Human Performance Improvement (HPI) is a very interesting and evolving concept in the field of professional practice. It is premised on the idea that job performance is not just motivated by training, but moves beyond that into the realm of interventions. In this realm there are an unlimited number of interventions that can be applied to solve performance problems depending on the individuals and their situations. Here is an example from the perspective of a classroom teacher-student scenario.
Performance problem: In my area of work – which would be my classroom – one performance problem I have had this year is that many of the sixth grade students enter my classroom without the necessary supplies. During the summer months, our district posted school supply lists at major stores. Then at the beginning of the new school year, I clarified what students needed to bring into my classroom. I also stood by my door for the first two weeks of school and reminded students (like a recorded message!). Yet, as the school year has progressed, students are continuing to settle into the classroom after bell without necessary supplies. My usual procedure is to document their behavior, then send them back to their lockers to retrieve the forgotten supplies – which takes up valuable class minutes. I am beginning to sound like a stuck record, and the students are continuing this unacceptable behavior pattern.
Non instructional solution: A non instructional solution that I could implement is to post an attractive, eye-appealing sign outside my door that lists the items each student should bring into the classroom. I could use a different color for each supply and add some catchy clip art that would draw the students to the list but not be overwhelming. Additionally, I could stand by the door as I did at the first of school, and direct their attention to the sign for a few days until they get into the habit of checking the list independently. I could acknowledge those students who have been bringing supplies since day one, and designate them as examples for the forgetful students to follow. Then as I begin to see the forgetful students enter the room fully supplied and ready to work at bell, I could address them by name and compliment them on their responsible behavior. Our school counselor announces students who show good character, so I could also turn in the names of these students to the counselor so she could announce their display of responsibility.
2. Definition of electronic performance support systems
http://en.wikipedia.org/wiki/Electronic_performance_support_systems
An Electronic Performance Support System is any computer software program or component that improves user performance.
In Electronic Performance Support Systems, published in 1991, Gloria Gery defined EPSS as:
An integrated electronic environment that is available to and easily accessible by each employee and is structured to provide immediate, individualized on-line access to the full range of information, software, guidance, advice and assistance, data, images, tools, and assessment and monitoring systems to permit job performance with minimal support and intervention by others.
Also in 1991, Barry Raybould gave a shorter definition:
A computer-based system that improves worker productivity by providing on-the-job access to integrated information, advice, and learning experiences.
From a business perspective, a former Nortel Networks executive, William Bezanson (2002) provides a definition linked to application usability and organizational results:
A performance support system provides just-in-time, just enough training, information, tools, and help for users of a product or work environment, to enable optimum performance by those users when and where needed, thereby also enhancing the performance of the overall business.
http://www.dpatraining.com/training/epss_main.html
An Electronic Performance Support System (EPSS) can be an invaluable tool for your maintenance and production staff. The integration of software tools, leading technologies, knowledge, and learning experiences results in a computerized system designed to support the actual performance of a worker as needed. The EPSS electronic infrastructure will capture, integrate and disseminate the knowledge, information and tools a worker needs to achieve high individual and organizational performance.
http://it.toolbox.com/wiki/index.php/Electronic_Performance_Support_System
Today’s Electronic Performance Support System is really a specialized Knowledge_Management system that empowers operations and training managers to deliver clear, relevant, and company-specific "when, what, and how" information that enables employees to perform their jobs properly.
My preferred definition of electronic performance support systems
I prefer a blend of the definition of EPSS that Gloria Gery and William Bezanson both state. Gery and Bezanson both address the individual access to information, tools, and support. However, Gery specifies “job performance with minimal support and intervention by others” which Bezanson omits. On the other hand, Bezanson emphasizes “just-in-time”, “just enough”, and “when and where needed”, which illustrates in more simple terms the accessibility of EPSS. Simply put: EPSS provides just enough individual, independent access to information, tools, and support just-in-time, when and where needed which results in enhancement of user performance as well as organizational enhancement.
Implementing EPSS
In the past, I think EPSS was not widely used because many businesses and corporations were not aware of its existence. Those few groups who did know about EPSS did not fully understand how to use this system, or perhaps they lacked the confidence to navigate the tools and features of the system. Currently, I believe more people are discovering the efficiency of EPSS, and they are venturing to use it more.
In the future, I have no doubt that EPSS will totally replace training programs not just in the business and education realms, but in all walks of life. Companies and educational institutions will find EPSS to be less expensive, less time consuming, more effective and much more efficient. The users of EPSS will come to appreciate the individual accessibility of the system. Another factor that will lead to increased use of EPSS is that more people will be information literate, having grown up in a digital world, and these “digital natives” will have the experience and prior knowledge to work the EPSS competently and independently.
3. Knowledge management (KM) blended with learning.
In my district over the last two or three years, the problem of staff development and training has become an issue due to budget limitations. Typically, at the beginning of the school year, our district hires special guests to visit our campuses for a day or two and present some type of training. For example, about two years ago we had the Diana Day training on classroom management. However, the cost of procuring these special guests can be very expensive. Then later in the year or during summer months, teachers take whole days to attend workshops. These workshops can be expensive and they take the teacher away from the classroom during the school year.
This year our district is offering a blended approach to staff development through an online system called PD360 Professional Development on Demand. Teachers still attend face-to-face workshops in a classroom type setting but these are limited to fewer in number. The beauty of PD360 is that it provides professional learning and training 24 hours a day, seven days a week, and can be accessed from home, school, or any location where Internet service is available. Whenever a teacher needs information about how to incorporate a particular technique, s/he can login to PD360 and locate a video on the topic of interest. The videos are presented by experts in the field, are brief in length and show classroom examples. I recently viewed a video about “differentiation” and I learned some valuable techniques of how to work the concept of differentiation with my students.
The PD360 program also offers support by allowing teachers from other districts to communicate with one another about what works in their classrooms, and exchange helpful ideas. As soon as a teacher views a video, s/he can immediately begin implementing the information into her/his classroom. There is also a follow up session on PD360 that enables the teacher to respond to questions on how the information or training helped in the classroom. All of the video topics are grade appropriate and relevant.
PD360 not only provides training on varied topics, but it also provides knowledge management ideas that help users apply best practices in innovative ways and then share those best practices with others in the education community. New teachers benefit from this system as well as do seasoned teachers. New teachers receive face-to-face training before the start of the school year, but then they receive a login password in order to access PD360 as often as they need. Seasoned teachers use PD360 to update themselves on the latest trends in teaching/instructional methods and new technologies. So PD360 is a win/win situation for everyone, it is easily accessible 24/7, and it is cost effective.
I use PD360 and I see first hand that it blends instruction and knowledge management – in the workplace and in real time. It also provides communities of practice that foster collaboration. I also find that teachers – especially more experienced teachers- become more acceptable to changing their instructional/learning methods when they receive encouragement from their peer teachers.
4. My informal learning experiences
electronic gradebook: About three years ago, my district started using an online electronic gradebook. During a staff development day, the technology department gave teachers a handbook about the system along with our log-in information, and that was the extent of our training. The staff development took place in the computer lab, so each teacher sat at a computer and just logged onto the gradespeed website and began "playing" with the navigation features. One teacher would "discover" a function and share it with the rest of us. We spent about thirty minutes just exploring and sharing information. As weeks went by, teachers would get with their grade level peers and share new findings from the gradespeed site, or one teacher would send an email to the other teachers sharing some new feature and a quick "how to" instruction. Basically, we learned by "hands on" and sharing information. Our purpose was to learn as much as possible so that we could use the gradebook effectively to record information about our students. The experience could have been frustrating, but the support we gave each other made it a pleasant and engaging experience. We actually competed with each other to be the ONE to get credit for figuring out a particular feature - like how to record attendance. It was very social because we communicated with one another constantly. We teachers were willing and eager learners because we needed to record our grades for the six weeks reporting period, and there was no instructor because we learned from each other.
Overhead projector/document camera: When my district installed overhead projectors and document cameras in every classroom recently, we received no formal training. The only thing our technology department told us was that the white remote operated the overhead projector, and the black remote operated the document camera. This time my students became my collaborators in learning. The purpose was to learn how to turn on and use the document camera. The first day I attempted to use the camera, I got the projector turned on, but had trouble with the camera. Some of the sixth grade students left their seats and came up to show me what to do. They seem to be so instinctive about electronic devices. Together, we figured out how to get the camera turned on and how to use the many tools available. Some of these tools we learned right away, others we learned through the year as needed. It was not only engaging but also exciting because there was a “discovery” element to learning that camera. Sometimes the students discovered a new tool, sometimes I did. We would get excited about what we “found”. This was a very social experience since it involved my students – which made the experience fun. As far as roles, I merely supervised the process, but we learned from each other.
Building a fire: On a personal level, five years ago we moved into a new home that had a fireplace. We had never had a fireplace before so I did not know the techniques of building a fire. My husband showed me how to stack the wood, how to ignite the fire, and how to stoke it and maintain it. We also went online and found a web site about fireplaces that gave some helpful tips on the best type of wood to use, suggestions for starting the fire, how to clean the fireplace between fires, and how often to have the chimney swept. We also found information on the kinds of fireplace accessories we would need and where we could purchase those accessories.
It was fun for me to learn how to build a fire, because on many occasions, I’ve been able to surprise my husband by having a warm fire for him to come home to after work. It was engaging to learn because I knew that safety was involved and I had better do the thing right! It also gave me a sense of accomplishment and independency. There was no formal instruction, just my husband's prior knowledge/experience, and an online web site; and I was an eager learner.
SurveyMonkey: When I was assigned to use SurveyMonkey in an online course, I relied heavily on the tutorials that were available at the site. It was rather time consuming but very helpful. I felt good about myself when I used the tutorials to do my own troubleshooting. I ended up with a nice survey and I launched it successfully! I learned on my own but later I had the opportunity to share what I learned with a fellow student- so it was also a social experience. Again, there was no instructor involved - just the tutorial and me. It was very engaging because I had to pay close attention in order to learn how to build the survey - and I was getting a grade for it.
Will you try your non-instructional solution? It sounds like a good one.
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