ISPI HPT Model
International Society for Performance Improvement (ISPI) has a working model for HPT process. ISPI defines human performance technology as “a systematic approach to improving productivity and competence, uses a set of methods and procedures -- and a strategy for solving problems -- for realizing opportunities related to the performance of people” (ISPI-HPT). The definition clearly reveals that HPT takes a systematic view and focuses on results and outcomes. There are five phases of ISPI HPT model (Dessinger, Moseley, & Tiem, 2012) as shown in Figure 1.
Phase 1: Performance analysis of Need or opportunities.
Performance analysis is the process of identifying the organization’s performance requirements and comparing them to its objectives and capabilities. Phase 1 is where the performance problem is identified, or an opportunity for performance improvement is recognized. There are three types of performance analysis: (1) organizational analysis, which looks into the organizational vision, mission, value, goals & strategies; (2) environmental analysis, which identifies and prioritizes the realities that support actual performance; (3) gap analysis, which determines the current actual performance, the desired performance, and the difference between them. Often interviews, surveys/questionnaires, observation, or document analysis are used in Phase 1 to collect data for the analysis.
Phase 2 Cause analysis
Cause analysis is to identify the “why” behind the performance analysis. The cause analysis often uses Gilbert’s Behavior Engineering Model (BEM) to determine the performance causes from either environmental support or workers’ behavior repertory.
Phase 3 Intervention selection, design and development
Interventions are solutions to the identified performance problem. Intervention may fall into any combination of following categories: (1) instructional performance support (education & training, interactive learning tools); (2) non-instructional performance support (knowledge management, job aids, documentation & standards, user performance & support system); (3) job analysis / work design; (4) personal development (coaching, mentoring, career development); (5) organizational communication (communication networks, information systems); (6) organizational design / development (team strategies, reengineering / restructuring); (7) quality improvement (Six Sigma, continuous quality improvement, et al).
Phase 4 Intervention implementation and change management
Interventions represent changes. Changes may induce resistance. The strategies for optimizing change and minimizing resistance is important in this phase of HPT process. The proposed strategies are (Stolovitch & Keeps, 1999): (1) First is to emphasize positive: establish relative advantages and demonstrate quick “return” for each disadvantage cost; (2) Second is to make it simple: establish “doable” via success stories and peer testimonials, and minimize “hurdles” through user support system, such as job aids or training; (3) Third is to establish compatibility: identify similarities in aspects, procedures & results to current state; (4) Fourth is to promote adaptability: highlight no loss of functionality; (5) Fifth is to focus on social impact: identify key people and groups, be transparent and honest, and communicate well.
Phase 5 Evaluations – continuous improvement
A completed HPT process measures the impact of solutions, and encourages continuous improvement. Various evaluations can be used in this phase. Formative evaluation involves evaluating a product or service during development, often iteratively, with the goal of detecting and eliminating usability problems. Formative evaluation helps to “shape” the on-going efforts in the HPT process. Summative evaluation measures the effectiveness of HPT process & interventions. Confirmative evaluation measures the long-term effects of the interventions. Meta evaluation ensures accuracy and appropriateness of each phase of the evaluation process.
Phase 1: Performance analysis of Need or opportunities.
Performance analysis is the process of identifying the organization’s performance requirements and comparing them to its objectives and capabilities. Phase 1 is where the performance problem is identified, or an opportunity for performance improvement is recognized. There are three types of performance analysis: (1) organizational analysis, which looks into the organizational vision, mission, value, goals & strategies; (2) environmental analysis, which identifies and prioritizes the realities that support actual performance; (3) gap analysis, which determines the current actual performance, the desired performance, and the difference between them. Often interviews, surveys/questionnaires, observation, or document analysis are used in Phase 1 to collect data for the analysis.
Phase 2 Cause analysis
Cause analysis is to identify the “why” behind the performance analysis. The cause analysis often uses Gilbert’s Behavior Engineering Model (BEM) to determine the performance causes from either environmental support or workers’ behavior repertory.
Phase 3 Intervention selection, design and development
Interventions are solutions to the identified performance problem. Intervention may fall into any combination of following categories: (1) instructional performance support (education & training, interactive learning tools); (2) non-instructional performance support (knowledge management, job aids, documentation & standards, user performance & support system); (3) job analysis / work design; (4) personal development (coaching, mentoring, career development); (5) organizational communication (communication networks, information systems); (6) organizational design / development (team strategies, reengineering / restructuring); (7) quality improvement (Six Sigma, continuous quality improvement, et al).
Phase 4 Intervention implementation and change management
Interventions represent changes. Changes may induce resistance. The strategies for optimizing change and minimizing resistance is important in this phase of HPT process. The proposed strategies are (Stolovitch & Keeps, 1999): (1) First is to emphasize positive: establish relative advantages and demonstrate quick “return” for each disadvantage cost; (2) Second is to make it simple: establish “doable” via success stories and peer testimonials, and minimize “hurdles” through user support system, such as job aids or training; (3) Third is to establish compatibility: identify similarities in aspects, procedures & results to current state; (4) Fourth is to promote adaptability: highlight no loss of functionality; (5) Fifth is to focus on social impact: identify key people and groups, be transparent and honest, and communicate well.
Phase 5 Evaluations – continuous improvement
A completed HPT process measures the impact of solutions, and encourages continuous improvement. Various evaluations can be used in this phase. Formative evaluation involves evaluating a product or service during development, often iteratively, with the goal of detecting and eliminating usability problems. Formative evaluation helps to “shape” the on-going efforts in the HPT process. Summative evaluation measures the effectiveness of HPT process & interventions. Confirmative evaluation measures the long-term effects of the interventions. Meta evaluation ensures accuracy and appropriateness of each phase of the evaluation process.
Figure 1 ISPI HPT model
References
- Dessinger, J. C., Moseley, J. L., & Tiem, D. M. V. (2012). Performance Improvement / HPT Model: Guiding the Progress. Performance Improvement, 51, 10-17.
- ISPI-HPT. HPT. from http://www.ispi.org/content.aspx?id=54
- Stolovitch, H. D., & Keeps, E. J. (1999). Handbook of Human Performance Technology: Improving Individual and Organizational Performance Worldwide (2 ed.): Pfeiffer.