Human Performance Technology

Human Performance Technology

We were instructed to identify a performance problem in our area of work and provide a non-instructional solution to solve the problem for our first question this week. 

When I found out that one of the processes used to create a solution for Human Performance Improvement (HPI) was behavioral psychology, I was all about that since much of my background has to do with this subject.  Behavioral psychology studies how we develop behaviors in response to stimuli.  Classical and operant conditioning define Behavioral Psychology because it is a theory that is based on behavior learned through conditioning.  Behaviors in the subject are acquired by interacting with the environment through operant and/or classical conditioning.   I won’t go into a deep explanation of these two terms but just give a reminder of what they represent.  Think of the famous “Pavlov’s dogs” for classical conditioning and remember that operant conditioning is an association between behaviors and consequences.  They are either positive or negative reinforcements or positive or negative punishment. 

I teach fifth grade and one of the major issues in most classrooms today is behavior.  Students are not like they used to be.  They do not sit quietly at their seats with their hands folded nicely on the desk, their feet flat on the floor and their eyes focused on the teacher ready for instruction.  We cannot whack them over the knuckles if they are talking or not paying attention, and they tend to want everything right now.  Well, my new class this year was no exception.  So, I decided to use a little of my behavior modification knowledge on my class and it was quite a fun experiment that has worked out very nicely.  Basically, I clicker trained my kids.  Yes, that’s right, I clicker trained them, as in Karen Pryor “Don’t Shoot The Dog”

If they are doing what they are supposed to be doing, they get a click and then they can do what they want to do (obviously within the rules and regs of the school) for 2 minutes.  This has saved me numerous minutes of stopping instruction to correct a behavior that is not conducive to conducting instruction.  Now, I have the click down to about once a week and a class that is monitoring their own behavior.  It’s working quite nicely.  I’d say that would qualify for HPI!

EXAMPLES AND NON-EXAMPLES OF EPSS

Retrieved from: https://www.msu.edu/~sleightd/epssyn.html  2/17/2011

KEY CHARACTERISTICS

The key characteristics of EPSSs which make them different from other computerized instructions or tools are:

• computer-based
• provide access to the discrete, specific information and tools needed to perform a task at the time the task is to be performed
• used on the job, or in simulations or other practice of the job
• controlled by the user
• reduce the need for prior training in order to accomplish the task

These key characteristics are the minimum a program must have in order to called an EPSS. By definition it must be computerized ("electronic"). It must provide the specific information needed to perform a task, otherwise it would be no different from traditional training, which provides the information needed, but includes irrelevant data. It must provide the specific information when it is needed, otherwise there is no difference between it and traditional training, which provides the information, but not when it is needed. It must allow the learner to decide when information is needed, otherwise it is no different from teacher-controlled traditional training. And finally, the program must reduce the need for prior training in order to accomplish the task, otherwise why have a performance support system at all?

I thought that this would be a very informative chart about EPSS.  This gives a nicer picture of what EPSS is and isn’t. 

Here are some types of training programs and the EPSS characteristics they commonly possess. Some instances of these programs may demonstrate additional characteristics, but usually they exhibit the characteristics noted in the table. (Key characteristics are listed in the top part of the table.)

	Traditional Classroom	Computer-Based Training	Traditional Electronic Database	Online Help
Computer-based		X	X	X
Access to information and tools when needed to perform a task			X	X
Used on the job, in simulations, or other practice		X	X	X
Controlled by the worker			X	X
Reduce the need for prior training in order to accomplish the task				X
Easily updated			X	X
Fast access to specific, task-related information				X
Irrelevant information excluded				X
Allow for different levels of user knowledge		X		X
Allow for different learning styles		X
Integrate information, advice, and instruction	X

I think IPSS is a great thing.  It is probably not as widely used as it should be today because of the initial cost of implementation and possibly site licenses that might go along with this.  Many people in the workforce are also still “afraid” of technology which means that even if it is available, they won’t use it.  I do believe that it will become more prevalent in the future for numerous reasons and is slowly being implemented in small ways.  Even with small changes some employees are resistant.  I use gradebook in school and I love it, however, there are still some teachers that still record everything in a hard copy as well.  That’s a lot of extra work, which only makes the technology look like a burden instead of a help.  I do not make a hard copy of grades.  I am trusting that the technology works but I am much more comfortable with it than some. 

In the last few years some schools are beginning to use a system called DMAC (Data management for assessment and curriculum).  This is a software program that is a component of the Region VII Education Service Center and supplies Texas educators with the tools and services necessary to develop and improve the quality of education that is provided to students.  It was developed and is maintained by a team of software engineers and education content specialists.  They also provide support and training for the software for the users.  This softward helps track test scores and also has test bank questions that correspond to the TEKS that need to be learned for all students in Texas.  It is capable of transmitting data in so many different forms so that any information that helps an educator make their students successful is available.  Information is disseminated in a multitude of ways and it is saved and tracked internally for each student that is entered in the database.  It is mind-boggling how much information can be stored at this site and how easily it is available.  Not only that, it is automatically entered through scantrons so that the only thing that has to be manually entered is the key to the test.  Because of the way data can be achieved, it is an invaluable tool to not only individual classes but the school as a whole.  Having this type of data so easily available makes choosing the type of instruction needed for understanding very easy.  Objectives that the student is not meeting are easily seen so that they can be re-taught.  Objectives that the student understands are also evident.  This is certainly a good data = good decision making process.  The more knowledgeable we are about what our students know and don’t know, the better we can choose instruction that will suit the needs of our students.  

I’m supposed to describe some type of informal learning that happened to me in my adult life.  Informal learning is supposed to be a lifelong process in which we acquire attitudes, values, skills, and knowledge from daily experiences, our educational influences, and our environment.  This would include school, family, neighbors, friends, work, play, and any other thing that we have had experience with.  It is not something that is structured or specifically taught by schools and/or employers.  

 I guess all of these things have helped to shape our personalities and the people we have become. 

My biggest informal learning was the process of becoming a professional musician.  I was not taught how to sing, play a guitar, manage a band, find my way from one place and state to another, or get along with the other band members. I learned this over time and through my experiences.  My purpose for doing this was because I really enjoyed it and then it was to make a living.  It was an awesome experience that I will never forget.  It was more than engaging, highly social, and a very important part of my life that helped me become the person I am today.  I was the lead singer, rhythm guitar player, sound tech, and band manager.  I also learned how to produce an album, copywrite songs, design a record label, and own all the rights to these productions.   I had lots of informal instructors, all of which I value highly and many of whom were very patient with me.  There wasn’t one instructor but many as well as teaching myself things along the way.  I went from playing and singing guitar in the basement of my home to performing live in front of thousands of people, now that takes some learning!  The interactions that I had between friends, family, and people I met all over the country shaped my future, my personality, and my belief that you really can do more than you think you can.  I owe a debt of thanks to everyone who has touched my life and that I have learned something from.