This paper provides an overview of Human Performance Technology (HPT), an interdisciplinary approach to improving individual and organizational performance. It explains the HPT process — from identifying performance gaps and conducting cause analysis, through designing and implementing interventions, to multi-phase evaluation. The paper then details the key components of HPT, including task performance standards, training, tools and references, and feedback systems. It also examines how HPT principles apply to educational settings, particularly in supporting teachers through electronic performance support tools, and highlights challenges such as limited access to technology and varying levels of technological proficiency.
Human Performance Technology (HPT) uses a wide range of interventions drawn from many disciplines, including behavioral psychology, instructional systems design, organizational development, and human resources management. It stresses rigorous analysis of present and desired levels of performance, identifies the causes of performance gaps, offers a wide range of interventions to improve performance, guides the change management process, and evaluates results.
The human performance technology process begins with a comparison of the present and desired levels of individual and organizational performance in order to identify the performance gap. A cause analysis is then conducted to determine what impact the work environment — including information, resources, and incentives — and the people involved — including their motives, individual capacity, and skills — are having on performance. Solutions to performance problems can fail when they are selected to treat only visible symptoms rather than underlying causes. When the root causes of a problem are uncovered and eliminated, however, the likelihood of significantly reducing or eliminating the problem is greatly enhanced.
Once the performance gap and its causes have been determined, the appropriate interventions are designed and developed. These may include measurement and feedback systems, new tools and equipment, compensation and reward systems, selection and placement of employees, and training and development programs. The interventions are then implemented and the change process managed accordingly.
Evaluation is conducted after each phase of the process. Initially, formative evaluation assesses the performance analysis, cause analysis, intervention selection and design, and the intervention and change phases. Evaluation then focuses on the immediate response of employees and their ability and willingness to carry out the desired behaviors. Final evaluations are centered on improvement of business outcomes — such as quality, productivity, sales, customer retention, profitability, and market share — as well as on determining the return on investment for each intervention.
One of the most powerful steps a company can take is to establish measurable, observable criteria by which a competent individual can determine whether a specific, critical task has been completed correctly and fully. If individuals have no formal, structured means to evaluate their own performance, supervisors will likewise have no structured, formal means to evaluate individual performance and provide useful feedback.
Training can only address skill deficiencies — that is, the "can't do" versus "won't do" behaviors. Nonetheless, training can have a dramatic impact by increasing productivity, decreasing unplanned downtime, reducing the learning curve, and minimizing trial-and-error learning.
A deficiency that companies must often overcome is the lack of standard operating procedures (SOPs), job aids, and other visual tools that can be used to minimize or mitigate process variations introduced by personnel. Providing clear, accessible reference materials is a core element of a sound HPT strategy.
The processes, systems, or methods by which information is conveyed to job incumbents — both individually and as a group — are integral to the total technology plan. Organizations should give the workforce early and frequent information, and should provide all levels of employees with ample advance notice regarding impending technological changes. Employees should be helped to understand, in clear and simple terms, the project objectives. Educating them as to why technological upgrades are necessary and how those upgrades present opportunities for changing the way work is done is equally important.
Workers should also be informed that the organization's commitment to technology upgrades is matched by an equal commitment to employee development, and that adequate, timely training support will be provided. Finally, organizations should establish a structure for collecting process improvement ideas during the debugging and trial-run stages.
For a human performance technologist, high levels of human performance are typically achieved through a combination of instructional technology and performance technology. Instructional technology attempts to improve organizational performance by improving the ability of individuals to perform. Performance technology, by contrast, attempts to improve organizational performance by improving the work environment and the work practices of the organization as a whole.
"Applying HPT to teacher performance support tools"
"Technology access gaps and proficiency barriers"
Always verify citation format against your institution’s current style guide requirements.