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Human Performance Technology. Understanding How Our Transferable Skills Translate in the Corporate Business Sector David Daniels, University of Washington Anton Zanotto, Western Washington University. Program Overview. Define Human Performance Technology Foundational Aspects

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human performance technology

Human Performance Technology

Understanding How Our Transferable Skills Translate in the Corporate Business Sector

David Daniels, University of Washington

Anton Zanotto, Western Washington University

program overview
Program Overview
  • Define Human Performance Technology
    • Foundational Aspects
    • Specific Concepts
  • Connections with Housing/Residence Life
    • Higher Education and Student Affairs
    • Staff and Student Training
defining human performance technology
Defining Human Performance Technology
  • Definition
    • Using an engineering approach to attaining desired accomplishments from human performers (staff members)
      • Systematic
      • Systemic
      • Grounded in Theory
hpt is systematic
HPT is Systematic
  • Organized and applied in a methodical manner meant to be:
    • Effective
    • Results-Oriented
  • Working to create performance improvements for desired results
  • Not necessarily focused on efficiency
  • Student Staff Supervision:
    • Focusing on individual development
    • Encouraging balance of academic, paraprofessional, and personal responsibilities
results oriented
Results Oriented
  • Emphasis on obtaining results
  • Results come in very different formats
  • Residence Hall Environments
    • Encouraging being challenged AND creating a “safe” environment for students
hpt is systemic
HPT is Systemic
  • HPT focuses on how individuals and groups work within a system, and seeks to consider:
    • Ethical constraints
    • Organizations as well as individuals
    • Interventions
    • A comprehensive view of the parts of a system
ethical constraints
Ethical Constraints
  • Existing ethical standards
    • Adding value to environment
    • Promoting the use of validated theories
    • Working collaboratively
    • Continually developing/improving self
    • Practicing integrity
    • Maintaining Confidentiality
  • Student Affairs
    • CAS Standards
organizations and individuals
Organizations and Individuals
  • Understanding that organizations are made up of people
  • Appreciation of organizational inertia in conjunction with individual influence
  • Departmental Policies
    • Managers vs. Staff
    • Professionals vs. Student Staff
  • Interventions, both organizationally and individually, serve as targeted tools for specific issues
  • Student Affairs
    • Supervision
    • Conduct
    • Conflict Resolution/Counseling
  • HPT considers the individual and the group together
  • Evaluation of various aspects of a situation/group
  • Student Development Theories
    • Overlaying Theories to get holistic perspective (Baxter Magolda, 2001; Jones & McEwen, 2000)
hpt is grounded
HPT is Grounded
  • HPT is grounded in scientific theory and empirical evidence, leading to:
    • Increased Productivity
    • Designed and Developed individuals and groups
  • Focus in Student Affairs on “Information Based Decision Making
increased productivity
Increased Productivity
  • Productivity includes quality and quantity
  • Provision of value added experiences
  • Justifying Staff Development
    • Better relationships
    • Clearer goals
    • Greater group unity
design and development
Design and Development
  • Includes preparation of clear plans based on theory and best practices
  • Student Staff Training
    • Developing a logical set of training objectives
    • Clearly laid out goals
why does any of this matter
Why does any of this matter?
  • Reframing the discussion
  • Seeing over the University walls
  • We’re not as different as we seem…
take aways
Take Aways
  • HPT offers a structured way of approaching our work in Housing/Student Affairs
  • Many of our current practices are similar to and can learn from those in the corporate world
  • Our skills are transferable!

Baxter Magolda, M. (2001). Making their own way: Narratives for transforming higher education to promote self development. Sterling, VA: Stylus.

Evans, N.J., Forney, D.S., & Guido-DiBrito, F. (1998). Student development in college: Theory, research, and practice. San Francisco, CA: Jossey-Bass.

Jones, S.R. and McEwen, M.K. (2000). A conceptual model for multiple dimensions of identity. Journal of College Student Development, 41, 4, 405-414.

Pershing, J.A. (Ed.) (2006). Handbook of human performance technology. San Francisco, CA: Pfeiffer.