Session 4: Human Performance Technology

One of the main performance problems I face in my job as Librarian/Media Specialist at Atlanta
Elementary School is teachers' reluctance to use technology that is available and easily accessible to them. Many excellent resources are available for them to use, but even though the district has gone to the expense of training the teachers to use them, they fail to do so for a variety of reasons. Those reasons may be lack of time, lack of interest, feelings of inadequacy in using technology, or failure to see the value of the resource in helping them reach the desired outcomes through the performance of their students. One possible intervention to improve human performance in this situation might be to include an incentive system in which teachers would be rewarded for the use of these resources which include hardware, software, databases, online resources, etc. An example might be to offer a "reward" such as a flash drive, a surge protector, a FLIP camera, or the use of an iPad for a year to a teacher who wins a contest that exhibits his/her implementation of the "Technology of the Month". Hopefully this would be a step toward improving the quality of human performance and increasing success by transferring skills and knowledge to the classrooms.

According to the text, "the primary goal of an electronic performance support system is to enable people to perform their work more effectively by providing workers with whatever is needed, at the time it is needed to perform a task". Wikipedia defines EPSS as "any computer software program or component that improves user performance".
William Bezanxon's defines a performance support system as providing "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".

The definition I found that I tend to prefer is published by webbasedtraining.com in which EPSS is defined as applications designed to run simultaneously with other applications or embedded within applications that provide support for the user in accomplishing specific tasks. An EPSS may provide needed information, present job aids, and deliver just-in-time, context-sensitive training on demand. This definition clearly states that an EPSS provides training on demand and may be imbedded in the application. After reading this definition, it began to click with me that I am already using many forms of EPSS.

One EPSS that I use on a daily basis is Follett's Destiny software that integrates library circulation, inventory, cataloging, patron status, fines, due dates, etc. When a book is scanned at the circulation desk, the program adjusts the corresponding inventory records, pulls up the patron's status, checks for fines or overdue books, allows me to see how many copies we have and whether or not they are available for check out from another campus within our district. In addition the software allows me to create and print notices and reports and offers online help and technical support. At the touch of button, I have immediate access to accurate information which enables me to better manage the library or receive the help and training that I need to accomplish my goals.

I believe EPSS have not been widely used for several reasons. Employees are often resistant to change. Jobs are often redefined as EPSS are implemented and users are reluctant to adapt to a new way of doing things, so they fail to embrace new processes. These new systems are often expensive up front and require time for development and implementation. Training is often ineffective and does not transfer to the actual workplace. I believe that as the potential of EPSS is realized, however, they will be more readily accepted and more widely used.

Information overload and a rapidly changing electronic workplace is definitely a challenge for me everyday. The enormous quantity of information and data that has become available in the computer era has presented a new set of problems for organizations such as schools. Teachers are often bombarded with mounds of data that must be managed in an organized, meaningful manner. An example would be reading levels of students in grades 3-5. The levels are derived from the Star Reading Test and this data is then used to develop plans of action for the most effective instruction in reading for the particular student. A blended instructional approach would be formal training of teachers blended with daily on-the-job experience. This may entail formal training by a company representative or one-on-one training in the classroom setting. In addition, online help and troubleshooting which are continuously updated are available. Transfer of knowledge is always the goal and training simply supports the knowledge.

When our school librarian retired five years ago and I suddenly found myself taking on the responsibities of serving in that position, I had no experience and no idea of what the job required. I was fortunate, however, to have the district librarian as a mentor who was willing to spend time with me and show me the ropes. Even though I have had quite a bit of formal training, I have learned a great deal from the informal training I have received from her and the other librarians in the district. I was forced to take on the role of information seeker and my learning has been driven by the real life situation that I suddenly found myself in. The four librarians in our district occasionally meet for lunch to chat about issues and share wisdom. I have gained an incredible amount of helpful information in these informal situations. We have formed a special relationship as we have collaborated and learned from each other. I would say that my mentor's approach has been one of a "coach" who has encouraged, informed, and gently "nudged" me to embrace technology. I value this learning experience and consider it to be a valuable resource.