Understanding Human Performance Technology (HPT)
Due to argued inconsistency of the Instructional Systems Design (ISD), Human Performance Technology (HPT), known as Human Performance Improvement (HPI), began to see life in the 1950s and 1960s to “address complex types of performance issues and to assist in the proper diagnosis and implementation of solutions to close performance gaps among individuals” (Chyung, 2008). From these notions, the concept of programmed learning was introduced. Along with other contributions, the major impacts toward the birth of HPT are said to have come from Thomas Gilbert, Robert Mager, and Garry Rummler, which paved the way for HPT professionals in their work today (Bolin, 2007). Instructional objectives and learning objectives were being evolved to learning outcomes. As a further result of these developments, the National Society for Programmed Instruction was developed. In the 1970s, trainers began to look at how to support on the job learning by introducing performance supports into the job setting (Hale, 2012). In the late 1970s, the term performance was actually introduced into the professional realm. Trainers began to understand how behaviors reinforce accomplishments (Hale, 2012). The 1980s and 1990s saw a heavy focus on performance improvements, and trainers became more knowledgeable in the use of technology. From these developments, the National Society of Programmed Instruction changed to the National Society for Performance and Instruction (Wagner, 2002). In the last 20 years, HPT has become highly more sophisticated, thoroughly assessing the effect of workplace variables on performance. More complex solutions have been implemented as well as the development of a greater impact on businesses and society (Hale, 2012). Due to the further developed nature of Human Performance Technology, the National Society for Performance and Instruction most recently changed its name to the International Society for Performance Improvement.
My personal definition describes Human Performance Technology as a systematic and systemic approach to improving productivity and competence by measuring the gap of current and desired performance. Furthermore, the process includes intervention strategies to close the gap between current and desired performance. It provides a well-rounded approach to assess potential for performance improvement (PIP) in the workplace at all levels. It is a results oriented process, focusing on individual achievements, as well as the achievements of the organization as a whole. Human Performance Technology highlights the ability to assess and evaluate root causes at their core.
Throughout the years, there have been many definitions of Human Performance Technology to emerge. In his book, Foundations of Instructional Performance Technology, Seung Youn Chyung (2008) defines HPT as empirical, results oriented, reactive, and proactive in situations involving human performance. He furthers that “HPT uses both systematic and systemtic approaches to solving performance problems”. Gilbert (2007) states that, “human competence is a function of worthy performance, which is a function of the ratio of valuable accomplishments to costly behavior” (pg. 18). NSPI (1988) describes HPT as “a set of methods and processes for solving problems or realizing opportunities retaliated to the performance of people. It may be applied to individuals, small groups, or large organizations” (Coscarelli, 1988, pg. 8). In 1996, Rothwell (1996) defined HPT as “the field focused on systematically and holistically improving present and future work results achieved by people in organizational settings” (pg. 29). Finally, the International Society for Performance Improvement, instituted around the facets of HPT, most thoroughly defines Human Performance Technology as “a systematic approach to improving productivity and competence, uses a set of methods and procedures and a strategy for solving problems, for realizing opportunities related to the performance of people. More specifically, it is a process of selection, analysis, design, development, implementation, and evaluation of programs to most cost-effectively influence human behavior and accomplishment. It is a systemic combination of three fundamental processes: performance analysis, cause analysis, and intervention selection, and can be applied to individuals, small groups, and large organizations” (ISPI, 2014).
No matter the chosen definition, all actions in Human Performance Technology focus on several key concepts that appear throughout the definitions. HPT presents a systems view, which proves crucial to the complex systems that affect the performance of the employees that work within. Actions in HPT must consider the entire environment that impacts each individual performance. Also, HPT must take a systematic approach while assessing the need and opportunity. Actions need to include a systematic viewpoint to identify the causes of poor performance and why the gap exists. Moreover, systematic actions must be taken in analysis, design, development, implementation, and evaluation of the entire HPT process. HPT actions should include the implementation of value, which focuses on the goals of improving quality, which is measured through achievements. When conducting these measurements, actions must communicate the importance and rationale for performance improvement.
Moreover, Human Performance Technology allows organizations to understand the origin of the training or performance problems. HPT can act as an alternative to costly and time-consuming training, due to its ability to directly identify and address problems. HPT offers job enhancement through solving issues of worker output, motivation, creativity, and productivity. The focus of HPT is on outcomes, with goals of aligning an organization’s vision to the employees’ efficiency and quality of output, ensuring that they share the skills, knowledge, and abilities to achieve these goals.
Designing efficient implementation of Human Performance Technology requires the identification of the key components of the solution. The solution should include essential components such as attributes of improvement and resources required to meet the solution. The solution HPT must include a process of communication, which focuses on product, process, system, and/or technology. Implementation of the solution requires efficient change management, with the goal of assisting clients with the adoption of new behaviors or tools. Evaluating the solution and the process is an essential component. It requires the HPT analyst to measure the efficiency and effectiveness of the implementation process. Further, the benefits of the solution must be measured against the cost in time, manpower, and money.
Many of the trends of Human Performance Technology appear in its optimistic future. HPT will continue to make efficient use of emerging technologies to implement into performance improvement. Also, HPT will continue to devise effective means of contributing to organizations and society as a whole. Further, it will continue to build relationships with stakeholders who have an impact on the profession of HPT as a whole. New standards will continue to evolve as HPT trends adapt to a changing society and identify those organizations that best adopt its practices. It will continue to increase its level of influence on companies and society as the need for performance improvement grows and develops throughout these aspects.
REFERENCES
Bolin, A.U. (2007) HPT in Military Settings. Performance Improvement. 46(3), 5-7.
Chyung, S. Y. (2008). Foundations of Instructional and Performance Technology.
Amherst, MA: HRD Press.
Coscarelli, B. (1988). Performance Improvement Quarterlyand Human Performance
Technology. Performance Improvement Quaterly, 1(1), 2-10.
Gilbert, T. F. (2007). Human Competence: Engineering Worthy Performance (Tribute
ed.). San Francisco: Pfeiffer.
Hale, J. A. The History of Human Performance Technology (HPT): It’s Evolution,
Contributions, & Impact [PowerPoint slides]. Retrieved from:
http://www.ispi.org
ISPI | What Is HPT?. (n.d.). International Society for Performance Improvement.
Retrieved April 17, 2014, from http://www.ispi.org/content.aspx?id=54
Rothwell, W. J. (2005). Beyond Training and Development the Groundbreaking Classic
on Human Performance Enhancement (2nd ed.). New York: American
Management Association.
Wagner, D. (2002). Introduction to Instructional and Performance Technology Timeline.
Retrieved April 17, 2014, from: http://debwagner.info/hpttoolkit/timeline_hpt.htm.
Due to argued inconsistency of the Instructional Systems Design (ISD), Human Performance Technology (HPT), known as Human Performance Improvement (HPI), began to see life in the 1950s and 1960s to “address complex types of performance issues and to assist in the proper diagnosis and implementation of solutions to close performance gaps among individuals” (Chyung, 2008). From these notions, the concept of programmed learning was introduced. Along with other contributions, the major impacts toward the birth of HPT are said to have come from Thomas Gilbert, Robert Mager, and Garry Rummler, which paved the way for HPT professionals in their work today (Bolin, 2007). Instructional objectives and learning objectives were being evolved to learning outcomes. As a further result of these developments, the National Society for Programmed Instruction was developed. In the 1970s, trainers began to look at how to support on the job learning by introducing performance supports into the job setting (Hale, 2012). In the late 1970s, the term performance was actually introduced into the professional realm. Trainers began to understand how behaviors reinforce accomplishments (Hale, 2012). The 1980s and 1990s saw a heavy focus on performance improvements, and trainers became more knowledgeable in the use of technology. From these developments, the National Society of Programmed Instruction changed to the National Society for Performance and Instruction (Wagner, 2002). In the last 20 years, HPT has become highly more sophisticated, thoroughly assessing the effect of workplace variables on performance. More complex solutions have been implemented as well as the development of a greater impact on businesses and society (Hale, 2012). Due to the further developed nature of Human Performance Technology, the National Society for Performance and Instruction most recently changed its name to the International Society for Performance Improvement.
My personal definition describes Human Performance Technology as a systematic and systemic approach to improving productivity and competence by measuring the gap of current and desired performance. Furthermore, the process includes intervention strategies to close the gap between current and desired performance. It provides a well-rounded approach to assess potential for performance improvement (PIP) in the workplace at all levels. It is a results oriented process, focusing on individual achievements, as well as the achievements of the organization as a whole. Human Performance Technology highlights the ability to assess and evaluate root causes at their core.
Throughout the years, there have been many definitions of Human Performance Technology to emerge. In his book, Foundations of Instructional Performance Technology, Seung Youn Chyung (2008) defines HPT as empirical, results oriented, reactive, and proactive in situations involving human performance. He furthers that “HPT uses both systematic and systemtic approaches to solving performance problems”. Gilbert (2007) states that, “human competence is a function of worthy performance, which is a function of the ratio of valuable accomplishments to costly behavior” (pg. 18). NSPI (1988) describes HPT as “a set of methods and processes for solving problems or realizing opportunities retaliated to the performance of people. It may be applied to individuals, small groups, or large organizations” (Coscarelli, 1988, pg. 8). In 1996, Rothwell (1996) defined HPT as “the field focused on systematically and holistically improving present and future work results achieved by people in organizational settings” (pg. 29). Finally, the International Society for Performance Improvement, instituted around the facets of HPT, most thoroughly defines Human Performance Technology as “a systematic approach to improving productivity and competence, uses a set of methods and procedures and a strategy for solving problems, for realizing opportunities related to the performance of people. More specifically, it is a process of selection, analysis, design, development, implementation, and evaluation of programs to most cost-effectively influence human behavior and accomplishment. It is a systemic combination of three fundamental processes: performance analysis, cause analysis, and intervention selection, and can be applied to individuals, small groups, and large organizations” (ISPI, 2014).
No matter the chosen definition, all actions in Human Performance Technology focus on several key concepts that appear throughout the definitions. HPT presents a systems view, which proves crucial to the complex systems that affect the performance of the employees that work within. Actions in HPT must consider the entire environment that impacts each individual performance. Also, HPT must take a systematic approach while assessing the need and opportunity. Actions need to include a systematic viewpoint to identify the causes of poor performance and why the gap exists. Moreover, systematic actions must be taken in analysis, design, development, implementation, and evaluation of the entire HPT process. HPT actions should include the implementation of value, which focuses on the goals of improving quality, which is measured through achievements. When conducting these measurements, actions must communicate the importance and rationale for performance improvement.
Moreover, Human Performance Technology allows organizations to understand the origin of the training or performance problems. HPT can act as an alternative to costly and time-consuming training, due to its ability to directly identify and address problems. HPT offers job enhancement through solving issues of worker output, motivation, creativity, and productivity. The focus of HPT is on outcomes, with goals of aligning an organization’s vision to the employees’ efficiency and quality of output, ensuring that they share the skills, knowledge, and abilities to achieve these goals.
Designing efficient implementation of Human Performance Technology requires the identification of the key components of the solution. The solution should include essential components such as attributes of improvement and resources required to meet the solution. The solution HPT must include a process of communication, which focuses on product, process, system, and/or technology. Implementation of the solution requires efficient change management, with the goal of assisting clients with the adoption of new behaviors or tools. Evaluating the solution and the process is an essential component. It requires the HPT analyst to measure the efficiency and effectiveness of the implementation process. Further, the benefits of the solution must be measured against the cost in time, manpower, and money.
Many of the trends of Human Performance Technology appear in its optimistic future. HPT will continue to make efficient use of emerging technologies to implement into performance improvement. Also, HPT will continue to devise effective means of contributing to organizations and society as a whole. Further, it will continue to build relationships with stakeholders who have an impact on the profession of HPT as a whole. New standards will continue to evolve as HPT trends adapt to a changing society and identify those organizations that best adopt its practices. It will continue to increase its level of influence on companies and society as the need for performance improvement grows and develops throughout these aspects.
REFERENCES
Bolin, A.U. (2007) HPT in Military Settings. Performance Improvement. 46(3), 5-7.
Chyung, S. Y. (2008). Foundations of Instructional and Performance Technology.
Amherst, MA: HRD Press.
Coscarelli, B. (1988). Performance Improvement Quarterlyand Human Performance
Technology. Performance Improvement Quaterly, 1(1), 2-10.
Gilbert, T. F. (2007). Human Competence: Engineering Worthy Performance (Tribute
ed.). San Francisco: Pfeiffer.
Hale, J. A. The History of Human Performance Technology (HPT): It’s Evolution,
Contributions, & Impact [PowerPoint slides]. Retrieved from:
http://www.ispi.org
ISPI | What Is HPT?. (n.d.). International Society for Performance Improvement.
Retrieved April 17, 2014, from http://www.ispi.org/content.aspx?id=54
Rothwell, W. J. (2005). Beyond Training and Development the Groundbreaking Classic
on Human Performance Enhancement (2nd ed.). New York: American
Management Association.
Wagner, D. (2002). Introduction to Instructional and Performance Technology Timeline.
Retrieved April 17, 2014, from: http://debwagner.info/hpttoolkit/timeline_hpt.htm.