Laura Taylor - Instructional Design E-Portfolio

Human performance improvement and technology is another core interest derived from my experience in the MSc. IDT Programme. Prior to commencing the programme, my view of performance improvement was somewhat naive with performance being seen as a combination of effort, ability, and resources. My thinking was, if the individual has the relevant tools, resources and the capacity, then perhaps a simple solution (e.g. training, practice, or motivation) may counter performance deficits. As a participant in the programme, I produced and co-produced several mini-projects for various audience-types, tried and tested ways of facilitating and managing learning and performance, analyzed and applied various theories, models, and principles of learning and design. These experiences proved to be somewhat time-consuming and deftly challenging as I assimilated the information from experts, researchers, and practitioners but have all helped to correct my previously basic, one-sided understanding of human performance and replaced it with a more proactive and systematic outlook to managing human performance. They negate those distressing factors and allow me to think critically about the concept of human performance technology, its processes, and its purpose so that the practice is smoother, well justified, and more meaningful.

 

In theory, HPT is a clear cut process from understanding the problem to analyzing the environment and considering its influencing factors. In practice, it is a messy, time-consuming, trouble-shooting and problem-solving effort of hits and sometimes misses! Real-world problems are unstructured and ill-defined and oftentimes very confusing. For example, an organization may have a case where productivity has decreased significantly to the point that customers are complaining and demanding an efficient service. Furthermore, the customers complain about poor service on visiting the offices; while employees demand attention from their manager because of unreasonable customers and lack of supervisor support. Also, there is high absenteeism and poor punctuality; workers are disgruntled; and to make matters worse, the workers’ unions have joined in the fracas demanding job promotions and arguing against ill-treatment. A performance consultant is hired to rectify this situation by returning productivity and service to its desired standards…

 

 

 

 

 

 

Practical problems hardly ever show a clear-cut path towards resolutions, with some having multiple contributing factors (emotions, motivation, peer and environmental support, existing/historical issues, technical and organizational challenges, etc.), and symptoms that cloud the real problem. To give an example, a Caribbean rural secondary school may have a history underperformance in CSEC exams. Teachers attribute the problem to “the fact” that students are neglecting practice and homework assignments to spend time on social media and  fail to prepare adequately for the exams. Parents, on the other hand complain that the teachers are neither effective nor competent. A performance analyst, on taking a bird’s eye view of the situation, may come to realise that they are other significant and extenuating factors (perhaps socio-cultural issues in this case) that cause the problem.

 

As such, Human Performance Technology (HPT), performance improvement, or performance consulting, however it is perceived, is a way of ensuring that selected interventions are able to meet the needs of the performer, and address the concerns of the client or organisation. While that may seem easy, the root cause may be concealed like 'a needle in a haystack'. This was evidenced during a class assignment where several budding practitioners were problem-solving a given scenario and most of us conceptualized different, but possible reasons for the problem within the scenario.

 

An ardurous type of systematic and systemic trouble-shooting and data gathering helps the performance analyst as he/she seeks and pinpoints a concrete reason; but it may cause doubt to surface from persons on whom the problem impacts (eg. stakeholders, managers, project sponsors) as they observe the back-and-forth activities (eg. interviews, meetings, observations, etc.). To add to the issue, there may be multiple solutions or recommended interventions to a problem. Adding to the in-class example above, even when some of my peers shared the same view about the problem, some of us discussed and presented different, but yet viable resolutions.

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Quality and the HPT Process

As I further reflect on the business of HPT, my thoughts come to the idea of quality. Quality is a major part of the performance improvement process. ‘Quality’ to the average person may mean a product that works as it is expected to and performs in the way that the producers have indicated that it would. An integrated understanding sees quality as a behind-the-scenes fore-runner to the final product, plus the effectiveness of the actual finished product. This view directs my efforts in designs to ensure that I am efficient in managing my available resources and inputs for the design. It also means that I review examples of similar problems and best-practices for addressing them so what goes into my design, is reflective of what comes out - a quality product.

 

 

 

 

 

 

 

 

 

Quality measures therefore thread throughout the entire design from its inputs and operations, (e.g. materials, budget, theory, systematic processes, models, best-practices, expertise, knowledge and skills etc.), through to its completion. A comprehensive approach to quality achieves satisfaction for all parties, as the designer: (i) creates a product that users desire; (2) designs the product towards performance improvement; (3) facilitates return on investment; and (4) incorporates measures geared towards helping the performers transform what is learned/imparted into observable results. My improved view of quality creates a win-win-win situation!

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The Designer's Competencies

This enlightened view of HPT develop competencies for going about the process. The key is not in not only being a sceptic and asking probing questions or applying tried and tested solutions, but using relevant interventions to facilitate sustainable solutions. This maximises stakeholders' return on investment. 

 

Recommended interventions may not be initially accepted by project sponsors but as masters of our trade, we must be competent and confident in justifiying the reasons for our decisions, and demonstrate, simulate, or outline the pros, cons, and strategic linkages from problem to performance deficit to recommended intervention. Part of this practice is in being adequately assertive, confident, knowledgeable and yet amicable, when engaging clients, decision-makers, project personnel, and other stakeholders. This helps the project sponsor and decision-makers to connect the dots around the issue and subsequently make informed decisions about the way forward and either commit to or accept recommendations.

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What do I take away from it all?

Human Performance Technology is holistic and comprehensive. Each organisation, problem, and performer or group of performers have diverse characteristics and should be treated as unique so that interventions are tailored to match their desired results.

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As I reflect on the projects completed during the MSc. IDT programme, other considerations include:

• Elicit active involvement of all stakeholders and examine their operating environment to see the big picture, before confirming the problem.

• Performance improvement and quality should be inter-mixed to ensure that what goes in, comes out.

• Real world practical problems are messy and confusing, have multiple symptoms and contributing factors.

• Performance improvement is neither static nor linear; but rather systemic, rigorous, and iterative