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. 

I think a performance problem or challenge I face in my area of work is increasing district and state assessment test scores. We test so often whether it’s cogat, curriculum based assessments, campus checkpoints, universal screeners, staar test etc. The pressure is on to continually improve and increase student achievement. I found the Figure 14.2 HPT model of the international society for performance improvement to be quite interesting. This approach can be applied to small groups, individuals or larger organizations. This model has you look at the performance analysis. You closely examine strategies and goals you wish to see improved. The next step is to examine the cause analysis. Is there a lack of support, resources or tools? Maybe motives and expectations need to be clearer. Perhaps, there’s a lack of skills or knowledge in a specific subject area. Whatever the case may be, we can continue through the Performance Improvement Model to explore more available options to find a solution to help solve the problem. Next, an intervention selection must be made. The model provided on page 141 provides a variety of interventions. Some examples that could aid me in my performance problem could include documentation, organizational designs, team-building exercises, staff development trainings or job aids. By implementing any of these intervention designs, we offer the opportunity for change in management. Afterwards, according to the model, evaluate the intervention to see if you met the goals and objectives you stated in the beginning.

 

 

 

 

 

 

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 support system is an intervention that is set in place when there is a difficulty or challenge with completing a task successfully in the work setting. Performance support systems are presented in a wide variety. It could include manuals, handbooks or other types of job aids (Reiser 148). Most recently these tools have expanded in order to also include electronic resources as well. Performance support systems also include the opportunity or capability of locating experts within the field in order to collaborate and brainstorm further options for resolutions. These tools or interventions are designed to be implemented at the moment of need in order to best support the performer. The text states that Performance Support was introduced nearly twenty years ago and has been used in a wide range of settings.  “…Practitioners have applied performance support for many different settings from corporations to government to education (Reiser 150).” I think that support systems such as experts, trainings or collaboration with other colleagues within the field could help to give me a better understanding of data and test analysis. Electronic resources could include better programs to break down data. As the saying goes, two heads are better than one.

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? 

Knowledge management enables teachers/educators to improve performance through the use of system training, performance support and expert advice. These are just a few of the tools provided throughout chapter sixteen. Managing knowledge management was a section that I found most interesting. I was able to connect it with the challenge I discussed previously. “Behind the scenes there is a lot of technology making KM work. Content and document management tools enable the categorizing, archiving, and versioning of vast amounts of information in a variety of formats (Reiser 161).” Most test data today can be found online through programs or software provided by the district. Occasionally when analyzing test data teachers need to be knowledgeable on how to navigate through these programs in order to better understand what TEKS, objectives or SE’s we need to re-teach or reevaluate. When we’re unaware of what all the program can provide us, we’re not really using it to its full capability. Therefore, when we are able to collaborate with others we share tactic knowledge. After all, “That’s how best practices are born (Resier 161).” By using staff trainings or collaboration as mentioned in the text, we can better understand and facilitate online data analysis.

 

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?

The quotation at the beginning of chapter 17 goes very well with informal learning. Winston Churchill once said, “Personally, I’m always ready to learn, but I do not always like being taught (169).”  Informal learning can take many shapes and forms. It could be when a person attends college, visits an art museum, participates in homework, youth groups or even a field trip.  Nowadays it seems as if learners do not have time or money to attend formal learning (Reiser 170). Therefore, informal learning has become more popular in our society today. Informal learning is where a learner gains knowledge and experience through daily interactions or relationships among peers in society. Informal learning experiences that I have participated in in at my school could include observing other teacher classrooms. At one point I went to another school that was also in my district to observe a math teacher. We discussed classroom management ideas, strategies for teaching fractions, decimals and percent’s among other things.  Other informal learning that I have participated in includes higher education. Last semester I shared my ideas and assignments in a wiki which would be an example of informal learning through the use of a web 2.0 tool. This semester we’re using blogs to communicate, collaborate and share. This is another example of informal learning using a web 2.0 tool. I do feel as if the knowledge gained in these settings could be codified or documented. We take notes, create blogs, or create e-Portfolio’s to share and document our knowledge. I believe when we share our knowledge with others through informal experiences, we can encourage others to enjoy learning.