A majority of performance improvement plans are founded on perceived needs of a specific unit or of specific people. However, these programs fail to consider the entire business needs or the organization’s strategic plan, which leads to failure of the programs in the long term. Human performance technology (HPT) can be used to ensure the required results are achieved.
This paper defines and describes HPT by exploration its history, definitions, actions and trends.
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History
The instructional technology domain developed gradually between 1950 and 1960s to handle multifaceted performance issues and to help in the correct analysis and enactment of strategies to reduce performance gaps among people (Chyung, 2008). During those years, practitioners used systemic and systematic strategies to handle performance and learning matters (Chyung, 2008). However, it became apparent that instruction was not the only solution to all issues and that there was a need to find other strategies besides the instructional system.
The instructional system was mainly hosted by the military organization, which falsely believed that the system was linked to private sector organizational performance (Chyung, 2008). Later the professional field acquired the term performance during the late 1970s and trainers began understanding how behaviors strengthen achievements (Winter, 2015). However, the instructional system became less viable as a way to recognize and handle key performance issues when the larger American business and industry performance infrastructure weakened (Chyung, 2008). Between 1980 and the 1990s, a focus on performance improvement was observed and there was more understanding of how to use technology. In turn, this led to the formation the National Society for Performance and Instruction, which later became the International Society for Performance Improvement in the 1990s after further developments in the HPT field (Carliner, 2013). Thus, HPT as a study domain evolved from the instructional technology.
Definitions
HPT is defined in various ways by different practitioners and authors. These definitions offer an extensive understanding regarding what HPT entails. For example, HPT can be defined as a systematic method of improving individual and organizational performance to reach strategic business objectives (Chyung, 2008). Improving performance involves enhancing competence and productivity by computing the gap that exists between the present and the anticipated performance (International Society for Performance Improvement & MyiLibrary, 2010). In turn, this involves an analysis of the present situation and the needs of the entire organization and its mechanisms and the required human performance competencies or standards (Morrow Jr, Mood, Disch, & Kang, 2015). HPT can also be defined as a technology that contains all the aspects that influence human performance (Van et al., 2012). The definitions stress improvement of the organization as the anticipated outcomes of practicing HPT.
In the workplace, HPT is used to categorize features that allow employees to do their work and yield anticipated outcomes. HPT offers mechanisms and tools to categorize opportunities for valued solutions, return on investment and improved performance (Addison, Haig, & Kearny, 2009). It also offers the foundation upon which new performance systems and environments can be constructed (Addison, Haig, & Kearny, 2009). HPT describes solutions and programs clearly to allow them to be duplicated by others, offers measurement instruments that can be applied repeatedly and show the same result consistently, considers the extended system background of the performance of people and focuses on measured and valuable outcomes (Song & Kidd, 2010). HPT acts as the support for performance technicians and offers a foundation from which people can view the ways they can create improved human performance and increase value to the client business (Van et al., 2012).
Actions
HPT actions focus on a number of key ideas that are present in all its definitions. For example, HPT offers a systems outlook, which is vital to the complex systems that influence employee performance within an organization (Chyung, 2008). HPT actions consider the whole environment that influences the performance of each individual. Besides, HPT considers a systematic strategy when evaluating the opportunity or needs of the organization or of the individual (Morrow Jr et al., 2015). Actions also include organized attitudes to establish the basis of reduced performance and the basis for the existence of gaps.
In addition, systematic actions are considered during the design, development, analysis, implementation and assessment of the whole mechanism of HPT (Van et al., 2012). Actions in HPT entail value implementation, which focuses on the objectives of enhancing quality that is computed using achievements. HPT Actions demonstrate the significance and rationale for improving performance when carrying out the measurements.
Trends
HPT trends are demonstrated in its progressive future. HPT uses and will continuously use developing technologies to scheme strategies to improve performance. HPT will also continue to scheme ways to contribute positively to organizations. Besides, HPT will continue developing associations with stakeholders who influence the entire HPT field. New HPT standards will continuously evolve as HPT trends adapt to a transforming society and find businesses that adopt its practices. The level of HPT influence on businesses and society will continue to increase as the needs for performance improvement increase and develop across these variables.
In conclusion, the HPT field is currently a touchstone for performance improvement experts as it offers a way to examine the validity of a new an idea, framework, an instrument or a strategy. The approach can demonstrate where new items fit in the performance domain, the way it supports the HPT principles, the work environment level at which it is effective and the extent the item can mesh with the present culture. HPT has evolved gradually and will continue to do so in the coming years.
References
Addison, R., Haig, C., & Kearny, L. (2009). Performance Architecture: The Art and Science of Improving Organizations . New York, NY: John Wiley & Sons.
Carliner, S. (2013). How have concepts of informal learning developed over time?. Performance Improvement , 52 (3), 5-11.
Chyung, S. Y. (2008). Foundations of instructional and performance technology . Amherst, Mass: HRD Press.
International Society for Performance Improvement., & MyiLibrary. (2010). Handbook of improving performance in the workplace: Volume 2 . San Francisco: Pfeiffer.
Morrow Jr, J. R., Mood, D., Disch, J., & Kang, M. (2015). Measurement and Evaluation in Human Performance, 5E . Human Kinetics.
Song, H., & Kidd, T. T. (2010). Handbook of research on human performance and instructional technology . Hershey, Pa: IGI Global.
Van, T. D. M., Moseley, J. L., Dessinger, J. C., Van, T. D. M., & Van, T. D. M. (2012). Fundamentals of performance improvement: Optimizing results through people, process, and organizations : interventions, performance support tools, case studies . San Francisco, CA: Pfeiffer, a Wiley imprint.
Winter, B. (2015). Agile Performance Improvement: The New Synergy of Agile and Human Performance Technology . Berkeley, CA: Apress.
