Human Performance 2000-2010

Human Performance 2000-2010

by Harold D. Stolovitch, Ph.D.

In 1999, I completed two best practices studies on learning and performance: one on technology-based interventions, and the other examining the training investments, strategies and performance support. A simple conclusion emerged: Fundamentals, not fads, were the keys to success.

My 2000 article opened as follows: "Don't expect amazing miracles to dramatically transform human learning and performance just because we are on the threshold of Y2K. Rather, look for what we have already learned about performance improvement to become increasingly refined and applied in the workplace."

1999 was a heady year. The dot-com bubble had not yet burst. The devastation following the dot-com implosion - and certainly the current depressed economy - was nowhere on the horizon. People believed technology was the key to progress. My opening general prediction still holds. Performance improvement practices have advanced by degrees far more than by revolutionary innovation. Compare my 1999 predictions to today's reality for yourself.

1. Clear understanding of uses and limitations of technology-based learning (TBL):

Substitute "better" for "clear." TBL is integrated into mainstream workplace learning strategies. E-learning is approximately 30 percent of training delivery. After dramatic entrances, electronic performance support systems and knowledge management (KM) were quietly assimilated. The Web has increased its presence, but has not wildly altered things beyond naturalness of use. Twitter, blogs, RSS and social networking are only marginally impactful on performance.

2. General commitment to front-end analysis before launching into training ventures:

Sadly not so. There is more awareness of the need to conduct performance gap analyses, but not much evidence of increased activity.

3. High demand for soundly engineered learning systems, courses and materials rather than cobbled-together info dumps:

Recent cost cutting has dampened progress. Speed to delivery rules. Not much advancement since 2000.

4. High demand for evidence that training and other performance interventions work and an emphasis on demonstrated ROI:

Rhetoric has increased. Human capital management (HCM) and human capital analytics (HCA) have appeared. Interest in ROI runs high, but there is little evidence of ROI being done. I anticipate, however, that pressure to demonstrate workplace learning and performance payoff will stimulate more front-end analyses and impact ROI measurement activities within the next few years.

5. Rediscovery of the value of live, interactive learning events:

Live events - face to face or Web based - have experienced a resurgence of interest. About 70 percent of all learning events to improve performance are live and synchronous.

6. Deeper understanding of learning organization, corporate university, knowledge management and reusable learning objects (RLO):

All of these have evolved over the past 10 years. Most modern organizations possess multifaceted learning and performance support networks. Corporate universities have progressed beyond courses and curricula. KM no longer means costly IT systems; it is conducted through myriad channels. RLOs are far more nuanced than the initial courses-by-numbers naivete.

7. Larger numbers of partnerships between internal and external groups for improving human performance:

Despite service outsourcing cutbacks, the trend is moving upward. External learning and performance experts team with internal specialists to produce high-quality, rapid interventions.

8. Transformation of training to human performance support services:

Performance consulting is much more present today than in 2000. Training groups have generally morphed into learning and development, learning and performance, or performance enhancement entities.

9. Emergence of human performance technology as a major influence for achieving workplace and societal goals:

Emergence, yes. Major influence, still a distant dream. Nevertheless, there is progress, as witnessed by the growth of university programs, publications and numbers of performance professionals.

Despite service outsourcing cutbacks, the trend is moving upward. External learning and performance experts team with internal specialists to produce high-quality, rapid interventions.

Human performance 2010, as predicted, has become increasingly refined and applied in the workplace. Wither 2020?

[About the Author: Harold D. Stolovitch, Ph.D., CPT is a principal of HSA Learning & Performance Solutions LLC and is emeritus professor of instructional and performance technology at the Universite de Montreal.]