Not all solutions to learning and/or performance require an instructional one. Many times a non-instructional approach is the better solution. This week's posting concentrates on human performance, electronic performance support systems, the use of knowledge management systems, and the concept of informal learning.
1. Chapter 14 discusses the concept of the 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 provide a non instructional solution to solve the problem.
In education, I have seen a number of programs, processes, evaluations, interventions, and assessments adopted with the intention of achieving a higher degree of HPI. In the paragraph titled "Systemic Versus Linear Thinking," on pg. 136, there are a couple of sentences that I think should be emphasized with those who adopt and foster education policy: "In the human resource and development arenas, individual types of interventions...have yielded to more systemic and integrated approaches...This has fostered movements such as HPI, which views performance outcomes as the end result of a number of interacting elements such as clear expectations, timely and specific feedback, access to required information, adequate resources, properly aligned policies, efficient procedures, appropriate incentives and consequences, targeted training, comprehensive selection systems, communication of values, knowledge sharing, and varied management support activities, as well as many others."
I wish more professionals in education were familiar with HPI/HPT.
That being said, the question asks to identify a performance problem at work and provide a non-instructional solution to solve my problem. In Texas education today, the biggest issue facing teachers is the institution of the STAAR testing protocol. Teachers across the state are frustrated, myself included, because we have been told that its coming, it’s harder than TAKS, the question approach is different, the special education portion is different, etc.; and yet, NO ONE, not even TEA, can say what is on the test and how it will be scored.
The frustration for teachers stems from a multitude of areas: from the constant denigration we get from the public, from politicians, from our own administrations about how much we don’t challenge students or how unprepared for college students are; job performance evaluation is based partially on yearly standardized test scores; budget cuts by the legislature; etc. So, from the section I quoted above, teachers aren’t getting what HPI views as ‘interacting elements that figure into positive performance outcomes.
Unfortunately, with education, there are no easy solutions, nor instant gratification. Problems like these are always going to exist for teachers, because education is not a business, while many of these models are designed for the business world.
Most of those other frustrations can't be changed. My solution, for me and at my campus level, would involve a modification of job aids, organization of lessons and sequence, and team building. I would change the organization of my curriculum and classes, and work on team building exercises/activities with teachers in my department and campus. The team building activities are paramount, especially when dealing with things like testing, because the tests are all interconnected. For example, a student can know everything there is to know about math or science, but if they can’t read a question, they certainly can’t answer it. So, the skills learning in English class are important in math class. Getting departments to work together can strengthen a campus’s approach to education and student performance improvement. Student progress and improvement = teacher performance improvement.
Definitions a and b: click here These are the definitions used in the book.
Definition c: click here
Definition d: click here
A. An Electronic Performance Support System is, according to Barry Raybould, "a computer-based system that improves worker productivity by providing on-the-job access to integrated information, advice, and learning experiences" (Raybould, 1991).
B. Gloria Gery defines it 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." (Gery, 1989).
C. An electronic performance support system (EPSS) is a computer-based environment that facilitates skill and knowledge acquisition within a particular domain of study. As well as its pedagogic utility, an EPSS can also be used to augment and enhance an individual's performance beyond those limits that are set by innate natural ability. EPSS techniques can also be embedded within computer-based learning systems in order to improve the efficiency and effectiveness by which students can acquire skills and knowledge.
D. Electronic Performance Support Systems (EPSS) is a challenging application area for developing intelligent interfaces. Some possible scenarios for using domain, task, and user models for adaptive performance support were explored in the context of the Adaptive Diagnostics and Personalized Technical Support (ADAPTS) project. ADAPTS provides an intelligent, adaptive EPSS for maintaining complex equipment.
I like definition c, because, simply it is directed toward education. All of the definitions basically explain and lead to the same goal, but definitions a, b, and d are applied to business world, c isn’t.
I believe EPSS traditionally hasn’t been applied to education, because of licensing costs. Computer program licenses are expensive, and in the past, this has been an excuse not to invest in a technology program. However, in the last 3 years, my district has invested in several EPSSs, such as AWARE, CSCOPE, Eduphoria, and SuccessEd. All of these programs fit these programs.
3. Knowledge management is the way we manage information, share that information, and use it. Organizations, such as schools, are full of information/data and we must organize that data in a way that we can make sense of it. We use data to make decisions and good data=good decision making. Identify a real or hypothetical problem in your line of work. How might a blended learning approach, including the use of a knowledge management system, be use to solve the problem?
A real and hypothetical problem in my line of work would usually revolve around classroom management. Johnny is a high school student that is very intelligent, yet he is a constant discipline problem for 5 of his 7 teachers. Three of his teachers have issues with his work ethic, meaning that he refuses to do his assignments, not because he does not understand. He just does not see the point to the assignment. Another teacher reports that he disrupts and distracts other students. Another teacher reports that he picks on other students. The remaining two teachers have none of these issues with this student.
Knowledge management, in this case, would be utilized in several components.
Codification—this component deals with the database my campus uses to store our student information (name, address, parent names, phone numbers, GT label, SpEd label, ESL label, grades, attendance, etc.) This database is a technical tool that supports the school.
Collaboration—Between the campus database, email, and peer-to-peer conferencing, teachers and administrators are able to ask for/give input on a student’s performance and behavior issues.
Access—Every teacher, administrator, and parent has access to the database through the portal. Obviously, teachers and administrators have access to all students; while parents only have access to their child’s information. The access to this information is available anytime and anywhere.
Using all 3 components of KM, teachers, administrators, and the parents can assess the issue and find a solution so that Johnny’s discipline problems and grade problems can be solved.
4. Describe the types of informal learning you have been exposed to in your adult life. What was the purpose? What was the experience like? Was it engaging? Social? What role did you play? What role did the instructor play?
The most interesting example of informal learning I have been exposed to is not something I have learned personally. I have a friend who moved to the United States from Mexico when she was in 10th grade. She knew practically no English. However, 10 years later, she is an English teacher. She was able to pick up speech patterns, pronunciation, vocabulary, and auditory English from watching cartoons. Obviously, reading and writing English were learned through formal methods. It was interesting to watch cartoons with her and she would ask me the meanings of phrases and words, and as time went on, her inquiries were less and less.
This experience, for her at least, was very engaging, because she was exposed to a new language in an interesting and social way. When I was with her, I took on the role of tutor (I don’t want to say teacher, because I wasn’t giving instruction). Our English teacher that year was amazed at the progress she made from the beginning of the year to the end. Her reading and writing skills improved, as well.
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