2.  Define Human Performance Technology › Foundational Aspects › Specific Concepts  Connections with Housing/Residence Life › Higher Education and Student Affairs › Staff and Student Training

3.  Definition › Using an engineering approach to attaining desired accomplishments from human performers (staff members)  Systematic  Systemic  Grounded in Theory

4.  Organized and applied in a methodical manner meant to be: › Effective › Results-Oriented

5.  Working to create performance improvements for desired results  Not necessarily focused on efficiency  Student Staff Supervision: › Focusing on individual development › Encouraging balance of academic, paraprofessional, and personal responsibilities

6.  Emphasis on obtaining results  Results come in very different formats  Residence Hall Environments › Encouraging being challenged AND creating a “safe” environment for students

7.  HPT focuses on how individuals and groups work within a system, and seeks to consider: › Ethical constraints › Organizations as well as individuals › Interventions › A comprehensive view of the parts of a system

8.  Existing ethical standards › Adding value to environment › Promoting the use of validated theories › Working collaboratively › Continually developing/improving self › Practicing integrity › Maintaining Confidentiality  Student Affairs › CAS Standards

9.  Understanding that organizations are made up of people  Appreciation of organizational inertia in conjunction with individual influence  Departmental Policies › Managers vs. Staff › Professionals vs. Student Staff

10.  Interventions, both organizationally and individually, serve as targeted tools for specific issues  Student Affairs › Supervision › Conduct › Conflict Resolution/Counseling

11.  HPT considers the individual and the group together  Evaluation of various aspects of a situation/group  Student Development Theories › Overlaying Theories to get holistic perspective (Baxter Magolda, 2001; Jones & McEwen, 2000)

12.  HPT is grounded in scientific theory and empirical evidence, leading to: › Increased Productivity › Designed and Developed individuals and groups  Focus in Student Affairs on “Information Based Decision Making

13.  Productivity includes quality and quantity  Provision of value added experiences  Justifying Staff Development › Better relationships › Clearer goals › Greater group unity

14.  Includes preparation of clear plans based on theory and best practices  Student Staff Training › Developing a logical set of training objectives › Clearly laid out goals

15.  Reframing the discussion  Seeing over the University walls  We’re not as different as we seem…

16.  HPT offers a structured way of approaching our work in Housing/Student Affairs  Many of our current practices are similar to and can learn from those in the corporate world  Our skills are transferable!

18. Baxter Magolda, M. (2001). Making their own way: Narratives for transforming higher education to promote self development. Sterling, VA: Stylus. Evans, N.J., Forney, D.S., & Guido-DiBrito, F. (1998). Student development in college: Theory, research, and practice. San Francisco, CA: Jossey-Bass. Jones, S.R. and McEwen, M.K. (2000). A conceptual model for multiple dimensions of identity. Journal of College Student Development, 41, 4, 405-414. Pershing, J.A. (Ed.) (2006). Handbook of human performance technology. San Francisco, CA: Pfeiffer.