Human Performance Technology: Personal Inventory

This semester has been eye-opening for me, and the lessons and practice opportunities have impacted the way I view my role as a learning experience designer. Through research and practical application, I have learned a great deal about the ways in which learning experience design relates (and doesn't relate) to human performance and business results.

How do you define HPT?

Human Performance Technology (HPT) is the process of applying strategic, analytical methods to improve the behaviors of and results generated by people in the workplace.

HPT includes identifying root causes of performance problems or opportunities, selecting and designing performance interventions that align with those root causes, supporting organizations through transitions via sound change management, and evaluating the impact of interventions on an organization's most important goals.

How does your current definition differ from what you wrote in week 1?

In my previous definition, I broke down each of the keywords (human, performance, and technology) and then wrote, "Human Performance Technology entails using analytical methods to determine interventions that will improve the actions and achievements of contributing members of an organization."

My most recent definition is similar to the one I wrote in week one. The primary difference is that, while in my first week, my perspective was more limited, I now have some experience practicing the skills employed by a performance technologist. So, in my first week, I needed to intellectually piece together the meaning of the term to generate ideas and predictions. Now, at the end of this course, my vantage point allows me greater clarity and detail; I can consider the complexity of the many tasks HPT entails and the way those tasks work together to support optimal results for an organization.

Identify the key things you gained from this course. What things mattered most to you, and why?

For one thing, I gained a clearer perspective on the environmental factors that impact learning transfer (applying knowledge and skills in the performance context) and a training's ability to foster desired results for an organization. This insight is valuable to me because, as a contributing professional, I care about creating useful resources. If organizations are going to pour significant financial resources into training, and workers are going to dedicate time, energy, and attention to training, I want those parties to have made a worthwhile investment and receive beneficial results.

According to Kirkpatrick et al. (2016),

"Reinforcement that occurs after the training event produces the highest level of learning effectiveness, followed by activities that occur before the learning event, yet each typically garners only 5 percent of the training time and budget.

Currently, learning professionals are putting most of their resources into the part of the training process that produces the lowest level of business or organizational results. They are spending relatively little time in the pre-training and follow-up activities that translate into the positive behavior change and subsequent results ... that organizations seek" (p. 37).

The knowledge of the importance of preceding and following training with the appropriate support will empower me to make any learning interventions I design significantly more effective for organizations seeking improvement.

Other key takeaways include the importance of performance analysis and the technical strategies involved in performance analysis. I now understand that organizational leaders often misinterpret the root causes of performance problems and commonly see training as a blanket solution. It's helpful to see requests for training within that broader context. Now, when a stakeholder asks for training, I will have the tools I need to discern whether creating that training would genuinely be helpful or not. And, for cases when it would not be beneficial, I now have strategies and tools to offer stakeholders more relevant solutions. 

5 areas of strength:

1. I can "analyze the structures of jobs, tasks, and content" (Stolovitch et al., 2004, p. 139). I enjoy analysis and critical thinking. I love solving puzzles and digging deeper into problems and opportunities. I have enjoyed conducting instructional analyses for previous learning design projects and analyzing performance contexts in this class.
2. I can "specify performance improvement interventions and strategies" (Stolovitch et al., 2004, p. 139). Due to my appreciation for analysis, I can propose interventions that appropriately address the issues of the root causes of a problem.
3. I can "communicate effectively in visual, oral, and written form" (Stolovitch et al., 2004, p. 139). I have had copious practice discussing ideas with my peers and instructors in this graduate program. I recognize the importance of communication for clarity, transparency, and shared expectations.
4. I am "organized, rigorous, and prudent" (Stolovitch et al., 2004, p. 141). I do thorough research to inform my decisions, and I back up my suggestions with credible data. I submit my work on time or early.
5. I am "principled yet flexible" (Stolovitch et al., 2004, p. 141). I can zoom out to see the bigger picture and the purpose behind my actions and contributions. At the same time, I can work within organizational constraints and make space for varying perspectives and possibilities.

5 opportunities for growth:

1. I'd like more experience to better "plan, manage, and monitor performance improvement projects" (Stolovitch et al., 2004, p. 139). Because I've only practiced with posed scenarios over a limited timeframe, I'd love to have more opportunities to practice applying performance analysis and change management with organizations over time.
2. I'd like to work on my ability to be "diplomatic and credible" (Stolovitch et al., 2003, p. 141). I've been impressed by the idea that influence is an essential tool for an HPT consultant to possess. As a fairly softspoken, agreeable person, I think it may take time and practice to learn to advocate for my position, especially when working with "bigger personalities." Understanding and applying specific techniques in real-world situations would probably help here.
3. I'd like to work on "involving other (authority figures, knowledgeable individuals) appropriately" (Stolovitch et al., 2003, p. 141). Since my work with HPT has so far involved hypotheticals, it would help to partner with an experienced consultant in authentic contexts.
4. I'd like to have more practice to improve my ability to "evaluate performance improvement interventions" (Stolovitch et al., 2004, p. 139). I have outlined a couple of evaluation plans now, and I enjoyed doing so. However, I'd love to have the opportunity to implement those plans, see actual results, and make revisions based on the data.
5. I'd like to have more practice to improve my ability to "promote performance consulting and human performance improvement as a major approach to achieving desired results in organizations" (Stolovitch et al., 2004, p. 139). I believe in the philosophy of taking an HPT approach to solve performance problems. But, as organization leaders frequently assume training is the solution to any given performance problem (Stolovitch et al., 2004), it will be necessary to practice persuading others to consider a different approach.

Discuss how you might use these skills in your current or future roles. If you plan on working as an HPT consultant, what areas will you initially focus in? (Chapter 6 might help you think through the type of role that resonates with you the most). If not, how will you use the tools and techniques of HPT in your own career path?

Reading Stolovitch et al.'s (2004) Chapter 6 made me appreciate just how many hats a performance consultant wears -- consultant, analyst, selector/designer/developer/implementer, project manager, facilitator, monitor (Stolovitch et al., 2004). Whew! That's a fairly intimidating list. However, I'm heartened by the reminder that experience, seasoning, and collaboration are some of the most important resources a performance technologist can employ to become acclimated to such an influential and versatile role. As someone who values growth and lifelong learning, I will use deliberate practice to continue sharpening the various skills that will bolster my contributing ability.

In my final year of graduate school, I will begin looking to apply my knowledge and skills in the workforce. No matter what my official title is or evolves into, I will move with awareness of the bigger picture and a sense of responsibility for the impact of my work. I aim to use HPT strategies and models to create the kind of work that allows "all stakeholders including clients, targeted performers, customers, management, shareholders, even the community at large [to] share in the performance success" (Stolovitch et al., 2004, p. 90).

References

Kirkpatrick, J., & Kirkpatrick, W. K. (2016). Kirkpatrick's four levels of training evaluation. Association For Talent Development. 

Stolovitch, H. D., & Keeps, E. J. (2004). Training ain't performance. ASTD Press.  

"Sunrise reflection on lake water" by Ashish Laturkar, 2018, Wikimedia Commons (https://commons.wikimedia.org/wiki/File:Sunrise_reflection_on_lake_water.jpg). CC BY-SA 4.0.