“…In terms of codifying the professional knowledge of an HPT professional and attempting to ensure consistency regarding the knowledge and skills that are required to be considered to be “competent” as an HPT professional, a set of 10 core HPT knowledge guidelines (see Table ) is required to establish the benchmark according to which professionals can be measured (ISPI, 2013a). The 10 core HPT standard constructs from ISPI are intended to define what the professional society considers the ideal characteristics and areas of knowledge of the HPT practitioner (Houger & Roux‐Zink, ); they also form the basis of a professional HPT certification (i.e., a competency assessment) that is also available from ISPI (ISPI, 2013b).…”
A s a fi eld, human performance technology (HPT) can be defi ned as the systematic approach to analysis and improvement of productivity and competence of human performers, traditionally in work settings. And as is the case with professional knowledge and competency standards for instructional design practice (e.g., the International Board of Standards for Training, Performance and Instruction standards), similar standards of HPT knowledge have been provided by a number of professional societies oriented to the HPT fi eld, such as the International Society for Performance Improvement and the Association for Talent Development, though varying focuses in the standards are evident upon close examination. Despite the availability of the HPT fi eld and practitioner competency and knowledge standards, the degree to which practitioners within HPT resemble or practice the standards has not been the subject of signifi cant empirical research.As of the time of this writing, there has been some research into the qualitative beliefs and agreement among practitioners regarding the content and coverage of certain sets of HPT practitioner standards (e.g., Klein & Jun, 2014 ), but little has been published in the way of quantitative skills and knowledge assessment of practitioners as measured against the published standards. Th e present study is intended to examine both the qualitative and quantitative questions about the acceptance and ability 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 signifi cant 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.
“…In terms of codifying the professional knowledge of an HPT professional and attempting to ensure consistency regarding the knowledge and skills that are required to be considered to be “competent” as an HPT professional, a set of 10 core HPT knowledge guidelines (see Table ) is required to establish the benchmark according to which professionals can be measured (ISPI, 2013a). The 10 core HPT standard constructs from ISPI are intended to define what the professional society considers the ideal characteristics and areas of knowledge of the HPT practitioner (Houger & Roux‐Zink, ); they also form the basis of a professional HPT certification (i.e., a competency assessment) that is also available from ISPI (ISPI, 2013b).…”
A s a fi eld, human performance technology (HPT) can be defi ned as the systematic approach to analysis and improvement of productivity and competence of human performers, traditionally in work settings. And as is the case with professional knowledge and competency standards for instructional design practice (e.g., the International Board of Standards for Training, Performance and Instruction standards), similar standards of HPT knowledge have been provided by a number of professional societies oriented to the HPT fi eld, such as the International Society for Performance Improvement and the Association for Talent Development, though varying focuses in the standards are evident upon close examination. Despite the availability of the HPT fi eld and practitioner competency and knowledge standards, the degree to which practitioners within HPT resemble or practice the standards has not been the subject of signifi cant empirical research.As of the time of this writing, there has been some research into the qualitative beliefs and agreement among practitioners regarding the content and coverage of certain sets of HPT practitioner standards (e.g., Klein & Jun, 2014 ), but little has been published in the way of quantitative skills and knowledge assessment of practitioners as measured against the published standards. Th e present study is intended to examine both the qualitative and quantitative questions about the acceptance and ability 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 signifi cant 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.
“…Remember you are speaking for the ISPI community and are also representing the larger community.” Effective communication is also paramount—primarily listening, but also the keeping of accurate notes. He also included some additional attributes and characteristics vital to success (Houger & Roux‐Zink, ): Ask candid questions fearlessly.Use the technique of appreciative inquiry; anticipate and use probes.Do your homework; have a good knowledge of the customer and the business.Be diplomatic and use good social skills.Act with political savviness.Be organized. TIP: Always act ethically and professionally; success will follow .…”
Section: Vaughan P Hougermentioning
confidence: 99%
“…Effective communication is also paramount-primarily listening, but also the keeping of accurate notes. He also included some additional attributes and characteristics vital to success (Houger & Roux-Zink, 2013):…”
Section: Tip: Actively Expect New Insights; Be Open To How They May Cmentioning
This article provides performance improvement (PI) practitioners with stories, practical tips, and insights gleaned from the experiences of seasoned PI professionals who have a combined total of 151 years of experience. We asked all participants the same six questions, on the topics of career accomplishments, professional surprises, attributes and characteristics, significant professional constraints, primary messages, and thoughts on future PI trends. We hope the day-to-day efforts of reader-practitioners will benefit from this article.
“…certification is based on the demonstration that the IPSI Standards have been validated (Houger & Roux-Zink, 2013 ). Certification is an acknowledgment of HPI expertise.…”
Section: The Rigor Of Enduring the Process Of Being Certified Demonstmentioning
confidence: 99%
“…The CPT certification is, in essence, an official designation of HPI expertise (Houger & Roux-Zink, 2013 ). For the purposes of this article, we define an expert as an individual who is highly regarded by peers, who provides ongoing exceptional performance and production, and who expresses unusually extensive and specialized knowledge (Fiore, Hoffman, & Salas, 2008 ).…”
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