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 Dissertation Prospectus

Occupational Narratives of
Human Performance Technology
by
Sheryl K. Narahara

Abstract 
My dissertation prospectus focuses on the occupational narratives in human performance technology (HPT). Specifically the topic examines the narrative phenomena of storytelling as a source of knowledge and culture among academic and corporate professionals. 

Significance of the Study
In 1990s, the field of human performance technology (HPT), has faced a dramatic paradigm shift. Paralleling the economic, social and technological transformations in business practice the HPT field has rapidly moved from product (industrial model) to process orientation (information model). To meet current and emerging challenges, practitioners began a systemic dialogue on how to modify consultant roles and adapt to new developments. In 1995, Performance Improvement Quarterly (PIQ), a noted professional journal, presented two special issues on HPT. The first, "Special Issue on the Changing Role of Human Performance Technology," reflected on the changing role of HPT practitioners. The second, "Special Issue on Performance Technologist Preparations: Investing in Our Future," focused on how new professionals should prepare for HPT careers. In these reports, some of the more critical topics included: 

  •  A reconsideration of traditional values and beliefs. Where are we as a field? Is this where we want to be? Do we have a clear direction? 
  •  A re-evaluation of processes and practices. What presently bounds our community of practice? How do we define and legitimize ourselves? 
  • A rethinking of the nature of interventions. What is the role rapid innovation and technological change in the development of HPT? What is the impact of shifting from industrial to informational economy?

To date, these issues continue to permeate the personal narratives of practitioners in HPT through stories, metaphors, or motifs. 

In Inside Organizations: Understanding the Human Dimension, the manifestations of "folklore," "symbolism," or "myth-making," in occupational narratives createsystems of meanings and social realities. (Jones, Moore, & Snyder, 1988) These systems are called communities of practice. (Brown, Collins, & Duguid, 1989) The patterns and themes found in stories or narratives also assist in the creation and recreation of that particular culture, such as HPT. (Wilkins, 1984). 

Human performance technology (Stolovitch & Keeps, 1999) is an applied field of practice that has evolved largely as a result of the experience, reflection, and conceptualization of professional practitioners striving to improve human performance in the workplace. From the themes grounded in personal narrative, I hope to explore the values, ethics, and traditions espoused in HPT and provide a reflective analysis of knowledge (re)production. (Bourdieu, 1990). 

Problem Statement
If narratives can be indicative of a break with an expected norm (Jones, Moore & Snyder, 1988), a part of sensemaking (Bruner, 1990), or an act of intention (Burke, 1990), what tacit (Polanyi, 1966) meanings are embedded in the narrative discourse of practitioners? How do they reflect the values, ethics, and traditions of the field of Human Performance Technology (HPT)? 

  • What does the reoccurrence of certain motifs, metaphors and representations signify? 
  • How do narratives achieve legitimacy in a community of practice like HPT? 
  • How are counter narratives recognized and negotiated?

Contribution to Creating New Knowledge
The study will generate the most frequently reoccurring themes in Human Performance Technology (HPT). By examining personal narratives (Stahl, 1979) as mindful action (Engestrom, 1996), the study will provide a detailed and reflective analysis of these stories. Moving from a single reflective practitioner to reflection as a collective practice, the shift may inform and assist current Human Performance Technology (HPT) practitioners in re-inventing a new conceptual space from which to operate. Anchored in meaningful construction and contemporary understanding, implications for the field may include: 

       ¥ Increased perceptiveness of fields needs. 

       ¥ A proactive search for new knowledge. 

       ¥ A clarification of values and principles 

       ¥ A creative synthesis of ideas. 

       ¥ Persistence in problem-solving 

       ¥ Increased communication skills. (Schon, 1990)

On a larger scale, the research will increase the body of knowledge regarding the informal diffusion of knowledge and culture (Rogers, 1983.) 

Methods
Although experimental design still dominates research, several notable Human Performance Technology (HPT) practitioners have encouraged the open-ended use of naturalistic inquiry. (Foshay, Moller, Schwen, Kalman, Haney, 1999; Shrock, 1984) In this study, naturalistic inquiry will focus on the communicative space between theory and practice, thought and action. Through personal interviews, I will use a qualitative combination of phenomenological and ethnographic methods to analyze the informal transmission of knowledge in the HPT field. 

Approximately 6-8 participants will be purposefully selected by colleague recommendations and personal distinction in the field of HPT. There will be an effort to find a balance between academic and corporate professionals. Care will also be taken to include an equal amount of women and men, as well as representation from under-represented groups. A consent form will be sent prior to scheduling to ensure the confidentiality of the research data. All participation in the study will be voluntary.

Audio recording of interviews will take place over the phone or in person. Efforts will be made by the researcher to meet the contacts in person, preferably at professional conventions. The semi-structured interviews regarding reoccurring narratives or stories of HPT will last approximately one to two hours in length, depending on the
contactÕs availability. If needed, follow-up interviews may be scheduled with the participants. 

A circular hermeneutic method (Kvale, 1996) will be employed to analyze the transcripts for common themes and patterns. Lincoln and Guba's (1985) trustworthiness criteria will be used to evaluate methodological rigor. From the analysis, the most recurrent themes will be identified and catalogued. In addition, a second qualitative
researcher may be secured to check the validity of the emergent themes. Should this occur, an amended human subjects consent form will be secured and redistributed. 

References

Human Performance Technology (HPT)

Brown, J. S., A. Collins, and P. Duguid. Situated Cognition and the Culture of Learning. Educational Researcher 18.1 (1989): 32-42. 

Engestrom, Y., and D. Middleton, eds. Cognition and communication at work. New York: Cambridge University Press, 1996. 

Polanyi, M. The Tacit Dimension. Garden City, New York: Doubleday, 1966. 

Rogers, E. M. Diffusion of Innovations. New York: The Free Press, 1983. 

Schon, D. A. Educating the reflective practitioner. San Francisco: Jossey-Bass, 1990, c1987. 

Stolovitch, H.D. & Keeps, E. (1992). What is human performance technology? In H.D. (Eds.) Handbook of human performance technology: A comprehensive guide for analyzing and solving performance problems in organizations (p. 3-13). San Francisco: Jossey-Bass. 

Foshay, W., Moller, L., Schwen, T., Kalman, H., & Haney, D. (1999). Research in Human Performance Technology. In H.D. (Eds.) Handbook of human performance technology: Improving individual and organizational performance worldwide. Second edition. (p. 895-915). San Francisco: Jossey-Bass. 


Occupational Folklore & Organizational Behavior

Boje, D. M. 1991a. Consulting and Change in the Storytelling Organization. Journal of Organizational Change Management, 4 (3):7-17. 

Bourdieu, P., and J-C Passeron. Reproduction in education, society, and culture. Trans. Richard Nice. London ; Newbury Park, Calif.: Sage in association with Theory, Culture & Society, Dept. of Administrative and Social Studies, Teesside Polytechnic, 1990. 

Bruner, J. Acts of Meaning. Cambridge: Harvard University Press, 1990. 

Burke, K. A Rhetoric of Motives. The Rhetorical Tradition Readings from Classical Times to the Present. Ed. Patricia Bizzell and Bruce Hertzberg. Boston: Bedford Books of St. Martin's Press, 1990. 1018-1034. 

Jones, M. O. Studying Organizational Symbolism : What, How, Why? Thousand Oaks, Calif.: Sage Publications, 1996. 

Jones, O. M., Moore M. Dane, and Snyder R. C., eds. Inside organizations : understanding the human dimension. Newbury Park, Calif.: Sage Publications, 1988. 

Wilkins, A. (1984). The Creation of Company Cultures: The Role of Stories and Human Resource Sysems. Human Resource Management, 23(1), 41-60. 


Qualitative Inquiry

Kvale, S. interviews An Introduction to Qualitative Research Interviewing. Thousand Oaks, CA: Sage, 1996. 

Lincoln, Y. S., and E. G. Guba. Naturalistic Inquiry. Newbury Park, CA: Sage, 1985. 

Seideman, I. Interviewing as Qualitative Research. New York, NY: TeacherÕs College Press. 1998. 

Shrock, S. Naturalistic Inquiry: An Alternative Methodology for Instructional Development Research Educational Communication and Technology Journal 33.1 (1984):16-25. 

Stahl, S. K. D. Literary folklorists and the personal narrative. Bloomington: Indiana University Press, 1989.