Practitioner verification of the human performance improvement analyst competencies and outputs.

摘要

In 1996 the American Society for Training and Development (ASTD) sponsored a study to identify human performance improvement (HPI) competencies. This exploratory research utilized an expert panel to generate a list of competencies and outputs. However, to date these competencies have not been verified by practitioners. Six of the 38 competencies are associated with the role of analyst, which the literature widely suggests is the most important aspect of HPI. Therefore, the two overarching purposes of this dissertation were (1) to conduct a practitioner verification of the six analyst competencies and outputs; and (2) to explore the role of the analyst in depth by gathering practitioner's perceptions. Ten specific research questions were posed.;A questionnaire was distributed to a random sample of 1,000 members of the International Society for Performance Improvement (ISPI) and a response rate of 24% obtained. The results showed that all six HPI analyst competencies and most outputs were rated relatively high by respondents.;Performance technologists/consultants placed significantly higher importance on questioning skills than those in the "other" category and placed significantly higher importance on work environment analytical skills, than those in "director/manager/coordinator/administrator." A significant positive correlation was identified between the proportion of time spent in the role of analyst and the importance placed on analytical skills (synthesis). A significant difference was identified between the importance placed on needs analysis survey design and development skills (open-ended and structured ) among females and males. Females placed significantly higher importance on this competency than did males.;Practitioners rated the adequacy of the competencies and outputs and generally perceived them to be adequate. Some additions and changes were suggested by respondents. Communicating and presenting information, establishing relationships, focus groups, interviews, and observation were mentioned as important but missing from the ASTD study.