ABSTRACT
This chapter reviews the key constructs related to learning, instruction, and performance interventions that are addressed in the scholarly literature. It describes the performance interventions that learning designers are expected to be able to create and implement. The chapter also identifies which performance interventions to hand off to other functional occupations. The Education literature has long drawn a distinction between learning and instruction based on the locus of the activity, with instruction occurring outside the learner and driven by the instructor/facilitator, and learning as something only the learner can do. Research on learning for workplace performance is largely concentrated in the Human Resources Development (HRD) and Human Performance Technology (HPT) literature. As the field of HPT matured, HPT scholar-practitioners re-classified performance interventions into learning interventions and non-learning interventions. Given the scope of the HPT practitioner's role, this learning-performance support-all other performance improvement interventions perspective makes sense.
