Introduction to Human Performance Technology
Introduction
According to Pravin (2006), Human Performance technology (HPT) is a field that is gradually gaining in status and value. Currently, it has a full-fledged management theory with many practical implications. Many changes within and outside the business have decisively influenced the top managers to award due significance to HPT and to acknowledge it as a distinct area of operation within an organization. The changes include the increasing (Pravin 2006) size of the organizations and the employees, growing specialization of labor, rising tensions and conflicts in the labor management relations, the deteriorating role of technology as a differentiator, and the initiation of multiple labor-related laws.
History of Human Performance Technology (HPT)
The field of HPT, also referred to as Performance Improvement, emerged from the fields of [[educational technology]] and [[instructional technology]] in the 1950s and 1960s. In the post war period, application of the Instructional Systems Design (ISD) model was not consistently returning the desired improvements to organizational performance. Human Performance Technology has come a long way since it first burst on to the scene. It has made great leaps and bounds since becoming an emerging field of practice in the 1970’s (Dean & Ripley, 1997; Gilbert, 1996; Stolvich & Keeps, 1999a). Since the beginning of the 21ST century, HPT has truly flourished and literature on the subject has expanded tremendously within the past ten years.
This led the emergence of HPT as a separate field from ISD in the late 1960s to early 1970s when the National Society for Programmed Instruction was renamed the National Society for Performance and Instruction (NSPI) and then again to the International Society for Performance Improvement (ISPI) in 1995. (Chyung, 2008) HPT evolved as a systemic and systematic approach to address complex types of performance issues and to assist in the proper diagnosis and implementation of solutions to
According to Pravin (2006), Human Performance technology (HPT) is a field that is gradually gaining in status and value. Currently, it has a full-fledged management theory with many practical implications. Many changes within and outside the business have decisively influenced the top managers to award due significance to HPT and to acknowledge it as a distinct area of operation within an organization. The changes include the increasing (Pravin 2006) size of the organizations and the employees, growing specialization of labor, rising tensions and conflicts in the labor management relations, the deteriorating role of technology as a differentiator, and the initiation of multiple labor-related laws.
History of Human Performance Technology (HPT)
The field of HPT, also referred to as Performance Improvement, emerged from the fields of [[educational technology]] and [[instructional technology]] in the 1950s and 1960s. In the post war period, application of the Instructional Systems Design (ISD) model was not consistently returning the desired improvements to organizational performance. Human Performance Technology has come a long way since it first burst on to the scene. It has made great leaps and bounds since becoming an emerging field of practice in the 1970’s (Dean & Ripley, 1997; Gilbert, 1996; Stolvich & Keeps, 1999a). Since the beginning of the 21ST century, HPT has truly flourished and literature on the subject has expanded tremendously within the past ten years.
This led the emergence of HPT as a separate field from ISD in the late 1960s to early 1970s when the National Society for Programmed Instruction was renamed the National Society for Performance and Instruction (NSPI) and then again to the International Society for Performance Improvement (ISPI) in 1995. (Chyung, 2008) HPT evolved as a systemic and systematic approach to address complex types of performance issues and to assist in the proper diagnosis and implementation of solutions to
References: Bolin, A.U. (2007) HPT in military settings. Performance Improvement. 46(3) 5-7 Brethower, K.S. (1967). Maintenance Systems: The Neglected Half of Behavior Change. In Managing the Instructional Programming Effort, Geary A. Rummler, Joseph P. Yaney and Albert W. Schrader (Eds) Ann Arbor: Bureau of Industrial Relations, University of Michigan. Chyung, S. Y. (2008). Foundations of instructional and performance technology. Amherst, MA: HRD Press. Dean, P.J. (1997). Thomas F. Gilbert, PhD: Engineering performance improvement with or without training. In Dean, P.J. & Ripley, D.E. (Eds.). Performance Improvement pathfinders: Models for organizational learning systems (Vol. 1). Silver Spring, MD: International Society for Performance Improvement. Gilbert, Thomas F. (2007). Human Competence: Engineering Worthy Performance, Pfeiffer, ISBN 978-0-7879-9615-4 ISPI What is Human Performance Technology? retrieved June 12, 2012 from http://www.ispi.org/content.aspx?id=54 Pershing, J.A. (2006). Handbook of Human Performance Technology: Principles Practices Potential. San Francisco: Pfeiffer. ISBN 0-7879-6530-8. Pravin.D.2006, Human Resource Management, India, Pearson Education India Stolovitch, H., and E. Keeps (1999). What is Human Performance technology? In H. Stolovitch, and E. Keeps (eds), Handbook of Performance Improvement Technology (2nd ed., pp. 3– 23). San Francisco: Jossey-Bass.