POST 4: Section 4: Human Performance Technology

Not all problems in learning and/or performance require an instructional solution. Many times a non-instructional approach is a more appropriate solution. This week’s reading and reflection focuses on human performance, performance support systems, knowledge management systems, and the concept of informal training.

1. Chapter 14 discusses the concept and evolution of human performance improvement. Several sections of chapter 14 present a variety of non-instructional solutions to performance problems. Identify a performance problem in your area of work and identify non-instructional solutions that may help solve the problem.

   One of the biggest problems I faced while being a substitute physical education teacher was taking the attendance for every class. The secretary had to copy off every classes roll for the entire school. Then each attendance sheet had to find its way to every teacher so the roll could be taken. Each teacher then had to call out each student’s name to determine if they were present or absent. The teacher had to place an A beside those kids who didn’t answer, sign the document, and then take or have someone run it back to the secretary for implementation. What a poor way to keep up with this problem when there are so many other ways to make this process easier.

   Let me suggest a couple of ways that I’d use to solve this problem. The first system I’d use would be Google Docs. I could create a Google Docs sheet to track attendance in my class, then when I finished taking roll I could send it to the secretary via computer, iPhone, iPad, etc. Any tool that had internet capability could be used to work with Google Docs. Also every teacher could do the same and this would save lots of paper waste, time to copy off each roll and wasted time delivering these. Not only could the secretary track attendance but so could the Principal, Vice Principal, and Superintendent. 

   The second option I would use to solve this problem is a similar system to Google docs and that is Peepel. Peepel is basically a whole suite of desktop applications, stored within your browser. You can run multiple Peepel windows in the same browser window, letting you manage more pieces of your workflow all at once. Peepel offers services like the WebWriter word processor, WebSheet for spreadsheets, a contact manager, great file-sharing and collaboration tools, and the Workspace Manager that lets you save your layout and return to it later.

  

2. Chapter 15 presents performance support systems. Define performance support systems and explain how a performance support system might (or might not) help solve the problem you identified above.

   Performance system approach is defined by Villachica, Stone, and Endicott (2006) as “an optimized body of integrated on-line and off-line methods and resources providing what performers need, when the need it, in the form they need it in” (p.540).They also acknowledged the range of definitions and terminology (electronic performance systems, performance support, EPSS, PSS, PST). They also argue that the goal of performance support was universal: “expert-like performance from day 1 with little or no training”.

   I found a model called the D4M2 model that has six phases. As the acronym shows (define, design, develop, deliver, manage, and measure). I believe this model would help me with my problem.

   The define phase is where I would identify any problems and make sure all parties were in agreement.

   The design phase is where I’d design the EPSS blueprint taking into consideration everyone that will be using this and formatting it to fit their needs.

   The develop phase is where I would develop my EPSS system using Peepel or Google Docs…test it and send to everyone so they can attempt it to see if all the bugs or questions are fixed/answered.

   The deliver phase is where I would present my EPSS in our weekly teachers meeting or staff meeting. Training for all would be my mission.

   The final two phases manage/measure is where I would constantly monitor my system and make sure everyone was using it to produce the maximum desired outcome it was designed for and send out any updates or needed fixes required to make sure it runs wonderfully smooth.

3. Chapter 16 explains knowledge management: the way we manage information, share that information, and use it to solve organization problems. Organizations, such as schools, accumulate a great deal information/data, which must be organized in a way that we can make sense of it in order to use for making decisions. What knowledge would help solve the problem you identified above and how would that knowledge need to be collected and managed to help facilitate problem solving? 

   Our textbook tells us that “Knowledge Management” is defined as a revolution in the way we manage information. More practically, for training/learning professionals, it changes the way we see the boundaries of our practice, from the tools and processes we use to our sphere of influence and the impact we make in organizations. In our jobs we create tables and relationships, presentations and documents, websites and databases where data is transformed into information and ultimately internalized into knowledge.

   For the issue I have mentioned above I can create a knowledge management system. For the codification portion, I can set up training materials so everyone can have easy access in the forget how to do something previously taught. I can install a FAQ on the school website for the EPSS. For the collaboration portion, I’d setup luncheons, so everyone using the tools can socialize and learn from each other as they socialize over a meal. This could be called our “communities of practice”. Finally, the access portion would be a community site like “My Yahoo” where everyone could a synchronize knowledge in a common portal. My goal would be to give my users the ability to access knowledge anytime and anywhere.       

4. Chapter 17 describes types of informal learning. What informal learning experiences have you participated in at your organization? Could those informal learning experiences be shared with others? Could the knowledge gained in those settings be codified and managed? And should it be managed or should the informal experiences be replicated or broadened to include others?

   I believe that informal learning is occurring all the time! Our text tells us that the work of the instructional designer is to integrate aspects of informal learning into our plans, and in doing so, enhance authenticity, experience, conviviality, peer interactions, and even spontaneity in learning experiences (Allison). I have participated in informal learning experiences by going to the zoo, bible museum, and the Planetarium. At first we don’t realize all that we learn informally from these activities but as we put together our photos and reflections of all the events seen on the school’s website, or Twitter, or Facebook, students discover their love for animals, space or the bible. These activities should be duplicated and definitely shared by others.