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Human Performance Technology (human + performance_technology)
Selected AbstractsA public sector HPT maturity modelPERFORMANCE IMPROVEMENT, Issue 4 2007William Pullen CPT Officials of public organizations with responsibility for embedding Human Performance Technology (HPT) can use the maturity concept as a way to plan implementation and gauge evolution so that it supports broader policy, program, or organizational goals. This article describes such a model, which can help managers decide where to concentrate their efforts and in what priority. Over time, the model may help them make better decisions in using public resources to return the greatest value to taxpayers. [source] A Framework for New Scholarship in Human Performance TechnologyPERFORMANCE IMPROVEMENT QUARTERLY, Issue 2 2006Thomas M. Schwen This article introduces a strategic argument and examples, in subsequent articles in this special issue, about sociocultural research opportunities for HPT practitioners and scholars. The authors take the view that recent criticisms of Instructional Systems Design have merit when considered from an organizational performance point of view. We see the problem as historic overuse of one theoretical perspective at a microlevel of theory and application. We argue that adding recent sociocultural perspectives and expanding the levels of theory to include groups and complex organizational structures will offer an opportunity for more rigorous and diverse research agenda and create new insights for problem solving in practice. [source] RSVP: The principles of human performance technologyPERFORMANCE IMPROVEMENT, Issue 6 2010Donald T. Tosti CPT First page of article [source] Research themes in HPT: A content review of the ISPI journalsPERFORMANCE IMPROVEMENT, Issue 4 2010Linda M. Huglin PhD To best understand where a field is going, it is important first to know where it has been. This article provides an overview of where the field of human performance technology (HPT) came from, what themes and trends have occurred in the ISPI literature since the field's beginning in 1962 through the present, and what gaps are apparent in the HPT research. [source] Validation ROI: An HPT case study from the medical device industryPERFORMANCE IMPROVEMENT, Issue 2 2010Sue Czeropski CPT Validation is both a process and a function within Company ABC. Using the human performance technology (HPT) process, interventions were prescribed to address identified performance gaps. Forecasting an annual return on investment (ROI) based on goals yielded a ROI of 168%. Data collected for the first quarter of 2009 yielded a calculated ROI of 326%. This study discusses the HPT process and what was done to achieve the results. [source] It isn't magic, it's sciencePERFORMANCE IMPROVEMENT, Issue 10 2009Dale M. Brethower CPT The foundation in science of human performance technology is exemplified in Geary A. Rummler's work. His work was guided by two questions: What are the variables that measure the results desired? What variables must we manage to achieve those results? Rummler developed science-based tools to find and manage the variables. His work connects to science in ways that illustrate the signature line of his emails: "It Isn't Magic, It's Science." [source] Embedding HPT: Improving police performance by implementing human performance technology in the Royal Canadian Mounted PolicePERFORMANCE IMPROVEMENT, Issue 3 2009William Pullen Good police performance enables social capital, strengthens communities, and helps build civil society. Since 2003, Canada's national police force, the Royal Canadian Mounted Police (RCMP), has used human performance technology to improve performance in more than 300 sites across Canada and also as a core part of the RCMP leadership talent pipeline. The lessons learned may be of interest to others contemplating a large-scale distributed use of this powerful methodology. [source] Toward fluent instructional design in the context of peoplePERFORMANCE IMPROVEMENT, Issue 7 2008William L. Solomonson CPT The instructional designer faces the dual task of driving the instructional design process while managing a positive relationship with the subject matter expert. It is this latter task of relationship management that is often overlooked in practice and research in the field of human performance technology. [source] Quantitative versus qualitative evaluation: A tool to decide which to usePERFORMANCE IMPROVEMENT, Issue 4 2008Jackie L. Dobrovolny Evaluation is often avoided in human performance technology (HPT), but it is an essential and frequently catalytic activity that adds significant value to projects. Knowing how to approach an evaluation and whether to use qualitative, quantitative, or both methods makes evaluation much easier. In this article, we provide tools to help determine appropriate evaluation methods. Successful evaluation provides insightful data with which to make informed decisions. [source] Current status, future trends, and issues in human performance technology, part 2: Models, influential disciplines, and research and developmentPERFORMANCE IMPROVEMENT, Issue 2 2008James A. Pershing CPT In this second part of a two-part series, a panel of experts indicated that human performance technology (HPT) research is being adequately conducted but not properly used in practice. They stressed a need for more applied research and more extensive use of case studies. They also provided their perspectives about the influences of other fields on HPT, suggesting the need for HPT to align more closely with other disciplines that address issues of human and organizational performance. [source] Current status, future trends, and issues in human performance technology, part 1: Influential domains, current status, and recognition of HPTPERFORMANCE IMPROVEMENT, Issue 1 2008James A. Pershing Fifteen human performance technology experts participated in a survey investigating HPT's current status, future trends, and issues. Although HPT is not fully recognized in many organizations, such strengths as systems thinking and multidisciplinary approaches to performance problems are valued. Weaknesses reported are the rare use of HPT in small organizations, falling for quick fixes, and shortcomings in evaluation. HPT professionals need to do better at clarifying HPT principles, communicating HPT values, and demonstrating HPT's organizational impact. [source] Quantitative, qualitative, and quasitative inquiries in human performance technology: Measure the past, observe the present, and imagine the potentialPERFORMANCE IMPROVEMENT, Issue 9 2006Sharon L. Bender PhD First page of article [source] Cost and value in human performance technologyPERFORMANCE IMPROVEMENT, Issue 9 2004Doug Leigh PhD No abstract is available for this article. [source] Professional dialogues; on human performance technologyPERFORMANCE IMPROVEMENT, Issue 8 2004Doug Leigh PhD No abstract is available for this article. [source] Pushing at the edges of human performance technologyPERFORMANCE IMPROVEMENT, Issue 2 2004Neal Margolis No abstract is available for this article. [source] Handbook of human performance technology: Improving individual and organizational performance worldwide (second edition)PERFORMANCE IMPROVEMENT, Issue 5 2000Harold D. Stolovitch First page of article [source] Theory development and convergence of human resource fields: Implications for human performance technologyPERFORMANCE IMPROVEMENT QUARTERLY, Issue 3 2010Yonjoo Cho PhD This study examines major theory developments in human resource (HR) fields and discusses implications for human performance technology (HPT). Differentiated HR fields are converging to improve organizational performance through knowledge-based innovations. Ruona and Gibson (2004) made a similar observation and analyzed the historical evolution and convergence of three HR-related fields: human resource management (HRM), human resource development (HRD), and organization development (OD). A field left out in their analysis is HPT. Many learning professionals recognize HPT as a more comprehensive approach to improving organizational performance issues (Molenda & Pershing, 2008; Pershing, 2006). However, little research has been done to advance the theory development of HPT and discuss its relationships within HR fields. This study adds a new perspective to that of Ruona and Gibson's historical analysis of HR fields by examining convergence issues from a theory development perspective. [source] Streamlining administrative procedures at the Defense Language Institute: The strategic impact model in actionPERFORMANCE IMPROVEMENT QUARTERLY, Issue 2 2010Yaniv Oded MSc Performance at the Defense Language Institute was examined through the prism of human performance technology and the strategic impact model. This examination revealed performance deficiencies in the administrative realm that required mainly a noninstructional intervention. A systematic analysis showed that digitizing administrative procedures could substantially decrease operational costs, enhance procedural transparency, and increase employees' satisfaction. [source] Gilbert's Behavior Engineering Model: Contemporary support for an established theoryPERFORMANCE IMPROVEMENT QUARTERLY, Issue 1 2010Donna Cangelosi Crossman PhD This study was an effort to add to the body of research surrounding Gilbert's Behavior Engineering Model (BEM). The model was tested to determine its ability to explain factor relationships of organizational safety culture in a high-risk work environment. Three contextual variables were measured: communication, resource availability, and incentives; and the impact of contextual variables on safety motivation were evaluated. The study produced three outcomes: (1) data and the BEM model demonstrated good fit, (2) communication and resource availability were indirectly related to safety motivation, and (3) incentives mediated the indirect effects of communication and resource availability with motivation. Research findings serve to inform the practice of human performance technology, as Gilbert's model is a primary performance diagnostic tool, adaptable to essentially any workplace context. [source] The backyard human performance technologist: Applying the development research methodology to develop and validate a new instructional design frameworkPERFORMANCE IMPROVEMENT QUARTERLY, Issue 3 2009Timothy R. Brock PhD Development research methodology (DRM) has been recommended as a viable research approach to expand the practice-to-theory/theory-to-practice literature that human performance technology (HPT) practitioners can integrate into the day-to-day work flow they already use to develop instructional products. However, little has been written about how it can be applied in a workplace setting to allow HPT practitioners to consider this research approach for adoption into their own activities. This article provides a real-world application of the DRM to help close this literature gap. After providing background information to establish the case context, the article presents an overview of how this research approach was applied to an effort to develop and validate a new instructional design framework for potentially training National Aeronautics and Space Administration (NASA) astronauts for deep space exploration missions. The result of this case indicates that this research methodology provides a viable approach that HPT practitioners can integrate into their current practices to provide a practice-based research baseline to contribute to the practice-to-theory/theory-to-practice literature. [source] The motivating opportunities model for performance SUCCESS: Design, development, and instructional implicationsPERFORMANCE IMPROVEMENT QUARTERLY, Issue 1 2009Patricia L. Hardré This article develops the motivating opportunities model from its previous conceptual framework to its design, development, and instructional implications. It includes building the utility of the model for implementation around the acronym SUCCESS, representing a systematic approach to analyzing and designing motivation for situational, utilization, competence, content, emotional, social, and systemic factors. Furthermore, it details the considerations and questions included in each of the seven components of a process of analysis and design using SUCCESS as a tool and procedural guide. Accompanying each component are specific strategies that support implementation by generating the motivating opportunities that the model supports using, with examples to illustrate cases of use. Following the development and strategies of the model are research questions that may illuminate motivation in instructional design and human performance technology, and the utilization of the model. [source] Primary sources of cognate research in human performance technologyPERFORMANCE IMPROVEMENT QUARTERLY, Issue 1 2008Liz V. Johnsen This article is third in a series written to address questions regarding the need for more empirical research in the field of human performance technology (HPT) and the need to determine the future direction of HPT research. The call for more empirical research has been published in journals such as Performance Improvement Quarterly and Performance Improvement (formerly Performance and Instruction) for nearly 20 years. [source] Crisis planning: Survey results from Hurricane Katrina and implications for performance improvement professionalsPERFORMANCE IMPROVEMENT QUARTERLY, Issue 3-4 2008Holly M. Hutchins Modern organizations constantly face unparalleled changes and uncertainty in the competitive world, thus requiring strategic planning to mitigate crisis conditions. Underscoring crisis plans are performance interventions that prepare employees, technological systems, and the organizational culture to effectively respond to a crisis event. However, crisis planning has been an overlooked area in the performance improvement literature. In the present study, we review results of a survey on crisis planning conducted by the research team seven months after Hurricane Katrina. Specifically, performance improvement professionals (n=129) employed by organizations located along the western Gulf Coast were surveyed on the existence and composition of their organization's crisis planning before and after Hurricane Katrina. Results indicate that organizations did increase crisis planning during the post-Katrina period, and that crisis plans consisted of components and activities supported in the literature. We use these results to identify and discuss how performance improvement professionals might leverage their knowledge of human performance technology (HPT) in supporting organizational crisis planning efforts. [source] The Challenge of New SciencePERFORMANCE IMPROVEMENT QUARTERLY, Issue 2 2007Gordon Rowland A wide range of developments in science in recent years has altered our views of our world and ourselves in significant ways. These views challenge the direction of applied science and technology in many fields, including those associated with learning and performance in organizations. At the same time, they open up opportunities and possibilities. To take advantage, new approaches based on different assumptions are implied. This article summarizes a set of concepts associated with complexity and relates them to work in organizations. The final article of the issue then relates these same concepts to human performance technology. [source] Instructional Efficiency of Performance Analysis Training for Learners at Different Levels of Competency in Using a Web-Based EPSSPERFORMANCE IMPROVEMENT QUARTERLY, Issue 4 2004A. Aubteen Darabi ABSTRACT The measure of performance improvement potential (Gilbert, 1978) in human performance technology uses an exemplary performance as a criterion against which to measure the potential improvement in the performance of a workforce. The measure is calculated based on the performance efficiency which compares expended resources to productivity. The same notion is used to measure the efficiency of instructional conditions, based on learners' mental effort invested in a learning task compared to their performance. This article compares the efficiency of an instructional condition for three groups of students differentiated by their use of an electronic performance support system (EPSS) to conduct a performance analysis project. The results indicated that the instruction was most efficient for those learners who showed greater competency in using the EPSS. Implications for using this technique as a means of formative evaluation of a course are discussed. [source] Teaching Instructional Design: An Action Learning ApproachPERFORMANCE IMPROVEMENT QUARTERLY, Issue 2 2001Brenda Bannan-Ritland ABSTRACT Many theorists and practitioners are calling for more authentically based teaching approaches in the preparation of instructional designers and performance technologists to address the complexity of the field's practice. Although many innovative methods have been incorporated into the study of instructional design and development and human performance technology, including case studies and applied experiences with collaborative groups, among others, the majority of teaching approaches are limited to the time constraints and format of the traditional university classroom setting. This paper discusses an alternative teaching approach that incorporates action learning principles along with authentic project-based methods into the full-time study of instructional design. The paper reviews action learning principles and highlights the commonalties between these principles and the application of the practice and teaching of the instructional design process in an authentic manner. Finally, the implementation of action learning principles within a graduate program in instructional technology is described. Action learning principles may be applied to many content areas; however, the highly complementary nature of this specific methodology to the teaching and practice of instructional design may have the potential to improve greatly our preparation of professionals in the complex work environments characteristic of this and related disciplines. As a valuable component of performance technology skills, training in instructional design methods based on an action learning approach may have broad implications for both the preparation of instructional designers and performance technologists. [source] | ||||||||||