This article considers three aspects of the knowledge management (KM) literature that have the potential to enhance human performance technology (HPT) research and practice. First, we believe the recent attempt by economists to describe and quantity intellectual capital can help HPT to better evaluate and defend organizational expenditures~investments for performance improvement initiatives. Second, the emerging KM literature explores the linkages between information, learning and performance, provides a common point of intersection for our fields, and can enhance our analysis and implementation of information (as opposed to training) solutions as well as inform and expand our conceptual and theoretical understanding. Third, we have observed that both KM and HPT practitioners are increasingly concerned with the learning that takes place outside the confines of traditional formal training environments. We briefly review the electronic performance support systems literature from HPT and KM, noting the similarities in epistemology, design, and interventions. Finally, we highlight the KM research agenda and suggest related opportunities for HPT research.[] At present, there is little theory to guide the human performance technology (HPT) practitioner. We believe that borrowing constructs, models, and theories from the knowledge management (KM) literature can help us build better and more sophisticated HPT theories and models. Also, we find the design literature in the KM field far more focused than in HPT and emphasizing the use of socio-technical designs as the method of choice. Both HPT and KM have an interest in performance support systems--and electronic performance support systems (EPSSs) --as means to exploit organizational knowledge, facilitate learning, and improve performance.The core HPT design logic is shown in Figure 1. Well-known variants of this model have been constructed by Rossett, Gilbert, Mager, Harless, and Spitzer, and have been compared by Wile (1996). As shown in Figure 1, HPT practitioners increasingly consider and use a broader and more sophisticated set of interventions than in the past. Today, HPT interventions are evolving to include individual, group, and organizational levels of performance improvement (see Rummler & Brache, 1995). For example, at the individual level, we see more and better performance support systems (e.g., job aids and information data bases to support behavior); at the group level, we see interesting and innovative action learning designs; and at the organizational level, we see process reengineering and structure redesign. But, as the range and combination of potential interventions available to HPT practi-
Process mapping is both an analytical tool and a process intervention that performance technologists can use to improve human performance by reducing error variance. In contrast to reengineering, process mapping is used for both incremental and radical change. The benefits of process mapping include simplified work flow, reduced cycle time, lowered costs, and improved job satisfaction. Process mapping involves constructing a macro‐map, identifying and prioritizing bottlenecks in the existing process, constructing a micro‐map to identify the root causes of the bottlenecks, and iterative redesign. Several critical success factors include organizational readiness, time commitment by participants, and the availability of a qualified facilitator. HPT practitioners add value to organizations by providing unique competence in task and needs analysis. To succeed in process mapping, however, the HPT professional must also possess sophisticated skills in facilitation as well as business knowledge, self‐confidence, and interpersonal skills for interacting with senior management.
This case study focuses on the relationship between evaluation and needs assessment and how both processes were integrated in one project. The project involved evaluating a 10‐year‐old ergonomics course. The course was one component of a broader organizational change initiative, aimed to reduce or eliminate on‐the‐job injuries. The success of the change initiative depended on applying knowledge from the course as well as other workplace variables, such as management commitment, plant communications, and the relationship between management and union labor. Robert Stake's (1967) countenance framework was modified to consider both instructional and performance issues in the research design. Data collection included observing the course, conducting focus groups with past course attendees who were ergonomic committee members, interviewing ergonomic teams in manufacturing plants, and reviewing course materials and other related documents. The findings illustrate the overlap between the needs assessment and evaluation processes. The discussion addresses how these labels can limit perception of the system of interest, the importance of adapting the research design to take advantage of naturally occurring organizational events, the value of integrating both needs assessment and evaluation perspectives, and the importance of differentiating evaluation and needs assessment recommendations.
This study examined use of a strategic planning process to reinvent a corporate training department. The naturalistic case describes how the corporate training function gained credibility and influence with senior management, developed alignment with organizational goals, and began transforming the function into a performance improvement organization. The study was conducted over 21 months in a Fortune 500 firm. Twenty planning meetings were observed, five project team members were interviewed, and 33 documents reviewed. The data describe the project process, meeting activities, and team‐member roles. The assertions presented consider the relationship among operational planning and strategic planning, collaboration with the human resource function, and project timing. The importance of establishing an advisory board and the contributions of external consultants are also described. Five critical success factors for developing a functional strategy are identified: planning, people, process components, personal capabilities, and political awareness.
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