategic and tactical planning will help.

OBJECTIVES
In this session youll learn a proven, practical, evergreen approach to practical planning that will help ensure success, obtain buy-in, and align the enterprise from the top down and the bottom up. You will learn how to: 1. 2. 3. Apply a proven, practical approach for strategic and tactical planning for your own e-learning and performance improvement efforts. Link business drivers, strategic intent, strategic initiatives, and tactical approaches. Use templates and tools to support the planning process.

THE INSTRUCTORS
Deborah L. Stone President and CEO of DLS Group, Deborah has received 17 professional Awards of Excellence, including Microsofts Outstanding Product Award, for work in performance technology, Performance Support Systems, and technology-based training geared to managers. A frequent author and presenter at Training, the Training Directors Forum, TechKnowledge, ISPI, and many corporations, Deborah completed her graduate work in instructional technology at San Francisco State University. She was ISPIs 1991-93 Vice President of Technology Applications and the co-developer of ISPIs first HPT Institute Deborah also co-authored the chapter on PSS that appears in the second edition of the Handbook of Human Performance Technology. Steven W. Villachica, Ph. D. Steve is a Chief Learning Officer for DLS Group, where he specializes in applying cognitive research and assessment to technology-based delivery platforms. He co-authored the chapter on PSS appearing in the second edition of the Handbook of Human Performance Technology. Steve was 1998 Cracker-Barrel CoChair, an ISPI Regional Consultant, and member of the nominations committee. He is chair of the 2003 Analysis of Needs, Problems, or Opportunities conference track. A two-time winner of ISPIs Outstanding Systematic Approach award, he completed his doctorate in educational technology at the University of Northern Colorado. DLS Group, Inc. 2774 E. 2 nd Ave, Penthouse Level Denver, CO 80206 Phone: 303-333-4513 dstone@dls.com svillachica@dls.com www.dls.com
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Training Directors Forum June 8-11, 2002 Phoenix, AZ

ii

Practical Management Templates and Tools for Strategic/Tactical Planning

Deborah L. Stone, CPT

President and CEO

Steven W. Villachica, Ph. D., CPT

Chief Learning Officer

Presented at the 2003 Training Directors Forum, Phoenix, AZ DLS Group, Inc. Denver, CO www.dls.com
2003 by DLS Group, Inc. All rights reserved. Aside from instance s of fair use, all approaches and content herein may not be used or distributed without the prior written consent of the author. P:\001\dls \presentations\conferences\ 1124 2003 VNU TDF\ 1124 Strategic-Tactical Planning.ppt

FPlease NoteE
n

Weve changed the order of some of the slides We will address the major points that appear in the description and the objectives We will describe a practical approach to strategic and practical planning embedded within a more robust one
2

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content herein may not be used or distributed without the prior written consent of the author.

Topics
n n n n

Background Strategic Planning Tactical Planning Operational Planning

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Environmental Scan
Theres Trouble in the Kingdom!
n

60% typical start rate (ASTD & the Masie Center, 2001) 30% typical completion rate (Institute of IT Training, 2003) Widespread techno-lust
4

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The Planning Cycle

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Why E-Learning Plans Fail

Eight Common Reasons
n n n

Misalignment with business drivers Siloed solutions Inadequate cast of characters, including lack of sponsors Analysis paralysis Event versus process perspective Same development approaches for all efforts The hammer problem Inadequate time/attention to change management
6

n n n n n

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Why Planning Efforts Fail

Inadequate Attention to the Technology Mix

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Topics

Background Strategic Planning

n n

Tactical Planning Operational Planning

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Planning Approach
Strategic Planning

Solution Components Solution Integration Customer Pathing

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Strategic Planning
What It Is
n

In its most fundamental sense, strategic planning links the business objectives of the enterprise to the strategies used to meet them. A business case provides the relevant economic information.

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10

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Strategic Planning
Strategic Business Objectives and Strategies
n

Example Business Objectives (based on drivers) l time to market l niche market product share Example HR/Learning/Performance Strategies l Ensure sales readiness via a set of integrated, atthe-fingers, interventions l Increase niche product sales via available sales/marketing tools available on a 24/7 basis
11

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Strategic Planning
An Aligned Situation
STRATEGIC BUSINESS OBJECTIVES
n n

time to market

niche market product share

HR/LEARNING/ PERFORMANCE OBJECTIVES n Integrated, at-the-fingers, interventions available 24/7 at time of need
n Focused,

data-driven sales/marketing/ education tools available on a 24/7 basis

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Strategic Planning
A Misaligned Situation STRATEGIC BUSINESS HR/LEARNING/ OBJECTIVES PERFORMANCE OBJECTIVES n time to market n course enrollment n niche market product share n stick time
n

student satisfaction
13

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Strategic Planning
Readiness Factors
n

Ready l Organizational and work environment issues Willing l Change management Able l Skill/resource development

Cross & Dublin (2003)

14

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Strategic Planning
Process Review

? Adapted from Buchanan & Soley, 2003

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Strategic Planning
Gaps & Opportunities across the Enterprise Process Process Process Process 1 2 3 4
Enterprise Opportunity 1 (Customers) Enterprise Opportunity 2 (Customers) Enterprise Opportunity 3 (Customers)

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Strategic Planning
The Business Case
n n n n n n n

Executive Summary Recommendations Budget Schedule Benefits/ROI Measures What We Need

17

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Business Case
Calculating ROI

ROI =

Benefits Costs

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Business Case
Calculating Benefits
1999 2000 Unit of performance (salary, sales to date, or exemplary revenue) Gain in performance (post pre) Percentage of performance attributable to e-learning/PI Percentage of reps time spent on tasks requiring e-learning/PI Number of participants Value of e-learning/PI benefits ? Adapted from Spenser (1985)
19

X .35 X .55 X .71 X 500 =

.26 .47 .59 500

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Business Case
Calculating Costs
n n n n n n n n n n

Number of Students Courses per Year Course Length Number of Participants Employee Pay (Burdened) Instructor Bill Rate Travel Costs Classroom Rental Course Development Costs Course Maintenance Costs
20

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Planning Approach
Tactical Planning

Solution Components Solution Integration Customer Pathing

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Tactical Planning
What It Is
n

In a fundamental sense, tactical planning specifies solutions and approaches to realize the business case. Tactical planning should also address risks/mitigants and provide a scope of work.

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Tactical Planning
Solutions and Approaches
n

Strategy: Integrated, at-the-fingers, interventions available 24/7 at time of need Example solutions and approaches l Big-Tent approach to E-learning l Readiness assessment l LMS/LCMS l EPSS l Process Reviews l Rapid Application Development (RAD) l Prototypes
23

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Tactical Planning
A Big Tent Approach
n

Providing organizations what they need, when they need it, in the form they need it so they perform in a way that consistently meets [business] objectives.
? Villachica & Stone (1999)

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Tactical Planning
More on the Big-Tent Approach
n n n n n n

Learning Information Support Coaching Knowledge Management Interaction & Collaboration Guidance & Tracking

n n n n n n

Task Structuring Support Knowledge Data Tools Communication Collaboration

? Gery (2002)

? Rossett (2002)
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Tactical Planning
Integrated Solutions to Improve Performance

E-Learning/ Performance Improvement

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Tactical Planning
Linear ISD versus RAD Approaches

--Adapted from Foshay (1995)

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Tactical Planning
Road Map Example 1

u Solution Components u Solution Integration u Customer Pathing

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Tactical Planning
Road Map Example 2
Basic Curriculum Path
0 Protopic Sales Performance System 1 Job Training (Overview) 2 Product Information (Overview) 3 Job Tools (Overview) 5 Mentoring (Overview) 6 Mentoring Tool (Overview) 7 Community of Practice (Overview)

1.1 Pre -Work 1.1.1 Preassessment 1.1.2 Dermatology Fundamentals (3.25 Hours) 1.1.2.1 Welcome 1.1.2.2 Selling Protopic 1.1.2.3 Intro to Dermatology 1.1.2.4 Intro to Immunology 1.1.2.5 New Strategies in AD Management 1.1.2.6 Steroid Use and AD 1.1.2.7 Dermatology Case Study 1.1.3 Sales Fundamentals (3.5 hours) 1.1.3.1 Protopic Fundamentals 1.1.3.2 Clinical Trials Case Study 1.1.3.3 Clinical Reprints Case Study 1.1.3.4 Prescription Info Case Study 1.1.3.5 Protopic Sales Aid Case Study 1.1.3.6 Sales Process and Physician Types 1.1.3.7 Using Protopic DTC Materials

1.2 Corporate Training (3 -5 days) 1.2.1. Who is FHI? 1.2.2. Computer Training

1.3 Basic Training (3 days) 1.3.1 FHI Marketing & Sales Welcome 1.3.2 Dermatology Fundamentals Role Play 1.3.3 Immunology Fundamentals Role Play 1.3.4 Protopic Sales Aid Role Play 1.3.5 Clinical Trials Role Play 1.3.6 Clinical Reprints Role Play 1.3.7 Prescription Information Role Play 1.3.8 Objection Handling: Comparative Analysis Role Play 1.3.9 Objection Handling: Protopic versus Steroids Role Play 1.3.10 Objection Handling: Protopic versus Elidel Role Play

2.1 Sales Brochure 2.2 Protopic Product Info 2.2.1 Monograph 2.2.2 MOA Brochure 2.2.3 File Card 2.3 Backgrounders 2.3.1Professional Sales Aid 2.3.2 Prescribing Information 2.3.3Clinical Trials 2.4 Leave Behinds 2.4.1 Journal Articles 2.4.2Consumer Info 2.5 Web Site 2.5.1 Training 2.5.2Health Care Professionals 2.5.3Consumers 2.6 Core Launch Materials 2.7 Buying Cycle 2.8 How Physicians Learn 2.9 Protopic Reference Binder 2.10 JAAD Supplement 2.11 Visiting Speaker Slides 2.12 AAD Poster Presentation 2.13 Sales Competencies 2.14 Clinical Reprints 2.15 Dermatology Learning System CDs 2.16 Protopic Video Tape 2.17 Protopic DTC Campaign Materials 2.18 Frequently Asked Questions (FAQs)

3.1 MSOffice 3.2 Palm Pilot 3.3 T M S 3.4 Pre-Call 3.4.1Physician Profile 3.4.2Expected Needs 3.4.3Expected Objections 3.5 Resource Matcher 3.6 Post -Call 3.6.1 Rep Reflection 3.6.2Manager Coaching

1.4 Conversational Selling (2.5 days) 1.5 Advanced Role Plays (1.5 days)

KEY

ONLINE PERFORMANCE SUPPORT SYSTEM CLASSROOM/INSTRUCTOR-LED 1.6 Advanced Objection Handling & Presentation Skills (2-4 days) INFORMATION JOBTOOLS/SOFTWARE APPLICATIONS COACHING/SHADOWING 1.7 Instructor Training (2 -3 days) COMMUNITY OF PRACTICE

1.8 Mentor Training (2 -3 days)

Continuing Education

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Tactical Planning
Road Map Example 2

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Tactical Planning
Risks and Mitigation Strategies

Risk Likelihood High Medium Low

Criticality High Medium Low

Owner Mitigants

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Tactical Planning
Depicting the Scope of Work and Schedule

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E-Learning/PI Business Case

Frontloading Costs in the Budget
60 50 40 30 20 10 0 0 10 30 20 15 5 0 5 30 25 20 Traditional RAD 55

Alig Ana Des Dev Im E ign elop plem valuat l nm ent ysis ent men atio ion t n

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Tactical Plan
Communicating the Tactics
n n n n

Risks/mitigation strategies Scope of work/schedule Accountabilities E-learning/PI infrastructure Evaluation measures Benefits/ROI
34

n n

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Planning Approach
Operational Planning

Solution Components Solution Integration u Customer Pathing

u u

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Operational Planning
What It Is
n

Operational planning describes how the e-learning/performance improvement solutions will be developed and implemented across the enterprise. A project plan describes each effort in detail.

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Operational Planning
Individual Project Plans
n n n n n n n

Executive Summary Introduction Approach Scope of Work Roles and Responsibilities Schedule Budget
37

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Strategic/Tactical Planning
Practical Templates and Tools

Solution Components Solution Integration Customer Pathing

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Questions? Comments?

?
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PLANNING APPROACH

Solution Components Solution Integration u Customer Pathing

u u

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GAPS AND OPPORTUNITIES ACROSS THE ENTERPRISE

Process 1 Rep Training Enterprise Opportunity 1 Customers: Reps New rep training takes too long to complete New rep training isnt transferring well to the job Process 2 Sales Calls Reps have trouble addressing physicians objections using existing marketing materials Case studies are hypothetical and obsolete Managers lack adequate release time to provide coaching Incentives do not account for coaching Printing and dissemination costs for printed material are excessive Paper-based course exams do not match real on-the-job behaviors. Process 3 Ordering Reps must re-key hospital orders Reps arent using timesaving features of the existing ordering software System wont allow reps to order directly The order approval process takes up too much time Too many orders require re-work Process 4

Enterprise Opportunity 2 Customers: Managers

Managers arent meeting sales quotas with their new reps

Enterprise Opportunity 3 Customers: Marketing There is too much overlap between the marketing and training materials that reps use There is too much overlap between the marketing and training materials that reps use Per diem training costs are too high

Enterprise Opportunity 4 Customers: Training

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CALCULATING BENEFITS
2004 2005 Unit of performance X X .35 .55 .50 .47 Gain in performance (post pre) Percentage of performance attributable to e-learning/performance improvement Percentage of reps time spent on tasks requiring application of elearning/performance improvement Number of participants Value of e-learning/performance improvement benefits

.71

.59

X =

1500

1500

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DEVELOPMENT RATIOS
Delivery Medium Instructor -led Training Self-Instructional Manuals Computer-Based Training Multimedia Web-based and E-learning Performance Support System Development Time to Create 1 User Contact Hour 18 - 125 hours1 75 - 150 hours 1 200 - 450 hours1 300 - 600 hours1 20 750 hours1

150 - 600 hours Development Time

Hypertext Information Systems Task-based Online Help/Cue Cards Procedural Software Documentation (print-based) Policy/Procedure Documentation (printbased)1 Linear Video

2 - 5 hours per pop-on window 3 - 5 hours per pop-on window $100 per page1 1 - 4 hours per page $120 per page1 $1,500 - $2,500 per running minute 3-10 hrs for videotaped lecture; 100 hours for broadcast quality

Interactive Video Animation Expert Systems

300 hours per hour $3,000 - $8,000 per minute 0.5 - 8 hours per rule

Excludes costs for printing, packaging, and shipping.

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FACTORS THAT AFFECT DEVELOPMENT RATIOS

Scope

TYPES OF R ISK

Technology

Organization

ORGANIZATIONAL FACTORS Span of control and level of project sponsor. Dedication and relationship of client and supplier project managers. Quality of product (from both the customers and suppliers perspective). Number of reviews and timelines for sign -off. Previous experience with the customer. Amount of end-user involvement in analysis, design, and implementation. Amount of available expertise in the subject matter. Quality of communications. Presence of hidden agendas. Expected amount of time spent not related to designing or revising the instructional materials. Some developers estimate that this typically consumes about 80 percent of project time.

SCOPE FACTORS Number of expected user contact hours. Cognitive performance requirements (conceptual, procedural, problem-solving). Complexity of content. Number, type, and complexity of components. Availability, quality, and accuracy of existing content. Complexity and frequency of interactions (performance requirements). Specificity of the performance requirements. Number and complexity of graphics, animation, and multimedia.

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Ease of use. Familiarity of target audience with medium. Quality of finished product requirements. Length of course. Degree of remediation (e.g., quizzes, selective module reviews).

TECHNOLOGY FACTORS Development and implementation platform, authoring and architecture/network environment. Distribution. Available bandwidth. Familiarity with development approach. Availability and expertise in specialized development tools, libraries, and templates. Experience of development team. Degree to which development team has worked together before. Rigor of the project management and change management processes. Development model the project team employs (traditional ADDIEs linear, waterfall approach versus Rapid Application Development (RAD) or other 4 th generation ISD model). Availability of project management data describing a similar development effort. Availability of appropriate templates or toolsets. Need for specialized peripherals (e.g., touch screens, digitizers, robotics).

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INTEGRATED SOLUTIONS TO IMPROVE PERFORMANCE

E-Learning/ Performance Improvement

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MORE ON PROTOTYPING AND USABILITY TESTING

Prototyping
DEFINITION An iterative design approach that produces successive approximations of the end product BENEFITS Test the accuracy and completeness of performance requirements. Ensure the design of the intervention meets the performance requirements. Facilitate end-user buy-in Create an assembly line for the development effort.

Usability Testing
DEFINITION A pre-pilot test employing a small, but representative, sample of end users to ensure that: End users can intuitively and self-sufficiently use materials to meet business needs and objectives. There are no hidden points of confusion. Training time is minimized.

BENEFITS Minimizes the number of substantive changes from later pilot tests Improves overall quality Ensures that you deliver what end users want, and what they can use Can be low cost, as dictated by the intervention, end users and stakeholders

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ROAD MAP EXAMPLE 1

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ROAD MAP EXAMPLE 2

Pharmaceutical Sales Support System, part 1

Basic Curriculum Path

0 Protopic Sales Performance System

1 Job Training (Overview)

2 Product Information (Overview)

3 Job Tools (Overview)

5 Mentoring (Overview)

6 Mentoring Tool (Overview)

7 Community of Practice (Overview)

1.1 Pre-Work 1.1.1 Preassessment 1.1.2 Dermatology Fundamentals (3.25 Hours) 1.1.2.1 Welcome 1.1.2.2 Selling Protopic 1.1.2.3 Intro to Dermatology 1.1.2.4 Intro to Immunology 1.1.2.5 New Strategies in AD Management 1.1.2.6 Steroid Use and AD 1.1.2.7 Dermatology Case Study 1.1.3 Sales Fundamentals (3.5 hours) 1.1.3.1 Protopic Fundamentals 1.1.3.2 Clinical Trials Case Study 1.1.3.3 Clinical Reprints Case Study 1.1.3.4 Prescription Info Case Study 1.1.3.5 Protopic Sales Aid Case Study 1.1.3.6 Sales Process and Physician Types 1.1.3.7 Using Protopic DTC Materials

1.2 Corporate Training (3-5 days) 1.2.1. Who is FHI? 1.2.2. Computer Training

1.3 Basic Training (3 days) 1.3.1 FHI Marketing & Sales Welcome 1.3.2 Dermatology Fundamentals Role Play 1.3.3 Immunology Fundamentals Role Play 1.3.4 Protopic Sales Aid Role Play 1.3.5 Clinical Trials Role Play 1.3.6 Clinical Reprints Role Play 1.3.7 Prescription Information Role Play 1.3.8 Objection Handling: Comparative Analysis Role Play 1.3.9 Objection Handling: Protopic versus Steroids Role Play 1.3.10 Objection Handling: Protopic versus Elidel Role Play 1.4 Conversational Selling (2.5 days)

2.1 Sales Brochure 2.2 Protopic Product Info 2.2.1 Monograph 2.2.2 MOA Brochure 2.2.3 File Card 2.3 Backgrounders 2.3.1 Professional Sales Aid 2.3.2 Prescribing Information 2.3.3 Clinical Trials 2.4 Leave Behinds 2.4.1Journal Articles 2.4.2 Consumer Info 2.5 Web Site 2.5.1Training 2.5.2 Health Care Professionals 2.5.3 Consumers 2.6 Core Launch Materials 2.7 Buying Cycle 2.8 How Physicians Learn 2.9 Protopic Reference Binder 2.10 JAAD Supplement 2.11 Visiting Speaker Slides 2.12 AAD Poster Presentation 2.13 Sales Competencies 2.14 Clinical Reprints 2.15 Dermatology Learning System CDs 2.16 Protopic Video Tape 2.17 Protopic DTC Campaign Materials 2.18 Frequently Asked Questions (FAQs)

3.1 MS Office 3.2 Palm Pilot 3.3 TMS 3.4 Pre-Call 3.4.1 Physician Profile 3.4.2 Expected Needs 3.4.3 Expected Objections 3.5 Resource Matcher 3.6 Post-Call 3.6.1 Rep Reflection 3.6.2 Manager Coaching

KEY 1.5 Advanced Role Plays (1.5 days) 1.6 Advanced Objection Handling & Presentation Skills (2-4 days) ONLINE PERFORMANCE SUPPORT SYSTEM CLASSROOM/INSTRUCTOR -LED INFORMATION JOB TOOLS/SOFTWARE APPLICATIONS COACHING/SHADOWING COMMUNITY OF PRACTICE

1.7 Instructor Training (2-3 days)

1.8 Mentor Training (2 -3 days)

Continuing Education

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Pharmaceutical Sales Support System, part 2

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RISKS AND MITIGATION S TRATEGIES

#
1

Risk

Likelihood Criticality
High o Medium o Low

Owner
Director

Mitigants
a. Obtain a sponsor with signatory authority. b. Assess the readiness of the organization and adopt specific education and marketing efforts to address any issues that arise. c. Adopt a RAD-based development approach to produce prototypes that project ambassadors can use to obtain buy-in. d. Form an executive steering committee to establish strategic direction, oversee the application of a systemic approach to meeting strategic business objectives, and address education and marketing efforts. e. Employ technical review teams comprised of project managers, SMEs, novices, and supervisors responsible for ensuring the technical accuracy, completeness, and representativeness of all deliverables associated with a given intervention. a.

Sponsors, stakeholders, partners, o High supervisors, and end users may refuse to Medium collaborate in creating e-learning and o Low performance improvement

o High o Medium o Low

o High o Medium o Low

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DEPICTING THE SCOPE OF WORK

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TOOLS
Gaps and Opportunities across the Enterprise

Process 1 Rep Training Enterprise Opportunity 1 Customers:

Process 2 Sales Calls

Process 3 Ordering

Process 4

Enterprise Opportunity 2 Customers:

Enterprise Opportunity 3 Customers:

Enterprise Opportunity 4 Customers:

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Calculating Benefits
Period 1 Period 2 Unit of performance X X Gain in performance (post pre) Percentage of performance attributable to e-learning/performance improvement Percentage of reps time spent on tasks requiring application of elearning/performance improvement Number of participants Value of e-learning/performance improvement benefits

X =

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Risks and Mitigation Strategies

#
1

Risk

Likelihood Criticality
o High o Medium o Low o High o Medium o Low o High o Medium o Low o High o Medium o Low o High o Medium o Low o High o Medium o Low o High o Medium o Low o High o Medium o Low o High o Medium o Low o High o Medium o Low o High o Medium o Low o High o Medium o Low o High o Medium o Low o High o Medium o Low

Owner

Mitigants
a.

a.

a.

a.

a.

a.

a.

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Operational Project Plan Template

EXECUTIVE SUMMARY [Provides the elevator pitch.] INTRODUCTION [Links operational plan to strategic and tactical plan. Restates the opportunity, its significance, expected benefits, and potential ROI.] APPROACH [Vision, initial prototypes and descriptions of their operation, learning and job support elements, development methodology, change management process, signoff process, and version control process.] SCOPE OF WORK [Specifies phases, associated activities, and deliverables. Specifies sub-activities, client responsibilities, estimated client time, and required inputs.] ROLES AND RESPONSIBILITIES [Accountabilities for sponsor, executive stakeholders, partners in other departments, project and client project managers, development teams, steering committee, and technical review teams.] SCHEDULE [Gantt chart depicting phases, activities, milestones, and dependencies.] BUDGET [Specifies estimated professional fees, estimated reimbursable expenses, professional rates, and cost assumptions (inputs, processes, and outputs).]

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BIBLIOGRAPHY
ASTD & the MASIE Center. (2001). E-learning: if we build it, will they come?: Executive summary. Alexandria, VA: ASTD. http://www.astd.org/virtual_community/research/pdf/84416110pdf.pdf Buchanan, R.D., & Soley, R.M. (2003). Aligning enterprise architecture and IT investments with corporate goals. http://www.bptrends.com/publicationfiles/META%20OMG%20WP%201%2D15%2D03%2Epdf Cross, J. & Dublin, L. (2002). Implementing e-learning. Alexandria, VA: ASTD. Foshay, R. (1995, March). The problem with ISD models. Paper presented at the annual meeting of the International Society for Performance Improvement. Atlanta, GA. Gery, G. (2002). Performance supportdriving change. In Rossett, A. (Ed.) The ASTD elearning handbook: Best practices, strategies, and case studies for an emerging field (pp. 24-37). New York, NY: McGraw-Hill. Institute of IT Training (2003). Over 90% completion rate for institute's blended learning project. http://www.trainingpressreleases.com/newsstory.asp?NewsID=599 Martin, J. (1991). Rapid application development. New York: Macmillan Publishing Company. Olszewski, J., Endicott, J., Villachica, S. & Stone, D. (2003). Prototyping for e-learning that works! SPBT Focus (13), 2, 63-67. Rosenberg, M.J. (2001). E-learning: Strategies for delivering knowledge in the digital age. New York: McGraw Hill. Rossett, A. & Gautier-Downes, J. (1991). A handbook of job aids. San Diego, CA: Pfieffer & Company. Rossett, A. (2002). Waking in the night and thinking about e-learning. In Rossett, A. (Ed.) The ASTD e-learning handbook: Best practices, strategies, and case studies for an emerging field (pp. 3-18). New York, NY: McGraw-Hill. Spencer, L. M., Jr. (1985). Calculating human resource program costs and benefits. W.R. Tracey (Ed.) Human resource management and development Handbook. NY: AMACOM. Stone, D.L., & Villachica, S.W. (1999). Performance support systems. In H. D. Stolovitch and E. J. Keeps (Eds.), Handbook of human performance technology: Improving individual and organizational performance worldwide (2 nd ed.) (pp. 442-463). San Francisco, CA: JosseyBass/Pfeiffer. Stone, D.L. & Villachica, S. W. (2002, April). Beyond the Crystal Ball: Prototyping Strategies and Tools for Determining Solid Metrics, Shrinking Schedules and Costs, and Improving Quality.

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Paper presented at the annual conference of the International Society for Performance and Instruction. Dallas, TX. Stone, D.L., & Villachica, S.W. (2003, February). Web-based, automated evaluation for elearning: Accountability from level 1 to ROI. Presented at the 2003 VNU Training Conference, Atlanta, GA. Stone, D.L., & Villachica, S.W. (2003). And then a miracle occurs! Ensuring the successful implementation of enterprisewide EPSS and e-learning from day one. Performance Improvement, 42(3), 42-51. Svenson, R.A. & Rinderer, M.J. (1991). The training and development strategic plan workbook. Englewood Cliffs, NJ: Prentice Hall. Villachica, S.W., & Stone, D.L. (1998). Rapid application development for performance technology: Five strategies to deliver better interventions in less time. In P. J. Dean and D. E. Ripley (Eds.), Performance improvement interventions: Performance technologies in the workplace (pp. 343-399). Washington, DC: International Society for Performance Improvement.

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