Knowledge of the Human Performance Technology Practitioner Relative to ISPI Human Performance Technology Standards and the Degree of Standard Acceptance by the Field

Despite the availability of the human performance technology (HPT) competency standards, the degree to which practitioners within HPT practice the standards has not been the subject of significant empirical research. The present study examines whether the International Society for Performance Improv...

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Published inPerformance improvement quarterly Vol. 29; no. 1; pp. 9 - 33
Main Authors Hoard, Brent, Stefaniak, Jill E.
Format Journal Article
LanguageEnglish
Published Hoboken, USA Wiley Periodicals, Inc 01.04.2016
International Society for Performance Improvement
Subjects
Human performance
Knowledge
Technological change
Online AccessGet full text
ISSN0898-5952
1937-8327
DOI10.1002/piq.21216

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Abstract Despite the availability of the human performance technology (HPT) competency standards, the degree to which practitioners within HPT practice the standards has not been the subject of significant empirical research. The present study examines whether the International Society for Performance Improvement HPT standards accurately describe the threshold of competency within HPT and the degree to which practitioners apply and utilize the competency standards.
AbstractList Despite the availability of the human performance technology (HPT) competency standards, the degree to which practitioners within HPT practice the standards has not been the subject of significant empirical research. The present study examines whether the International Society for Performance Improvement HPT standards accurately describe the threshold of competency within HPT and the degree to which practitioners apply and utilize the competency standards.
Author Hoard, Brent
Stefaniak, Jill E.
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References Creswell, J. (2015). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (5th ed.). New York, NY: Pearson.
Klein, J.D, & Fox, E.J. (2004). Performance improvement competencies for instructional technologists. TechTrends, 48(2), 22-25.
Villachica, S.W., Marker, A., & Taylor, K. (2010). But what do they really expect? Employer perceptions of the skills of entry-level instructional designers. Performance Improvement Quarterly, 22(4), 33-51.
Babbie, E. (2013). The practice of social research (13th ed.). Belmont, CA: Wadsworth.
Houger, V.P., & Roux-Zink, M.R. (2013). What does it take to become a CPT? Performance Improvement, 52(10), 5-11. doi: 10.1002/pfi.21376
Rothwell, W.J., & Lindholm, J.E. (1999). Competency identification, modelling and assessment in the USA. International Journal of Training and Development, 3(2), 90-105.
Sills, S.J., & Song, C. (2002). Innovations in survey research: An application of web-based surveys. Social Science Computer Review, 20(1), 22-30.
Huglin, L., Johnsen, L., & Marker, A. (2007). Research priorities in performance technology: A Delphi study. Performance Improvement Quarterly, 20(1), 79-95.
Guerra, I.J. (2003). Key competencies required of performance improvement professionals. Performance Improvement Quarterly, 16(1), 55-72.
Boekaerts, M. (1991). Subjective competence, appraisals and self-assessment. Learning and instruction, 1(1), 1-17. doi: 10.1016/0959-4752(91)90016-2
Giberson, T.R. (2010). Performance capabilities and competencies at the undergraduate and graduate levels for performance improvement professionals. Performance Improvement Quarterly, 22(4), 99-120.
Linstone, H.A. & Turoff, M. (2002). The Delphi method. Techniques and Applications, 53.
Baartman, L.K., Prins, F.J., Kirschner, P.A., & van der Vleuten, C.P.M. (2007). Determining the quality of competence assessment programs: A self-evaluation procedure. Studies in Educational Evaluation, 33(3-4), 258-281. doi: 10.1016/j.stueduc.2007.07.004
Fox, E.J., & Klein, J.D. (2003). What should instructional designers & technologists know about human performance technology? Performance Improvement Quarterly, 16(3), 87-98.
Hale, J. (2002). The history of the HPT certification. Retrieved from http://www.ispi.org/uploadedFiles/ISPI_Site/Certification/Apply_for_CPT/historyCertification.pdf
International Society for Performance Improvement. (2013a). CPT candidate handbook. Retrieved from http://www.ispi.org/AsiCommon/Controls/BSA/Downloader.aspx?iDocumentStorageKey=089f78e1-7d07-4ff6-adcd-b952c2a1668a&iFileTypeCode=PDF&iFileName=Ccandidate%20Handbook.
McClelland, D.C. (1998). Identifying competencies with behavioral-event interviews. Psychological Science, 9(5), 331-339.
Sugar, W., Hoard, B., Brown, A., & Daniels, L. (2011). Identifying multimedia production competencies and skills of instructional design and technology professionals: An analysis of recent job postings. Journal of Educational Technology Systems, 40(3), 227-249.
Dupeyrat, C., Escribe, C., Huet, N., & Régner, I. (2011). Positive biases in self-assessment of mathematics competence, achievement goals, and mathematics performance. International Journal of Educational Research, 50(4), 241-250. doi: 10.1016/j.ijer.2011.08.005
Ritzhaupt, A., Martin, F., & Daniels, K. (2010). Multimedia competencies for an educational technologist: A survey of professionals and job announcement analysis. Journal of Educational Multimedia and Hypermedia, 19(4), 421-449.
Sugar, W., Brown, A., Hoard, B., & Daniels, L. (2011). Instructional design and technology professionals in higher education: Multimedia production knowledge and skills identified from a Delphi study. Journal of Applied Instructional Design, 1(2), 30-46.
Cox, S., & Osguthorpe, R.T. (2003). How do instructional design professionals spend their time? TechTrends, 47(3), 45-47.
Klein, J.D., & Jun, S. (2014). Skills for instructional design professionals. Performance Improvement, 53(2), 41-46. doi: 10.1002/pfi.21397
Shippmann, J.S., Ash, R.A., Batjtsta, M., Carr, L., Eyde, L.D., Hesketh, B., & Sanchez, J.I. (2000). The practice of competency modeling. Personnel Psychology, 53(3), 703-740. doi: 10.1111/j.1744-6570.2000.tb00220.x
Rowland, G. (1992). What do instructional designers actually do? An initial investigation of expert practice. Performance Improvement Quarterly, 5(2), 65-86.
Stolovitch, H.D, Keeps, E.J., & Pershing, J. (2006). Handbook of human performance technology: Principles, practices, and potential. San Francisco, CA: John Wiley & Sons.
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References_xml – reference: Babbie, E. (2013). The practice of social research (13th ed.). Belmont, CA: Wadsworth.
– reference: Villachica, S.W., Marker, A., & Taylor, K. (2010). But what do they really expect? Employer perceptions of the skills of entry-level instructional designers. Performance Improvement Quarterly, 22(4), 33-51.
– reference: Fox, E.J., & Klein, J.D. (2003). What should instructional designers & technologists know about human performance technology? Performance Improvement Quarterly, 16(3), 87-98.
– reference: Shippmann, J.S., Ash, R.A., Batjtsta, M., Carr, L., Eyde, L.D., Hesketh, B., & Sanchez, J.I. (2000). The practice of competency modeling. Personnel Psychology, 53(3), 703-740. doi: 10.1111/j.1744-6570.2000.tb00220.x
– reference: Guerra, I.J. (2003). Key competencies required of performance improvement professionals. Performance Improvement Quarterly, 16(1), 55-72.
– reference: Huglin, L., Johnsen, L., & Marker, A. (2007). Research priorities in performance technology: A Delphi study. Performance Improvement Quarterly, 20(1), 79-95.
– reference: Rowland, G. (1992). What do instructional designers actually do? An initial investigation of expert practice. Performance Improvement Quarterly, 5(2), 65-86.
– reference: Linstone, H.A. & Turoff, M. (2002). The Delphi method. Techniques and Applications, 53.
– reference: Hale, J. (2002). The history of the HPT certification. Retrieved from http://www.ispi.org/uploadedFiles/ISPI_Site/Certification/Apply_for_CPT/historyCertification.pdf
– reference: Rothwell, W.J., & Lindholm, J.E. (1999). Competency identification, modelling and assessment in the USA. International Journal of Training and Development, 3(2), 90-105.
– reference: Baartman, L.K., Prins, F.J., Kirschner, P.A., & van der Vleuten, C.P.M. (2007). Determining the quality of competence assessment programs: A self-evaluation procedure. Studies in Educational Evaluation, 33(3-4), 258-281. doi: 10.1016/j.stueduc.2007.07.004
– reference: Klein, J.D., & Jun, S. (2014). Skills for instructional design professionals. Performance Improvement, 53(2), 41-46. doi: 10.1002/pfi.21397
– reference: Boekaerts, M. (1991). Subjective competence, appraisals and self-assessment. Learning and instruction, 1(1), 1-17. doi: 10.1016/0959-4752(91)90016-2
– reference: Dupeyrat, C., Escribe, C., Huet, N., & Régner, I. (2011). Positive biases in self-assessment of mathematics competence, achievement goals, and mathematics performance. International Journal of Educational Research, 50(4), 241-250. doi: 10.1016/j.ijer.2011.08.005
– reference: Klein, J.D, & Fox, E.J. (2004). Performance improvement competencies for instructional technologists. TechTrends, 48(2), 22-25.
– reference: Sugar, W., Brown, A., Hoard, B., & Daniels, L. (2011). Instructional design and technology professionals in higher education: Multimedia production knowledge and skills identified from a Delphi study. Journal of Applied Instructional Design, 1(2), 30-46.
– reference: Creswell, J. (2015). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (5th ed.). New York, NY: Pearson.
– reference: Ritzhaupt, A., Martin, F., & Daniels, K. (2010). Multimedia competencies for an educational technologist: A survey of professionals and job announcement analysis. Journal of Educational Multimedia and Hypermedia, 19(4), 421-449.
– reference: Giberson, T.R. (2010). Performance capabilities and competencies at the undergraduate and graduate levels for performance improvement professionals. Performance Improvement Quarterly, 22(4), 99-120.
– reference: Houger, V.P., & Roux-Zink, M.R. (2013). What does it take to become a CPT? Performance Improvement, 52(10), 5-11. doi: 10.1002/pfi.21376
– reference: Stolovitch, H.D, Keeps, E.J., & Pershing, J. (2006). Handbook of human performance technology: Principles, practices, and potential. San Francisco, CA: John Wiley & Sons.
– reference: International Society for Performance Improvement. (2013a). CPT candidate handbook. Retrieved from http://www.ispi.org/AsiCommon/Controls/BSA/Downloader.aspx?iDocumentStorageKey=089f78e1-7d07-4ff6-adcd-b952c2a1668a&iFileTypeCode=PDF&iFileName=Ccandidate%20Handbook.
– reference: Cox, S., & Osguthorpe, R.T. (2003). How do instructional design professionals spend their time? TechTrends, 47(3), 45-47.
– reference: McClelland, D.C. (1998). Identifying competencies with behavioral-event interviews. Psychological Science, 9(5), 331-339.
– reference: Sills, S.J., & Song, C. (2002). Innovations in survey research: An application of web-based surveys. Social Science Computer Review, 20(1), 22-30.
– reference: Sugar, W., Hoard, B., Brown, A., & Daniels, L. (2011). Identifying multimedia production competencies and skills of instructional design and technology professionals: An analysis of recent job postings. Journal of Educational Technology Systems, 40(3), 227-249.
– volume: 22
  start-page: 99
  issue: 4
  year: 2010
  end-page: 120
  article-title: Performance capabilities and competencies at the undergraduate and graduate levels for performance improvement professionals
  publication-title: Performance Improvement Quarterly
– volume: 22
  start-page: 33
  issue: 4
  year: 2010
  end-page: 51
  article-title: But what do they really expect? Employer perceptions of the skills of entry‐level instructional designers
  publication-title: Performance Improvement Quarterly
– year: 2013a
  publication-title: CPT candidate handbook
– volume: 53
  start-page: 41
  issue: 2
  year: 2014
  end-page: 46
  article-title: Skills for instructional design professionals
  publication-title: Performance Improvement
– year: 2005
– volume: 9
  start-page: 331
  issue: 5
  year: 1998
  end-page: 339
  article-title: Identifying competencies with behavioral‐event interviews
  publication-title: Psychological Science
– volume: 16
  start-page: 55
  issue: 1
  year: 2003
  end-page: 72
  article-title: Key competencies required of performance improvement professionals
  publication-title: Performance Improvement Quarterly
– volume: 53
  year: 2002
  article-title: The Delphi method
  publication-title: Techniques and Applications
– volume: 47
  start-page: 45
  issue: 3
  year: 2003
  end-page: 47
  article-title: How do instructional design professionals spend their time?
  publication-title: TechTrends
– year: 2002
  publication-title: The history of the HPT certification
– volume: 20
  start-page: 79
  issue: 1
  year: 2007
  end-page: 95
  article-title: Research priorities in performance technology: A Delphi study
  publication-title: Performance Improvement Quarterly
– volume: 5
  start-page: 65
  issue: 2
  year: 1992
  end-page: 86
  article-title: What do instructional designers actually do? An initial investigation of expert practice
  publication-title: Performance Improvement Quarterly
– volume: 50
  start-page: 241
  issue: 4
  year: 2011
  end-page: 250
  article-title: Positive biases in self‐assessment of mathematics competence, achievement goals, and mathematics performance
  publication-title: International Journal of Educational Research
– year: 2013b
– volume: 19
  start-page: 421
  issue: 4
  year: 2010
  end-page: 449
  article-title: Multimedia competencies for an educational technologist: A survey of professionals and job announcement analysis
  publication-title: Journal of Educational Multimedia and Hypermedia
– volume: 20
  start-page: 22
  issue: 1
  year: 2002
  end-page: 30
  article-title: Innovations in survey research: An application of web‐based surveys
  publication-title: Social Science Computer Review
– volume: 52
  start-page: 5
  issue: 10
  year: 2013
  end-page: 11
  article-title: What does it take to become a CPT?
  publication-title: Performance Improvement
– volume: 33
  start-page: 258
  issue: 3–4
  year: 2007
  end-page: 281
  article-title: Determining the quality of competence assessment programs: A self‐evaluation procedure
  publication-title: Studies in Educational Evaluation
– volume: 16
  start-page: 87
  issue: 3
  year: 2003
  end-page: 98
  article-title: What should instructional designers & technologists know about human performance technology?
  publication-title: Performance Improvement Quarterly
– year: 2006
– volume: 1
  start-page: 30
  issue: 2
  year: 2011
  end-page: 46
  article-title: Instructional design and technology professionals in higher education: Multimedia production knowledge and skills identified from a Delphi study
  publication-title: Journal of Applied Instructional Design
– volume: 53
  start-page: 703
  issue: 3
  year: 2000
  end-page: 740
  article-title: The practice of competency modeling
  publication-title: Personnel Psychology
– volume: 48
  start-page: 22
  issue: 2
  year: 2004
  end-page: 25
  article-title: Performance improvement competencies for instructional technologists
  publication-title: TechTrends
– volume: 40
  start-page: 227
  issue: 3
  year: 2011
  end-page: 249
  article-title: Identifying multimedia production competencies and skills of instructional design and technology professionals: An analysis of recent job postings
  publication-title: Journal of Educational Technology Systems
– volume: 1
  start-page: 1
  issue: 1
  year: 1991
  end-page: 17
  article-title: Subjective competence, appraisals and self‐assessment
  publication-title: Learning and instruction
– volume: 3
  start-page: 90
  issue: 2
  year: 1999
  end-page: 105
  article-title: Competency identification, modelling and assessment in the USA
  publication-title: International Journal of Training and Development
– year: 2015
– year: 2013
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SubjectTerms Human performance
Knowledge
Technological change
Title Knowledge of the Human Performance Technology Practitioner Relative to ISPI Human Performance Technology Standards and the Degree of Standard Acceptance by the Field
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