George Bernard Shaw once said that “The single biggest problem in communication is the illusion that it has taken place”. I have always loved this quote not only because it serves as an excellent reminder that our view of what has been communicated may not be how someone else views it but also because it serves as an inspiration to keep working to find ways of assessing to see if our communication had the effect that we wanted it to have. I believe that this view of communication no less applies to the field of education and training. Just because we developed training or instruction does not mean that it accomplished anything. In fact, if we want to claim that it did accomplish something, we need to define what that accomplishment is in order to see if we achieved it. Designing instruction and training is not an abstract, theoretical activity that is done in a vacuum. It is supposed to be a productive activity that is a means to an end. This is where we begin our discussion of Human Performance Technologies.
First, I want to go over what we are referring to when we discuss Human Performance Technologies because if you are like me then this week was the first time that you had heard of the term. Pershing (2006) defines HPT as “the study and ethical practice of improving productivity in organizations by designing and developing effective interventions that are results-oriented, comprehensive, and systemic” (p. 6), and Carliner (2014) defines it as “a systematic methodology for developing performance in individuals and organizations” (p. 33). Though they appear as two different definitions, they are in truth saying the same thing. HPT isn’t just about creating a training that the company will use to help its members learn a specific concept. Rather HPT is about effecting positive change that will enable both the company and its individual members to achieve organizational related objectives and goals. In fact, when a Human Performance Technologist analyzes the situation, they may determine that training is not the factor that will cause change in a particular situation (Pershing, 2006). You may have heard of a “whole person” approach in a variety of settings. Well, instead of a training and instruction only approach, HPT represents a “whole organization” approach to identifying and addressing performance issues within an organization.
Second, now that we have a general understanding of what HPT is, let us look into how HPT conducts its business. HPT is primarily focused on results as “performance is the achievement of results” (Carliner, 2014, p. 34). HPT will conduct analysis to determine what the issue may be and what combination of models, methods, and materials might be best in addressing the issue (Pershing, 2006). Whether the issue is seemingly simple or complex does not matter as the goal of HPT is to develop a solution that has scientific workability. The initial proposal for a solution is actually a hypothesis of what will work, and the job of HPT is to test that hypothesis and change it if needed. If the data coming back does not support the current hypothesis, then the hypothesis must be reevaluated and changed. To quote an old phrase, “the proof is in the pudding” or, as Pershing (2006) puts it, “Results must be tangible and measurable, due to a performance improvement initiative, and positively affect an organization. They must create value for the organization, its members, and its customers. In short, they must have a positive impact” (p. 13).
Finally, we need to consider why HPT serves an important role within an organization. HPT is important because it has the ability to enact change not only on an individual but also on an organization as a whole. By using a data driven approach that builds its reputation on scientific workability in achieving results, HPT can assuage the concerns of stakeholders and organizational leadership by demonstrating the return on investment (ROI) for enacting recommended changes (Ferond, 2006). I particularly like how Ferond (2006) states that “HPT gives leaders a clear competitive advantage by providing them with the means to make informed strategic decisions about what constitutes valuable change in any area of organizational functioning and for a broad set of stakeholders” (p. 156) . In summary, HPT contributes not only to the tactical, day-to-day operations of an organization but also to the strategic, high-level ones as well.
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References:
Ferond, C. (2006). The origins and evolution of human performance technology. In Pershing, J. A. (Ed.), Handbook of human performance technology (pp. 155-187). San Francisco, CA: Pfeiffer.
Pershing, J. (2006). Human performance technology fundamentals. In J. A. Pershing (Ed.) (2006), Handbook of human performance technology (3rd ed.) (pp. 5-34). San Francisco: Pfeiffer.
Carliner, S. (2014). Human Performance Technology and HRD. New Horizons in Adult Education and Human Resource Development, 26(1) p 33-41.
The Learning World Is My Oyster 