Abstract

The field of instructional design and technology (IDT) evolved during the 1990s to include theories and practices of performance improvement. Some authors have indicated that the goal of our field has shifted from facilitating learning to improving performance; and contemporary definitions of IDT incorporate human performance technology concepts (Reiser, 2002). Furthermore, there is strong empirical support for including these concepts in the curricula of our graduate programs (Fox & Klein, 2002). The purpose of this article is to report the results of a survey conducted to determine performance improvement competencies for graduates of IDT programs. A sample of faculty and practitioners used a web-based survey to rate the importance of HPT skills and knowledge for IDT graduates. Results of the survey can provide guidance to programs seeking to prepare their students for today's workplace and may shed light on which HPT processes and interventions should be emphasized in the curriculum. (Contains 2 tables.)

Citation

Klein, J.D. & Fox, E.J. (2004). Performance Improvement Competencies for Instructional Technologists. TechTrends: Linking Research and Practice to Improve Learning, 48(2), 22-26. Retrieved August 11, 2024 from https://www.learntechlib.org/p/65579/.

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Keywords

• Competency Based Education
• Computer Assisted Testing
• Educational Practices
• educational technology
• Educational Trends
• instructional design
• Likert Scales
• Performance Technology
• School Surveys