Essay

The International Society of Performance Improvement (ISPI) defines Human Performance Technology, or HPT, as the systematic approach to improving productivity and competence. It is strategic and utilizes various methods and procedures to discover and implement opportunities relating to performance. Each individual word that HPT presents can offer insight into what it entails and how it may be applied.

Human refers to the individuals and groups within an organization. Performance refers to the activities and measurable outcomes from those individuals and groups. Technology refers to the systematic and systematic tools and processes used to resolve problems and challenges.

Instructional Design vs. Human Performance

Though the two concepts, Instructional Design and Human Performance may have many similarities, HPT should not be confused with Instructional Design/Development (IDT). Typically, IDT focuses on instructions material that intends to aid knowledge acquisition (typically for individuals or Individuals in various academic settings). HPT, however, focuses on the outcome as a result of how knowledge is applied within a larger system and the related processes it contains. HPT isn’t as concerned with individual learning as much as it is the role of all the components that contribute to activity inputted into achieving business goals and objectives.

Lastly, HPT takes a systematic approach to analyze, develop, design, and evaluate the results related to the solution implemented.

The Growth of HPT

Prior to HPT, training and similar business units considered IDT methods to meet the needs of employees. Training became an immediate solution to resolve performance challenges, though many issues warranted other areas to be addressed. For example, communication practices or development constraints that were deemed external barriers (as it relates to the employees).

New ways to enhance how we learned and how we applied what we know, quickly became an appealing aspect to what HPT could reveal. Improving the end result or outcomes relating to multiple factors that contributed to meeting business goals, became a driving force to the growth of HPT.

HPT Models

As more learning and development professionals looked HPT to address challenges, models were developed to help illustrate the interdependencies of performance, learning, and the immediate environment. These models highlighted the connections between seemingly unrelated areas to help understand the complexities involved in human performance in the workplace. One of the most notable of these earlier HPT models being Gilbert’s Behavioral Engineering Model.

Gilbert’s Behavioral Engineering Model

In 1978, Thomas Gilbert wrote and published Human Competence: Engineering Worthy Performance, a book that many human performance professionals still acknowledge as groundbreaking and significant for how it contributed to the development of commonly practiced foundations and standards of HPT. In his book, Gilbert introduced the Behavioral Engineering Model. These concepts presented were organized as four “Leisurely Theorems.” Though there are a total of four theorems, the first three are believed to be the most notable.

Theorem I introduces the notion of assigning a value to the performance by measuring the related accomplishment, or the worth, as determined by the person requesting the work be performed and distinguishes the outcomes from individual behavior. This is important to note when evaluating intervention and the ability to impact behaviors and worthy performance. For an intervention to be deemed as successful, changing behavior isn’t enough. The accomplishment or worthy performance must also be a success (or achieved).

Theorem II explains how performance improvement potential (PIP) is calculated. PIP is calculated by comparing the exemplary performance or desired performance to one considered to be a typical performance. This difference defines the performance gap which Gilbert suggests should not be considered to be a negative, but a positive, because it shows the potential for improvement.

Theorem III details the conditions of behavior that can be examined and modified to improve performance. These conditions are numbered and should be followed in the presented order. Doing so allows practitioners to be more likely to uncover the variables that lead to the greatest benefits or output (result), for the least amount of effort or input (work).

These theorems serve as foundational principles for HPT and Thomas Gilbert is considered to be one of the most notable contributors to the field.

ISPI

HPT continued to expand and thrive. It quickly became a discipline of its own with the learning and development industry, helping to inspire the formation of the professional organization known today as the International Society of Performance Improvement or ISPI. ISPI’s mission is to advance the field of Human Performance Technology, advocate its application, and enhance the skills and professional standings of practitioners. One way ISPI progressed significantly in their mission was by establishing the standards practiced by HPT professionals referred to as the universal, 10 Standards of Performance Improvement.

The 10 Standards of Performance Improvement

1. Focus on Results
2. Take a Systems View
3. Add Value
4. Utilize Partnerships
5. Systematically Assess the Opportunity or Need
6. Identify the Factors That Limit Performance
7. Design the Solution or the Speciation for the Solution
8. Create (Develop) the Solution
9. Implement the Solution, and
10. Evaluate the Process and Its Results.

These standards not only help to identify and more accurately define the role of HPT practitioners but also serve as a code of ethics for members. These standards are also the guiding foundation for their Certified Performance Technologist (CPT) certification program. The program is designed to promote the skills and expertise of HPT professionals.

HPT Today

Much like any other learning discipline, HPT is an iterative process that will likely continue to grow and evolve with the understanding of people, behavior, and learning. The impact that HPT has made is invaluable and the possibilities for the future, seemingly endless! Through it may be the provision of tools and strategies of individuals (and groups) that help to advance an organization, it has only become that much better with the contributions from HPT professionals dedicated to finding opportunities for improvement.

Resources:

O’driscoll, Tony. “Chronicling the Emergence of Human Performance Technology.” Performance Improvement, vol. 54, no. 6, 2015, pp. 34–47., doi:10.1002/pfi.21491.

Gilbert, T. F. (1996). Human competence: Engineering worthy performance, tribute edition. Unspecified.