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 learning.

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. 

     During my student teaching in a second grade classroom I noticed a performance problem that I felt could have easily been solved if the problem were addressed.  All the classrooms at the elementary campus were equipped with Promethean boards. A training session was held for all the teachers and it was mandatory to attend. The teachers who were comfortable and proficient with technology learned the new software very quickly and were comfortable to explore the new software and utilize it in their classrooms after the training session. My mentor and a few other educators on campus were not proficient with technology and they were intimidated by the Promethean board. When I started my student teaching assignment I noticed that my mentor only used the Promethean board as an overhead projector and occasionally showing movies. Prior to starting my student teaching TAMU-Commerce had offered a training course on how to use the Promethean board. I was able to show her how to use some of the features and she became more comfortable with it but she wouldn't attempt create or modify existing flipcharts. The students loved when the Promethean board was used and they were much more engaged especially when they knew they would have a chance to come to the board to help solve the problems.

     I feel the problem is the training session is more geared to tech savvy educators and those who aren't are left behind. I think that providing extra support for those educators until they are more comfortable with the technology would give them the confidence they need to get the benefits that the Promethean board could help provide for their instruction and the students success. To solve this problem the administration could set up extra training sessions and each campus, or grade level could have a team leader who could hold training sessions and help those educators who need extra support. The Promethean board is too expensive to sit in a classroom collecting dust only because some of the teachers need more training. The school districts have invested the money for the Promethean boards and to make the investment pay off extra support needs to be provided for the educators who need it. 

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.

     A performance support system is combination of different tools to help the user perform a task which in turn will improve performance. A performance support system can be in the form of "a computer-based system that improves worker productivity by providing on-the-job access to integrated information, advice, and learning experiences." (Sleight)

     I strongly believe that a  performance support system would help solve the problem of teachers not understanding and needed further training to use the Promethean boards.  If the school districts set up an electronic support site on the schools network for Promethean board help and training with how to video, audio, text, images, data used for walkthroughs the teachers who needed extra support could learn how on his/her own without taking time from others schedule. The teachers could have a greater desire to learn if they could do it on their own instead of having the only option to ask someone for help.

 EPSS are generally used to provide support for:

• performing a task (procedures and processes)
• finding information in databases
• presenting information in alternate forms (video, audio, text, image, data)

Sleight, D. A. (n.d.). Retrieved from https://www.msu.edu/~sleightd/epssyn.html

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? 

     Access and collaboration could help solve the needed training and support for teachers who need help learning how to use the Promethean board. Teachers can post their knowledge and tips they have to help others. Questions can be posted for other teachers or the IT to answer to problems they are having. "Collaboration focuses on tacit knowledge by providing vehicles for people to surface and share what they know." (p.158) Reiser and Dempsey also stated, "knowledge management enables organizations to improve human performance through easier, more direct access to reliable information and expertise, often bypassing interim steps such as training." (p.163) Using access and collaboration could greatly reduce training time and expenses.

Reiser, R. A., & Dempsey, J. V. (2007). Trends and issues in instructional design and technology. (2nd ed.). Upper Saddle River: Prentice Hall.

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 for others?

     Informal learning is something anyone can take part of anywhere. "Informal learning can take many forms, such as when individuals chat with one another." (p.167) Graduate students use informal learning when they participate in online discussions, we learn from one another. My informal learning experiences during my student teaching was observing and talking with my mentor. I learned as much from her than I did sitting in a classroom and reading a textbook.  She could answer specific questions I had that was not covered in textbooks.  I believe we can all learn a lot through informal learning. 

     The knowledge I gained can be codified and managed. I would keep a notebook with me and write down anything I wanted to remember and keep for future reference. I added the new information to my computer in a folder I created  called 'Teaching Notebook.'  The teaching notebook can be printed up to help other teachers new to the field because chances are others will have the some of the same questions I had and the information can be useful to them as well.

Reiser, R. A., & Dempsey, J. V. (2007). Trends and issues in instructional design and technology. (2nd ed.). Upper Saddle River: Prentice Hall.