Research for the knowledge and usage of human performance technology by learning & development professinals

Whatever the job they are doing, people often try to get better results by improving the business and increasing performance, and to be more successful on the current job. Human performance can be increased or decreased by positive or negative interventions, coupled with many variables. Often, performance is evaluated together with the organization to which the employee is affiliated, and the performance of the employee also varies according to the relationship between the organization and the expectation of the employee. For this reason, human performance technology has introduced a systematic view that examines human performance and examines internal and external variables which also include the organization together. Although human performance technology in the framework of this viewpoint has evolved different models over time, the human performance technology basically wants to increase the human performance and remove obstacles that restrict performance. The emergence of human performance technology in the early years has come after Professionals who have tried to apply instructional design models have come up with complex organizational problems that cannot be solved with instructional design models. Therefore, we can say that human performance technology is instructional design based. From the first models, human performance technology started to build by first implementers on instructional design models, and later implementers modify the models on their own experiences and needs. Corporate universities and training departments can be considered as the closest and most suitable units to implement human performance Technologies because of they are the units where instructional design is used. These units implement training-based solutions to improve employee performance by conducting various analyzes. The point that human performance technology differs from instructional design and corporate universities that the solutions produced are not only educational based, but also could include different alternatives. This study can give an idea about how close institutional academies in Turkey are doing to human performance technology models and how the studies are compatible with human performance technology models. The result is that although some of the studies in institutional academies are similar to the models of human performance technology, the main obstacle is that the instructional design models in institutional academies are often not very well known, and there is no trained staff to implement them and therefore lacks knowledge and practice arising from instructional design models. In general, it can be said that the work done in training departments and institutional academies makes it hard to draw out the result that resembles models of human performance technologies. If instructional design models could be used more often and well-known in corporate academies, it can be said that corporate academies would be produce and develop more programs and interventions which are more close to human performance technology.