HPT as a manager's tool for analyzing individual employee performance

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Performance Improvement, vol. 50, no. 3, March 2011©2011 International Society for Performance ImprovementPublished online in Wiley Online Library (wileyonlinelibrary.com) • DOI: 10.1002/pfi.20204

HPT AS A MANAGER’S TOOL FOR ANALYZING INDIVIDUAL EMPLOYEE PERFORMANCE

Denise A. Kyle-Needs Robin Lindbeck, EdD

Typically the human performance technology (HPT) process is regarded as a tool for use

when analyzing performance gaps in functional or larger organizational units. This case

study demonstrates the application of the HPT process in a one-to-one relationship between a

manager and a direct report. Specifically, the process is used to analyze the cause of the gap

between an employee’s exhibited performance and the desired performance.

HUMAN PERFORMANCE TECHNOLOGY (HPT) is a structured process to identify the difference between current and desired performance, explore causes, and identify interventions to address the causes of perfor-mance gaps. HPT projects are frequently led by HPT consultants and are focused on performance gaps in functional or larger organizational units. However, this same process of identifying and addressing per-formance gaps is also required by managers and lead-ers in an organization. In this article, an information systems (IS) team manager applies the HPT process to working on performance gaps with an individual employee.

PROBLEM STATEMENTABC Insurance Company is located in the midwestern United States. Its IS department is responsible for training and technical support for the entire organization in the areas of servers, PC operations, software development, telecommunications, help desk operations, and software. One of the IS trainers, Mary, has job performance below expectations.

ORGANIZATIONAL ANALYSISThe goal of ABC Insurance Company is to provide qual-ity insurance products and service in a profitable manner.

The company is well known for its strong value for cus-tomer service. This focus on quality products and cus-tomer service is relevant not only to external customers but to internal employees as well. Therefore, it is critically important that internal customers get the training and support they need as effectively and efficiently as possible to support the profitability goals of the company and that they also experience the highest level of customer service.

ENVIRONMENTAL ANALYSISAn environmental analysis was conducted to gather information on Mary’s work environment, work per-formed, and skill level. As an identified problem with individual job performance, the environmental analy-sis focused on the work environment, the work, and a worker analysis.

Work EnvironmentABC Insurance uses job descriptions to establish base-line job performance requirements. According to Mary’s job description summary, she plans, coordinates, and conducts training for employees covering the specific area of personal computer use and its software, includ-ing the use of Microsoft Office Suite products and other programs specific to ABC Insurance. She is required to consult with business leaders to gain knowledge of work

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policies, procedures, and regulations that may require training; formulate teaching outlines; and identify an effective and pedagogically sound instructional method for communicating this information. She is also responsible for developing teaching aids and col-lateral materials, including handbooks, demonstration models, visual aids, and reference materials, and she has access to print, online, and other resources for support. Mary is also required to maintain accurate student-employee records. Feedback on training ses-sions is obtained using class evaluation forms and through follow-up with the employee or his or her manager.

The Work This work in question is conducted in a team envi-ronment with other IS trainers and a technical writer. Before training manual, handout, and job aid assign-ments are given to an IS trainer, the work is discussed with all three trainers to determine capacity, balance the work flow, and determine backup requirements. Mary’s work processes also require coordination with help desk calls to handle calls or issues related to software training topics.

Individual weekly status reports for each trainer are provided to and reviewed by the leader to monitor cur-rent job responsibility distribution and progress for all department trainers. The report gives a quick snapshot of where assigned projects stand and if the trainer is encountering any work flow issues.

Worker AnalysisAn IS trainer is required to have a bachelor’s degree or one to two years of related training experience. Insurance-related course work is also preferred because an understanding of the job functions within an insur-ance company allows the trainer to develop more effective training programs.

Data on Mary’s skill and experience level were gathered in two ways. First, her application and résumé were reviewed and showed that Mary had completed high school, not college, and before com-ing to ABC Insurance, she had held the position of IT training analyst for 10 years in another industry where she trained on the topic of personal computer use. Second, data were collected through the leader’s direct observation of Mary’s performance and recorded in field notes on evaluation sheets. These direct observa-tions included demonstration and actual training ses-sions and focused on content knowledge, facilitation and delivery skills, and communication and interper-sonal skills.

ANALYSISIdeal performance for this position was identified by looking at job descriptions, work flow documents, and evaluations of other IS trainers. Data were gathered on Mary’s current performance using direct observa-tions, training evaluation forms, and coaching session notes.

Gap AnalysisIn addition, Mary responded to a gap analysis question-naire that addressed her perception of resources, materials and supplies, feedback, expectations, and the knowledge and skills she needed to perform her job.

Several performance gaps were identified:

Platform skills• . Mary lacked effective and consistent use of openers and closers, read from notes, repeated phrases such as, “Now notice that . . . ,” and did not demonstrate confidence or manage nervousness.

Facilitation skills• . Mary did not incorporate stories, experience, and analogies to reinforce points; provide effective instructions; display effective time and agenda management; and allow independence or interaction from participants.

Content knowledge• : Mary lacked knowledge of the topic or product she was teaching and did not tie together and reinforce key points throughout the session.

Cause AnalysisTo aid in the cause analysis, the data from Mary’s per-formance gaps were organized using Gilbert’s behavioral engineering model (Gilbert, 2007).

Through this categorization process (see Table 1) and with reflection and conversations with Mary, the poten-tial causes of her low performance were identified. Falling

Mary’s lack of motivation for career development was displayed as a fear of letting go of inappropriate training methods she had practiced in her previous job.


30 www.ispi.org • DOI: 10.1002/pfi • MARCH 2011

TABLE 1 CAUSE ANALYSIS DATA

INFORMATION INSTRUMENTATION MOTIVATION

Impression that expectation was not clear for one project

Facilitation data review confirms Mary was lacking basic training skills and failed to use avail-able resources (training resource library, personal notes)

Adequate physical resources are provided

Mary does not use all available physical resources (technology, materials, and supplies) to her advantage

Adequate incentives and rewards are provided

Mary lacks motivation for career develop-ment and is resistant to letting go of former employer’s training method

KNOWLEDGE CAPACITY MOTIVES

Lacks knowledge of products expected to train on; reads from notes

Lacks knowledge of course devel-opment techniques (use of storytelling, analogies, time and agenda management)

Fails to consistently apply coaching feedback suggestions; repeats phrases

Lacks the ability to manage complex projects

Has personal stress from family members and her own medical conditions

Lacks ability to incorporate new skills into training methods to provide effective instructions

Enjoys job and coming to work

Prefers current method of recognition (one-on-one conversations) for her accomplishments

primarily within Gilbert’s areas of motivation, knowl-edge, and capacity, the causes were further identified as lack of motivation for career development and a failure to use available resources to expand her training knowledge, which led to Mary’s inability to expand to more complex training assignments.

Mary’s lack of motivation for career development was displayed as a fear of letting go of inappropriate training methods she had practiced in her previous job. Because of her poor motivation to advance her career knowledge, her basic training requirements or prerequisite job skills were lacking. For example, the data collected in the explo-ration of the gap in desired performance and exhibited performance indicated a cause to be a lack of basic train-ing knowledge and skills when conducting training ses-sions. The data review also reflected Mary’s failure to use available resources, such as library materials and personal notes. Her failure to use environmental job supports or resources had a direct impact on her capacity to perform the job at an acceptable level.

INTERVENTIONWhen considering possible interventions, the manager was mindful that the role of the HPT consultant, as well as her role of manager, is to aid an employee through the process of identifying the issues and reaching a

sustainable solution. Therefore, she wanted to involve Mary in her improvement plan, using the performance support method of self-directed learning as a way to gain her buy-in and commitment to the process, as well as the required short- and long-term performance changes.

Prior to meeting with Mary, the manager prepared for a data-driven discussion that would focus on three things:

A description of the situation, its importance, and • the risk of continuing current levels of performance as well as the benefits of changing her level of per-formance

Jointly identifying key skills as a focus of development•

A personal action plan for improving job performance • in the skill areas identified, including specific, concrete actions and milestone success dates

A critical point was reached during the performance review meeting when Mary said that she felt that her job was out of her skill set range and that she wanted to look for one that was a better match for her interests and abilities. Her options were to transfer to another position at ABC, or she could look for employment with another company. During this discussion, the manager agreed to support Mary in this transition and reminded her of the


Performance Improvement • Volume 50 • Number 3 • DOI: 10.1002/pfi 31

need to perform at the level required for her current posi-tion in the interim.

SUMMARYHPT consultants typically use a structured, data-based approach for analyzing performance gaps at an organi-zational level. This example shows that it can also be a useful tool for managers. Specifically, the HPT process allows managers to gain understanding of the gaps and causes of performance, rather than merely the symptoms of performance gaps, and identifies specific data on which to base effective performance discussions with employees. Whether working with low- or high-performing employ-ees, the HPT process can enhance managers’ ability to manage, shape, and maximize employee performance.

Reference

Gilbert, T.F. (2007). Human competence: Engineering worthy performance. Washington, DC: Pfeiffer/International Society for Performance Improvement.

Related Readings

Block, P. (2000). Flawless consulting (2nd ed.). San Francisco: Jossey-Bass/Pfeiffer.

Van Tiem, D., Moseley, J., & Dessinger, J. (2004). Fundamentals of performance technology: A guide to improving people, process and performance (2nd ed.). Silver Spring, MD: International Society for Performance Improvement.

DENISE A. KYLE-NEEDS is a master’s student at Drake University in the Adult Learning and Organizational Performance program. She is concentrating her studies on leadership and human resource management. She is the author of “Becoming a Storyteller: Benefits and Methods of Storytelling in Adult Learning,” published by Central Iowa ASTD on its website, www.astdiowa.org. Through her leadership position, she works as a leader and manager developing people to their full potential. She may be reached at [email protected].

ROBIN LINDBECK, EdD, is president of Innovative Performance Improvement, a consulting company with clients in the fields of insurance and financial services, media and entertainment, technology and software development, and higher education. She has also held senior training and organizational development leadership roles with a variety of national and global companies, as well as full-time faculty positions. Her current project and research interests include performance improvement, lead-ership development, and the integration of technologies to support learning. She may be reached at [email protected].


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HPT as a manager's tool for analyzing individual employee performance