Human Performance Technology and the Effects on Web-Based Instruction Performance Efficiency

Human Performance Technology and the Effects on Web-Based Instruction Performance Efficiency

Esra Ayça Güzeldereli, Utku Kose, Aslıhan Tüfekci
Copyright: © 2019 |Pages: 15
DOI: 10.4018/978-1-5225-8356-1.ch007
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Abstract

Human performance technology (HPT) is a field of applied sciences involving the identification of the causes of actual performance problems of organizations, development and implementation of solutions to such problems and evaluation of the outcomes for every step of the performance improvement processes. In addition to its operability with organizations and corporations for varying purposes, HPT can also be employed as an educational tool designed to solve performance problems and improve performance. This study aims to assess how the HPT operates within the scope of web-based education. The study identifies the primary factors which have adverse effects on web-based instruction including non-interactivity, infrastructural and systematic incompetence, ineffective course materials, unproductive feedback systems and discusses some potential solutions which can be designed using the HPT processes and explores the effects these solutions may have on performance efficiency.
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Definition Of Human Performance Technology And Performance Imrovement Process

Human performance technology is an applied science that identifies the actual problems of organizational performance, analyzing the root causes of these problems, develops solutions, implements these solutions in the organizational system and evaluates all performance improvement processes (Çakır, 2013). Human performance technology uses a wide range of interventions that are drawn from many other disciplines including, behavioral psychology, instructional systems design, organizational development, and human resources management (ISPI, 2005). Human performance technology, performance systems (PS), or performance improvement (PI), among other terms, represents a fundamental shift in thinking about how to improve performance (Surry & Stanfield, 2008).

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