Performance Support Interventions: Instructional
Once a performance problem, opportunity, or challenge is identified and the causes are determined, the PT practitioner must determine which interventions are most appropriate, timely , and cost-effective . Performance support interventions affect the workplace, the work, and the worker through planned change efforts in job performance and knowledge transfer (see Table 5-2). Performance support is "the label we give to the various techniques used to apply a systematic approach to analyzing, improving, and managing performance in the workplace through the use of appropriate and varied interventions." [22] Performance support is "a doohickey that tells you just what you need to know, just when you need to know it." [23] Performance support interventions can be either instructional or non-instructional. Instructional performance support interventions are selected when the problem is a lack of knowledge or skill. Noninstructional performance support interventions are selected to improve individual, group , or team performance; to improve processes, products, and services; and to guide business plans, deliverables, results, and success measures.
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Typical instructional categories of performance support interventions include (but are not limited to) learning organization, action learning, self-directed learning, training, knowledge capture and management, education, and the interactive technologies of distance learning, telecommunications, and satellite technology.
Learning Organization
The concept of the learning organization is a relatively new phenomenon . Its origins stem from organizational development, industrial relations, and public administration.
It is based on the belief that an organization's competitive advantage can be enhanced through the use of knowledge as a competitive strategy. A learning organization continuously improves its processes, facilitates the education of all its members , and expands its capacity to produce. [24] Represented in the following Table 5-3 are three levels of learning.
| Levels of Learning | Characteristics |
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| Individual Learning |
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| Team Learning |
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| Organizational Learning |
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| [a] DeVito, 1996 | |
In learning organizations everyone is a learner. People capitalize on both formal and informal opportunities to learn from one another. In this environment, education or training is an investment in human capital, not an unnecessary expense.
Action Learning
Another performance support intervention that has received much favorable attention is action learning. It builds opportunities for learning around real problems brought to the workplace by people. The mission and goals of the work and the workplace gain credibility because workers are focused on tasks and problems that are critical to success.
Action learning combines the experiences of direct work with learning. Through training and education, an individual's skill advancement is enhanced, which in turn strengthens the operational effectiveness of the organization. [25] The following Table 5-4 provides guidelines for the action learning process.
| Components | How the Process Works |
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| [a] Froiland, 1994 | |
Self-directed Learning
Self-directed learning is training designed to allow the employee to master material independently, at the employee's own pace. Reading the safety features of a new machine, practicing a multimedia program or visiting a local public library to trace family history are examples of self-directed learning. From a corporate standpoint, it is useful in situations where there are diverse training needs, when training staff is limited, or when there is great need for individual development. [26] The following Table 5-5 highlights major advantages and disadvantages of self-directed learning.
| Advantages | Disadvantages | ||||
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| Trainee | Trainer Developer | Corporation | Trainee | Trainer Developer | Corporation |
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| [a] Piskurich, 1996 | |||||
Training
When people lack the necessary skills, knowledge, or appropriate attitudes to accomplish a task, they may need training. Training refers to instructional experiences provided by employers for employees. These experiences are expected to be applied on the job immediately or soon after the training episode. Training deals with what employees need to know and/or what they need to do to perform the job with a high degree of competency. It addresses attitudes as well as behaviors. It can be conducted internally by the training or human resource development departments or it can be conducted externally. Trainees can choose from a broad range of training events: symposia, seminars , workshops, courses, conferences, lectures, case studies, role plays, and others. [27] The performance system used should be carefully analyzed to determine if it is an appropriate intervention. Performance improvement most likely occurs via well-researched, cost-efficient training opportunities. Training must be endorsed by the organization's support system, and management must be involved every step of the way if it is to succeed. Training solves a performance problem 20 percent of the time, whereas nontraining solutions are effective 80 percent of the time.
Knowledge Capture and Management
Knowledge capture and management, another of the instructional performance support interventions, is the process of acquiring, storing, and managing access to bodies of knowledge that assist people in performing their jobs with focus and precision. Knowledge capture and management can result in knowledge databases of an organization's best practices, critical job characteristics and corresponding outcome measures, and performance standards for dissemination across the organization. Organizations need to collect the scattered knowledge within their infrastructure and channel it into knowledge databases that can be easily retrieved by current and new employees so that work, worker, and workplace can quickly add to the value chain. Knowledge capture is unsuccessful without management's support and commitment. Management must actively demonstrate its support by systematically assessing content that is needed by employees throughout the organization and by identifying best practices of exemplary performers. Management needs to also support funding of corporate intranets to guarantee access to all employees. [28]
Education
The use of education is widespread and refers to human resources development activities that are designed to improve the performance of employees in a focused direction beyond their current job. The emphasis is on broad knowledge, understanding, comprehension , analysis, synthesis, and evaluation, and on transferring knowledge to future objectives as well as immediate, job- related applications. Measurable and precise objectives are stressed in an educational environment.
The Greek philosopher Maimonides offered advice to people seeking a broader, more global educational perspective when he said, "May there never develop in me the notion that my education is complete but give me the strength and leisure and zeal continually to enlarge my knowledge." Learning is a lifelong privilege. Education is not a task to be completed, but a process to be continued .
Interactive Technologies
There are three common instructional performance support interventions highlighted here that focus on interactive technologies: distance learning, telecommunications, and satellite technology.
The fundamental concept of distance learning is easy to understand: Learners and instructors are separated by distance (and sometimes by time). As a result, it's necessary to introduce an artificial communication medium that delivers information and provides a channel for interaction between the instructor and the learner.
Telecommunications refers to videoconferencing and computer conferencing. In a teleconferencing course, the instruction is quite normal except that part of the class is in another location. Teleconferencing also refers to live, interactive meetings of various kinds. In computer conferencing, the learner connects by modem to the conferencing system's software, which enables the instructor and the student to engage directly.
Satellite conferencing is the most widely recognized distance learning format. Using well-planned and -designed instructional materials, satellite instructors, subject matter experts, and on-site facilitators reach learners at multiple sites over wide geographic locations. [29]
To be effective, each of these technologies requires a thorough understanding of the target population; a curriculum that is needs-driven and meticulously designed; special instructional techniques; practice and feedback mechanisms; an evaluation plan; and special organizational and administrative arrangements.
Other interactive technologies to consider include multimedia, virtual reality, networking opportunities, and authoring tools for learning technologies. Another focal area is the technology for managing knowledge, especially networks like the Internet, intranet, Web, local area networks (LANs), and wide-area networks (WANs). In an increasingly wired world, businesses are moving ever closer to accepting a paperless workplace.
[22] ASTD, 1995, p. 1
[23] Gerber, 1991, pp. 23 “29
[24] DeVito, 1996
[25] Marquardt, 1999, pp. 23 “25
[26] Piskurich, 1996
[27] McArdle, 1989
[28] Meister, 1998
[29] Piskurich, 1996
EAN: 2147483647
Pages: 98