Section 4

Human Performance Improvement

The following chart from chapter 14 outlines some possible issues and interventions that could be implemented to improve performance.

At our elementary school, there have been some issues with the special ed referral process. In the past, if you thought your student might be dyslexic, you talked directly with the dyslexia teacher. For speech, the teacher went straight to the speech teacher. This created some confusion, miscommunication, potentially unnecessary testing, duplications, etc. So this year, a new student review committee was formed to streamline the referral process. Now, when teachers have concerns about a student or would like to request testing, the teacher will fill out a standard set of forms (now known around campus as "the green folder") and the committee meets every other week to discuss the concerns and possible interventions. This process has made referrals much more organized, efficient, and effective across campus.

Electronic Performance Support Solutions

Chapter 15 of the textbook defines a performance support system as: a system that provides performers with varying levels of access to support information and tools at the moment of need.

An alternate definition is: A computer-based system that improves worker productivity by providing on-the-job access to integrated information, advice, and learning experiences.

Definition obtained from: Raybould, B. (1990), Solving human performance problems with computers a case study: Building an electronic performance support system. Performance + Instruction, 29: 4–14. doi: 10.1002/pfi.4160291004

Another definition: An interactive computer-based environment that is intended to facilitate and/or improve human problem solving capability within some target application domain.

Definition obtained from:

Designing Electronic Performance Support Systems

Philip Barker, Ashok Banerji
Innovations in Education & Training International
Vol. 32, Iss. 1, 1995

I, personally, like the definition from the textbook the best. I think the alternate definitions are too specific in their use of the phrase "computer-based" since the support system may be obtained in other formats. I also like how the textbook clarifies that the support may come in the form of information or tools. I can't say that the textbook definition is perfect. I understand it's a definition, not necessarily an objective, but I appreciate how the alternate definitions provide the purpose or outcome of the electronic performance support systems in order to clarify not just what it is, but also why.

It is possible that EPSS have not been widely implemented due to certain technical, economic, social, political, and legal factors, as mentioned in the text. I do, however, believe these systems may become more prominent in the future due to some of those factors lessening, such as the availability of certain technologies that can make it easier to access the support systems. Additionally, the cost factor will probably go down as technology improves and increases.

Knowledge Management

The best use of knowledge management that I can think of is the ability to share data electronically across the campus and district. We use a program called Cognos that makes data retrieval easy by teacher, by class, by student, by campus...there are many queries that can be run. It is nice to be able to track students' progress, test scores, and other demographic information, even if they have moved around. The information is able to be accessed by the teacher, principal, or curriculum specialist to efficiently and effectively obtain data and needed information.

Informal Learning

For some reason, it was a little difficult to think of a scenario in which I was engaged in informal learning. It's almost because the scope is too broad--I feel like I'm always learning, both formally and informally! I enjoy learning, so I'm always on the look-out or listen-out for new and interesting facts, asking questions, looking things up, etc. One thing that springs to mind where I learn quite a bit by "accident" is through recreational reading. Books that we read for "fun" are often great sources of information, albeit very subtle sources, at times. This occurred to me last week when I was taking my librarian certification test. There was a question about a certain author that I had not come across in my official studies, but I knew of her only because I had read several of her books when I was little. Also, there were some questions about technology devices that I had heard of nowhere else but in real-life experiences. It seems to me informal learning is constantly happening to us and around us, even if we aren't seeking it out. Often, we do seek out information based on hobbies and interests. For example, I enjoy sewing. I have never received any formal instruction, but I have sought the help of my sister, online tutorials, blogs, etc. It usually doesn't feel like "learning" because I'm enjoying it. You know that "lost in the book" feeling? It's kind of like that--lost in the learning!