Research and Theory in HPT

Running head: RESARCH AND THEORY IN HPT

An Examination of Research and Theory in HPT Jenifer Marquis Old Dominion University

Research and Theory in HPT

Abstract Human Performance Technology (HPT) is a relatively new field and empirical research leading to theory in HPT has been minimal. Research questions need to be developed and explored if HPT is to develop a theory of its own. At present, HPT draws on the prescriptive theory of its cognate applied fields and on the principles of its underlying disciplines: instructional design, organizational development, and information science. This paper focuses on two articles written about current HPT research and theory; a synthesis of which may bring academics and practitioners a step closer to an HPT theory. Finally, this paper suggests that HPT is needed in public education and two HPT studies that may be applied in public education are offered.

Research and Theory in HPT

An Examination of Research and Theory in HPT Introduction The field of Human Performance Technology (HPT) is focused on improving performance and efficiency in organizations such as the military, education, and the private business sector. According the International Society for Performance Improvement (2000), HPT is a systematic approach to improving productivity and competence, through a process of analysis, intervention selection and design, development, implementation, and evaluation designed to influence human behavior and accomplishment. This paper provides a synthesis of two articles written on theory and research in HPT. Further, two new research studies will be proposed to shed further light on how HPT can be applied in the field of education. HPT Theory In Research Priorities in Performance Technology, Foshay, Moller, Schwen, Kalman, and Haney (1999) write about the great need for more HPT research in order to advance the field theoretically. Current HPT theory has been developed from other related disciplines and does not have a specific theory of its own (Foshay et al, 1999). According to Foshay et al, practice has outrun theory and growth in the fields knowledge base follows from reflection on experience rather than any kind of systematic experimentation process. This dilemma must be addressed if HPT is to be taken seriously as a discipline.

Research and Theory in HPT

The roles of practitioners and researchers are interrelated in the development and validation of HPT theory and practice with one driving the other. The practitioners identify issues and problems in need of improved solutions and the academic researchers synthesize trends and discover new ways to derive new models and technologies for HPT from the contributing disciplines (Foshay et al, 1999). More empirical research is needed before a true HPT theory can be developed and accepted by both practitioners and academics in HPT. Due to the lack of a theory that relies purely on the principles and practices of HPT, it must instead draw on the prescriptive theory of its cognate applied fields and on the principles of its underlying disciplines: instructional design, organizational development, information science, and the HPT analytical framework itself (Foshay et al, 1999). Incorporating the theories of other related fields leads to a theoretical base for HPT, but work must be done towards developing a theory that HPT can call its own. Research Priorities The importance of expanding the empirical base of HPT is highlighted in Research Priorities in Performance Technology (Hublin, Johnsen, and Marker, 2007). A similar thread is found between this and the first article relating to theory in HPT. Huglin et al (2007) writes, Although numerous other researchers have also stated that more research is necessary in order for the field of HPT to be taken seriously as a profession in its own right, the tendency has been instead to draw from research done in HPTs family or related fields (i.e., cognate areas). Van Tiem (2004) made this statement about the need for HPT to have its own theory, A rich and conceptually sound HPT theory base is vitally important for professional advancement, yet few researchers have contributed to its development. Instead, we have

Research and Theory in HPT

borrowed relevant theories form related fields to provide theoretical support for our work. It is time that our own theory base supports our research and practice. Finally, Cassidy & Medsker, (2005) note the importance of pursuing scholarly research in all areas of performance improvement, including, but not limited to those to with which it is associated traditionally. Delphi Study To address the need, a Delphi Study was conducted to produce research questions that might lead to an HPT theory. The study used a three-round Delphi approach to identify research questions of interest to experts in the field of HPT. Once collected, the research questions submitted by the experts were placed in categories and prioritized by importance to the field. (Hublin, Johnsen, and Marker, 2007). The study sought to answer the question What specific research questions should be addressed to build the theory base of the field of human performance technology? The Delphi method in this study is used extensively as a means to establish research priorities in a particular area of interest. The final ranking identified 10 research categories and 100 specific research questions that might be addressed to further the research base of the HPT field. These questions may be used to lead researchers to a theory of HPT that can be used by practitioners in business, the military and public education. HPT in Public Education With the implementation of No Child Left Behind and the resulting accountability mandates by the federal and state governments, there is high motivation to improve performance at all levels in public education. If a theory for HPT were to emerge from research, its practical

Research and Theory in HPT

application might benefit our public education system where performance improvement solutions at the district, school, and classroom levels are desperately needed. A systems approach for public education is needed, but often overlooked. Many school leaders are unaware of the principles and practices of HPT. Superintendents, Directors and Principals may have a firm grasp on curriculum, school law, pedagogy and educational leadership without any understanding how HPT can be applied to improve the results within the educational organization. There is a wide open arena for development of HPT theory in the unexplored terrain of public education. In his book Human Competence, Glbert (2007) noted that a school system is also a performance system and wrote that in order to identify the opportunities for improving our school system, we need to look at it systematically as a performance system. Proposed Research Studies

Category 1: Models and Theory from the Delphi study lists seven questions for further research leading to HPT theory. These research questions may be tweaked and applied in public education. Participants in the Delphi study indicated concern that HPT practices be based on sound theory, particularly with respect to performance improvement interventions (Huglin et al, 2007). The following questions from Category 1 of the Delphi Study can be applied to HPT research for public education. Question1. Which models have been most effective in addressing performance issues? This question could be used as a springboard for a research study in a school. Which HPT model would be most effective in addressing a school districts performance issues? An issue from a District Improvement Plan could be selected and one of the HPT models applied to it.

Research and Theory in HPT

Measurements could determine if the HPT model did improve performance on the criteria under investigation to see if there was a performance improvement. Question 2. What is the evidence for effectiveness of each of the interventions proposed within the HPT model? This question could lead to a study HPT interventions as applied to problems in public education such as grades, behavior of students, achievement on standardized tests, teacher retention, and student engagement to name but a few. Foshay et al (1999) suggest that a balance between quantitative research (based on functional behavioral analysis) and qualitative research (using a range of naturalistic methods) with qualitative research informing quantitative research should be used. Conclusion The field of human performance is relatively young and a strong theoretical base for the field has not yet been established. The call for research in HPT is clearly evident: To develop as a field, HPT must identify key research (both science and technology related) questions that would, if answered, inform practice significantly (Cassidy & Medsker, 2003, p.4). Some of these key questions were developed through the Delphi study. It is now up to researchers to use the questions in their work and conduct further studies that will lead to answers that may become a catalyst for the emergence of an HPT theory all its own.

Research and Theory in HPT

References Cassidy, M., & Medsker, K. (2005). Editorial. Performance Improvement Quarterly, 18(4), 3-4. Foshay, W. R., Moller, L., Schwen, T. M., Kalman, H. K., & Haney, D. S. (1999). Research in human performance technology. In H. D. Stolovitch & E. J. Keeps (Eds.), Handbook of human performance technology (2nd ed., pp. 895-915). San Francisco: Jossey-Bass Pfeiffer. Gilbert, T. F. (2007). Human competence: Engineering worthy performance. San Francisco, CA: Pfeiffer. Huglin, L., Johnsen, L., & Marker, A. (2007). Research Priorities in Performance Technology A Delphi Study. Performance Improvement Quarterly, 20(1), 79-95. doi: 10.1111/j.19378327.2007.tb00433.x International Society for Performance Improvement. (2000). What is HPT? [On-line]. Available: http://www.ispi.org. Van Tiem, D.M. (2004) Interventions (solutions) usage and expertise in performance technology practice: An empirical investigation. Performance Improvement Quarterly, 17(3), 23-44.