Performance capabilities and competencies at the undergraduate and graduate levels for performance improvement professionals

Giberson, Tomas R.

doi:10.1002/piq.20070

Cited by 12 publications

(17 citation statements)

References 12 publications

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“…Considering the composition of the ISPI HPT panel, the involvement of employers is supported by similar competency and field‐scope defining research within the instructional design realm. Involving academe in the panel is also similarly supported (Giberson, ), whereby academe is seen as the “origin” of the training for the instructional design/HPT professional. Further, including actual professionals in the panel is also common within the research literature (Guerra, ; Sugar, Brown, et al, ).…”

Section: Literature Reviewmentioning

confidence: 98%

Knowledge of the Human Performance Technology Practitioner Relative to ISPI Human Performance Technology Standards and the Degree of Standard Acceptance by the Field

Hoard¹,

Stefaniak²

2016

Perf Improvement Qrtly

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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.

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Section: Literature Reviewmentioning

confidence: 98%

Knowledge of the Human Performance Technology Practitioner Relative to ISPI Human Performance Technology Standards and the Degree of Standard Acceptance by the Field

Hoard¹,

Stefaniak²

2016

Perf Improvement Qrtly

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“…University education provides basic professional technical knowledge and professional job skills. Similarly, professional internships and institutions instill capabilities and competencies needed in a professional capacity and help bridge the gap between academic and employer needs (Giberson, 2010). However, this study found that the professional knowledge of the students with regard to hospitality quality derived from school courses, suggesting that the course design will influence the students' future perception towards hospitality.…”

Section: Discussion and Suggestionmentioning

confidence: 62%

“…Competencies often include "soft" skills such as respecting diversity, developing trusting relationships, adapting to change, and working in a team that comprises content area expertise (Mackey & Thomas, 2002). Competencies should be integrated into the development of theoretical knowledge and performance capabilities in class projects, activities, team assignments, internships, service learning, and general education courses (Giberson, 2010). Professional competence is defined as the ability of employees to apply professional knowledge, skills, motives, and traits to work conditions (Litchfield, Oakland, & Anderson, 2002).…”

Section: Factors Influencing the Perception Competences Of Students Wmentioning

confidence: 99%

Is It Competent Enough for Handling Foodservice Quality? From the Students’ Viewpoint of Self-perceived Competence and the Contribution of Hospitality Course

Ko¹

2015

JTHM

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This study evaluated the self-perceived importance and competence with regard to foodservice quality of hospitality students in Taiwan. The study used a 6-dimension food quality scale to gather self-assessed data from student participants. A total of 400 questionnaires were sent out, with 355 (88.75%) returned, validated, and used in research. In the dimension of perceived importance, participants placed the highest importance on "food safety" and the lowest importance on "food characteristics". In the dimension of competence, participants placed the highest competence on "service quality", while the competence concerning "culinary skill" was lower. An importance-performance analysis (IPA) identified "food safety" as showing the greatest be improved among the six dimensions. The courses and internship experience predicted 26.4% of the variability in perceived competence of foodservice quality. Both the two variables showed a statistical significance. The culinary courses had a greater impact on food quality-related perceptions than did either hospitality professional or general management courses.Finally, this study identified that the school courses had a positive contribution to the competence of foodservice quality and with hospitality students who completed school courses having better quality perception competence than those who had not.

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“…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.…”

Section: Significance Of the Studymentioning

confidence: 99%

“…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."…”

Section: Implications For the Field Of Performance Technologymentioning

confidence: 99%

The Mental Model Comparison of Expert and Novice Performance Improvement Practitioners

Toker

2013

Perf. Improvement Qrtly

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This study investigates the mental model comparison between expert and novice performance improvement practitioners. Nonexperimental survey research design was applied. Based on specific criteria, 11 critical concepts out of 30 were selected by 23 experts. Sixteen of those 23 experts provided data about the relatedness of 55 concept‐pairs generated from the 11 concepts to develop the common mental model of experts in the Knowledge Network Organizing Tool utilizing Pathfinder scaling. Two‐hundred‐forty‐two practitioners participated in the further phases of the study. Out of those practitioners, 33 novices, who have not met any of the criteria used for expert selection, are selected. Those novices also provide similar data for the common mental model of novices. The results of the study show that the expert model has more consistent and hierarchical structure than the novice model. Discussions and further research recommendations are provided.

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Performance capabilities and competencies at the undergraduate and graduate levels for performance improvement professionals

Cited by 12 publications

References 12 publications

Knowledge of the Human Performance Technology Practitioner Relative to ISPI Human Performance Technology Standards and the Degree of Standard Acceptance by the Field

Knowledge of the Human Performance Technology Practitioner Relative to ISPI Human Performance Technology Standards and the Degree of Standard Acceptance by the Field

Is It Competent Enough for Handling Foodservice Quality? From the Students’ Viewpoint of Self-perceived Competence and the Contribution of Hospitality Course

The Mental Model Comparison of Expert and Novice Performance Improvement Practitioners

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