Key Competencies Required of Performance Improvement Professionals

Abstract

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.

But what do they really expect? Employer perceptions of the skills of entry-level instructional designers

“…To investigate human performance technology (HPT) competencies, Guerra (2003) surveyed 179 ISPI members of an original sample of 675 (a response rate of 27%). The survey organized its competencies by A 2 DDIE (assessment, analysis, design, development, implementation, evaluation) and included a variety of competencies relevant to instructional design (e.g., ''conduct task analysis,'' ''analyze performer characteristics,'' ''review design specifications,'' ''review implementation plan'').…”

The Mental Model Comparison of Expert and Novice Performance Improvement Practitioners

“…They also emphasized the possible connection between expert mental models and competency creation. Since there are numerous efforts regarding competencies in the field (Chow, 2010;Fox & Klein, 2003;Giberson, 2010;Guerra, 2003;Lauer, 2008;Vadivelu & Klein, 2008), the possibility of the connection between expertise and competencies may add more significance to this study. Winn (2004) discussed that change in mental representation during the development of expertise has not taken adequate interest by educational technologists.…”

“…For example, expert professionals improved their knowledge related to interventions via informal education; novice professionals had the same types of knowledge from formal education (Witucki, 2006 There may be some individuals who are more willing to complete online surveys, and there are some other people who ignore the invitation to participate. In addition to selfselection, there is no possibility to differentiate the participants who have responded to the survey and who do not respond since any demographic or other critical information about non-respondents remain unknown (Guerra, 2003). Due to self-selection and lack of information about non-respondents, the researchers cannot be sure whether the study sample is inherently biased or not (Leigh & Tracey, 2010).…”

“…The HPT curriculum in the institutions may focus on providing more vicarious experiences. Ertmer, et al (2008) suggested that vicarious experiences might be provided in the current graduate programs by incorporating "use of case studies; internship and practicum experiences; There are numerous efforts to portray the required competencies for performance improvement professionals, e.g., Chow (2010), Fox and Klein (2003), Giberson (2010), Guerra (2003), Lauer (2008), Vadivelu and Klein (2008). Competency is "a cluster of related knowledge, skills and attitudes (K, S, A) that affects a major part of one's job (a role or responsibility), that correlates with performance on the job, that can be measured against well-accepted standards, and that can be improved via training and development."…”

Intervention Selection: An Examination of Evidence and Changes in Belief During the Decision-Making Process

“…In general, they freely described what had occurred in a project, but rarely explained why they had chosen particular methods” (p. 7). In fact, intervention selection may not frequently be a decision that is made by PI professionals: Guerra (, ) measured professionals’ beliefs about discrepancies between how often various PI activities ought to be performed and how frequently they actually are. One of the largest discrepancies occurred for tasks relating to determining what types of intervention are required.…”