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The American Society for Training and Development (ASTD) defines human performance technology (HPT) as "a systematic approach to analyzing, improving, and managing performance in the workplace through the use of appropriate and varied interventions." The first step in this approach is the performance analysis (Gilbert, 1978). In this step, the performance technologist/consultant works collaboratively with the client to examine the current situation. Performance gaps or deficiencies are identified and are prioritized according to the needs of the client (ISPI, 2004). This case study describes a project in a graduate level HPT class at a Midwestern university. A team of graduate students was formed to address computer security issues for the client organization. The project team implemented a performance analysis process (Define, Analyze, and Select) as described by Schaffer and Douglas (2004). This process incorporated tools and frameworks such as the Performance Relationship Map (Robinson and Robinson, 1995) and the Performance Pyramid (Wedman and Graham, 1998, 2004). The significance of the project is that it provided a real world context in which the project team and the client could learn about HPT processes. The experiences were enriched by the request from the client to continue the HPT process after the analysis project.

Given the emerging trend of innovating Instructional Design process (ID) for Human Performance Technology (HPT) related application in order to more effectively addressing organizational performance problems in industries, it is necessary to prepare students majoring in Instructional Design or Educational Technology in terms of how they can apply and further develop the concepts and skills learned from the field of ID to a more complicated and challenging HPT setting for the increasing demand seen in job markets. This paper presents a case study on the design, development, and implementation of a graduate level HPT course for the purpose of better developing ID students for future HPT related tasks. Issues such as (1) locating potential HPT client in an academic setting, (2) the dynamic interaction among stakeholders, (3) Tools used to facilitate the communication (i.e. visual modeling method, WebCT), and (4) effectives of project-base learning for HPT courses are discussed.

This paper describes the design of a Web-based learning environment for leadership facilitators in a United States military organization. The overall aim of this project was to design a prototype of an online learning environment that supports leadership facilitators' knowledge development in the content area of motivation. The learning environment was designed to provide new learning opportunities for facilitators to build content knowledge through interactive learning activities and experiences with other members of their own community. This project was managed as a concurrent solution design process incorporating elements of strategic thinking, change creation, work environment design, and rapid prototyping. The front-end analysis and impact evaluation were built into the design process. The use of the iterative solution design process (with the iterative design phases of performance analysis, prototype design, and prototype re-design) allowed for increased efficiency and effectiveness in making ongoing refinements and improvements to the prototype. The project team agreed upon three broad areas of learning environment design--analyzing, designing, and continuously improving--and these principles were used as the foundation for a pre-prototype evaluation plan. The plan included questions derived from a variety of performance improvement theories and models. A solution design decision aid assisted in evaluating the effectiveness of the learning and performance environment. Specific strategies and recommendations related to utilization and ongoing support of the prototype that was designed and delivered to the client were proposed. These focused in two key areas: adopting and diffusing the product within the target organization; and continuously improving the design and usefulness of the current prototype once it has been adopted by the target organization. Critical diffusion and work environment factors are identified, with recommendations, to highlight some of the biggest challenges to project success. Brief descriptions of each major component of the Web-mediated learning and performance environment are then offered, with recommendations for continuous improvement and maintenance of each on the Web site. (AEF)

The content of this paper is based on a development plan currently in design for the U.S. Navy in conjunction with the Learning Systems Institute at Florida State University. Leading research (literature review) references and case study ("best practice") references are presented as supporting evidence for the results-oriented distributed learning environment. The paper describes a conceptual model for a distributed learning environment, including linkages of performance requirements and appropriate learning theories and models. This conceptual model is embedded in a systems approach and reflects a learner-centered educational system. The emphasis is based on a results-oriented performance model for optimal required outcomes. The model is described in terms of a performance framework identified by both a needs assessment and needs analysis and comprised of four major subsystems (i.e., learner/performer support, course development, management, and learner/performer record), and the components of each subsystem, including key features and characteristics, functional requirements, and theoretical references. (Contains 21 references.) (Author/MES)