Despite the growing literature about the criticality of a performance focus in our field, the literature on empirically formulated competencies for performance improvement professionals reflecting this shift has been scarce (Dean, 1999). While this study was being conducted (2000–2001), there were no formally recognized standards to guide performance improvement professionals. What the literature did offer was standards for instructional designers, specifically, the International Board of Standards for Training, Performance and Instruction (IBSTPI) released the third edition of Instructional Design Competencies: The Standards (Ritchey et al., 2000). Around this same time, The International Society for Performance Improvement (ISPI) was simultaneously, and independently, working on developing such standards. This study pursued similar efforts through two overarching purposes. The first purpose was to identify competencies required of competent performance improvement professionals. While previous studies had generally addressed what constitutes ideal practice, no data had been collected on current practice. Thus, the second purpose was to determine how often performance improvement practitioners believed they (1) should be, and (2) are currently applying each of the identified competencies. The relationships and gaps between these two indicators were also examined.
Our realities have shifted. What was comfortable and acceptable will no longer provide useful guidance on
what any HRD professional uses, does, and delivers. There is a new and overriding focus on external value added
for both clients and society. This article gives the rationale and guidance on what it takes to adjust our
perspectives in order to define and deliver success. And prove it.
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