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1.
For decades, training has been one of the most common interventions used by organizations to improve the performance of their employees and teach them new ideas and skills. But owing to the cost of developing and delivering training, organizations have adopted alternative ways to enable employee performance while reducing the cost and minimizing the time users spend away from the job. One alternative is electronic performance support systems (EPSS). The present study examined the effect of EPSS and training on user performance, time on task, and time in training. Results revealed that participants receiving only EPSS and those receiving training and EPSS performed significantly better on a tax preparation procedure than participants who received only training. Training‐only users also spent significantly more time completing the procedural task than their counterparts in other treatment groups, leading to a negative correlation between time on task and performance. The implications of these findings for the design and development of performance support and training interventions are discussed. 相似文献
2.
EPSS是为了提高工作绩效利用计算机技术开发的一种电子绩效支持系统,这种系统具有信息集成性、工作情境性、学习自主性、知识共享性等特点。职工利用它既可以实现在工作中学习,又可以实现在学习中工作的职业教育功能。在EPSS逐渐成为促进职业技能发展,提高企业组织或个人绩效的干预措施之后,EPSS的开发成为实现职业教育功能和绩效支持的关键。乔尼(Nguyen)和沃尔(Woll)创建了一种EPSS开发模型,该模型从绩效角度和学习角度提出开发EPSS要经过绩效分析、EPSS分析、EPSS设计、EPSS开发、EPSS的实施与评价等几个阶段。乔尼和沃尔创建的EPSS开发模型将职工培训、工作绩效以及技术支持有效地融合于整个开发过程中,对设计、开发EPSS的实践者提供了一个简洁、便于操作的参考模型。 相似文献
3.
ABSTRACT Electronic performance support systems (EPSS) deliver relevant support information to users while they are performing tasks. The present study examined the effect of different types of EPSS on user performance, attitudes, system use and time on task. Employees at a manufacturing company were asked to complete a procedural software task and received support from either an intrinsic, extrinsic, external performance support system or no system at all. Results revealed significant differences on performance, attitudes and use between several treatment groups. The study suggests that providing any kind of EPSS to support task performance is better than having none at all. In addition, designers can improve user performance, attitudes and use by creating systems that integrate with the primary work interface. 相似文献
4.
This study investigated how teachers used an electronic performance support system (EPSS) and whether the usage of this EPSS affected their work performance and attitudes toward computer technology. The findings suggested a framework for the implementation of an EPPS in an educational setting, specifically at a middle school. The data were collected through observations, questionnaires, anecdotal logs, database records, and interviews. Four middle school teachers used the EPSS primarily for completing student progress reports wherein the results indicated that the EPSS decreased the amount of time to perform this task. Computer usage, performance, and attitudes were affected by work responsibilities, accessibility to computers, the change agent, the technology support personnel, as well as the specific characteristics of the EPSS. The teachers' attitudes toward the EPSS and technology in general were affected by their performances when using the system, by interactions with the person responsible for technology support, and by the ability to customize the computer program to fit their needs. 相似文献
5.
Richard R. Kazbour Heather M. McGee Timothy Mooney Laura Masica Robert O. Brinkerhoff 《Performance Improvement Quarterly》2013,26(1):5-33
Transfer of training is the degree to which trainees can apply the knowledge, skills, and attitudes gained in training to the job. Currently only between 5% and 20% of what is learned in training is ever applied on the job. At this time, little is known about the effects of work environment factors, such as support, feedback, and goal setting, on training transfer. We utilized a quasi‐experimental between‐groups design using surveys, interviews, and behavioral measures to evaluate the impact of performance‐based work environment factors on training transfer. Results indicated that participants in the experimental group reported a higher level of training transfer than those in the control group. These findings suggest that a performance‐based approach to training can be an effective method to increase the likelihood that employees transfer training knowledge to the job context. 相似文献
6.
The field of training and development has been increasingly affected by knowledge management, performance support, and learning technologies, yet the impact of these disciplines has typically been disjointed and uncoordinated. Projects in each of the disciplines are often implemented systematically, but not systemically. To take full advantage of their potential to improve performance, we must develop the possible synergies that exist among them. In this paper, we aim to develop a theoretical argument for integrating electronic performance support systems (EPSS), knowledge management systems (KMS), and learning technologies as well as to create a conceptual model for the integration. This understanding will guide training and development professionals in developing more systemic performance improvement interventions. We start with an overview of KMS, EPSS, and learning technologies. We then examine the intersection of these areas and present a rationale for integrating the three technologies under the framework of Human Performance Technology (HPT). Finally, we propose a conceptual model for the integration and discuss its technical and organizational implications. 相似文献
7.
Electronic performance support systems (EPSSs) are the software programs commonly used in commercial environments since the early 1990s. These software programs are generally called performance-based systems and focus on the complete job rather than providing individual development. For that reason, the usage of these systems in learning environments has not been sufficiently investigated. In this empirical study, availability of using EPSS software for learning processes was investigated in order to contribute to the literature. An EPSS software was developed for undergraduate students to use in programming language courses and the effects of the software on students' self-regulation based learning skills were investigated. During the treatment process, while the experimental group was supported with EPSS, traditional teaching continued in the control group. The results of the study showed that there was no statistically significant difference between the groups in terms of motivational beliefs; however, there were significant differences in terms of cognitive, metacognitive, and resource management strategies. 相似文献
8.
Performance support (PS) platforms, also known as electronic performance support systems (EPSS), offer real‐time learning and performance enhancement. In 2008, Tel Aviv University and an Israeli telecommunication firm began researching implementation success factors. Preliminary findings and conclusions were discussed in an earlier Performance Improvement article (Gal & Nachmias, 2011). The current article focuses on the effects of users' attitudes on implementation issues and suggests a model for incorporating EPSS in organizations. 相似文献
9.
An electronic performance support system (EPSS) is a method that integrates learning and task performance into one single action by providing information and guidance during performance. Wide‐range EPSS effectiveness research has been conducted by Tel Aviv University in tandem with a large telecommunications firm implementing EPSS solutions. The objective was to identify the factors that were instrumental in the realization of EPSS's potential in corporate settings. This article focuses on effectiveness differences in two common organizational environments: the learning and the working domains. 相似文献
10.
Hunter Gehlbach Carly D. Robinson Ilana Finefter-Rosenbluh Chris Benshoof Jack Schneider 《教育心理学》2018,38(3):350-367
Administrators often struggle in getting teachers to trust their school’s evaluation practices – a necessity if teachers are to learn from the feedback they receive. We attempted to bolster teachers’ support for receiving evaluative feedback from a particularly controversial source: student-perception surveys. For our intervention, we took one of two approaches to asking 309 teachers how they felt about students evaluating their teaching practice. Control participants responded only to core questions regarding their attitudes towards student-perception surveys. Meanwhile, treatment participants were first asked whether teachers should evaluate administrators in performance reviews and were then asked the core items about student-perception surveys. Congruent with cognitive dissonance theory, this juxtaposition of questions bolstered treatment teachers’ support for using student surveys in teacher evaluations relative to the control group. We discuss the implications of these findings with respect to increasing teacher openness to alternative evaluation approaches, and consider whether surveys show promise as a vehicle for delivering interventions. 相似文献
11.
Jeffrey D. Clem 《Performance Improvement》2007,46(8):27-31
Electronic performance support systems (EPSS) can accommodate disparate learner knowledge, experiences, and methods of comprehension. However, learners may have ineffective cognitive strategies for using an EPSS environment. The solution described in this article is applied to a Web‐based EPSS that has a simulation core. As the learner works in the environment, a “synthetic instructor” continuously collects information to adapt activities, resources, and representations. It uses critical incidents, which trigger within scenarios that mimic real‐world performance objectives. 相似文献
12.
Barry Raybould 《Performance Improvement Quarterly》1997,10(1):167-182
This paper discusses an emerging development methodology, Performance Support Engineering, that can be used to design and build performance support systems. It introduces a new model called the Organizational Performance/Learning Cycle that describes the dynamics of the organizational learning process and provides a framework for thinking about the technologies (Ariel 1994) and methodologies that enable that process. The author argues that previous definitions of EPSS were too limited and restricted in their scope and expands on these earlier definitions to take into account this new model of organizational learning. The new definition clearly distinguishes EPSS from traditional systems development, which focuses on data, not on knowledge, and from expert systems development, which focuses on knowledge rather than on enabling performance. This new view of EPSS offers a clear opportunity for organizations to recognize the strategic importance of managing their knowledge assets. Most of the current methodologies in use by different functional groups are limited in their capability to enable this model and the expanded definition of EPSS. The author describes how the emerging Performance Support Engineering methodology overcomes these limitations. 相似文献
13.
At the beginning came the job aid. Now, we incline toward performance support tools (PSTs), sometimes fondly described as “job aids on steroids.” PSTs that support employee performance have been studied, but scant attention has been paid to the PSTs that add to people's everyday lives beyond work. We studied 30 diverse people, voluntary PST users, to gauge their opinions and attitudes about such widely available PSTs as MapQuest, VideoJug, eHow, WebMD, and Turbo Tax. 相似文献
14.
Barry Raybould 《Performance Improvement Quarterly》1995,8(1):7-22
This paper discusses an emerging development methodology, Performance Support Engineering, that can be used to design and build performance support systems. It introduces a new model called the Organizational Performance/Learning Cycle that describes the dynamics of the organizational learning process and provides a framework for thinking about the technologies (Ariel 1994) and methodologies that enable that process. The author argues that previous definitions of EPSS were too limited and restricted in their scope and expands on these earlier definitions to take into account this new model of organizational learning. The new dofinition clparly distinguishes EPSS from traditional systems development, which focuses on data, not on knowledge, and from expert systems development, which focuses on knowledge rather than on enabling performance. This new view of EPSS offers a clear opportunity for organizations to recognize the strategic importance of managing their knowledge assets. Most of the current methodologies in use by different functional groups are limited in their capability to enable this model and the expanded definition of EPSS. The author describes how the emerging Performance Support Engineering methodology overcomes those limitations. 相似文献
15.
Fabricio E. Balcazar Tina Taylor-Ritzler Shawn Dimpfl Nelson Portillo-Peña Alberto Guzman Rachel Schiff 《Exceptionality》2013,21(2):114-132
This study describes the results of a program developed to improve the transition outcomes of low-income minority youth with disabilities. The program relies on case management support to facilitate interagency collaboration. The participants included 164 graduates from special education and 26 youth from an equivalent comparison group. Two case managers were responsible for providing support to intervention participants. Results indicate that 82% of the intervention participants enrolled in postsecondary education programs compared to only 50% in the comparison group. In addition, 74% of the intervention youth secured employment compared to 23% in the comparison group. Case managers provided 10 main support functions in three areas: job, college, and family/community. Critical functions included assistance with goal setting, transportation, job/college applications, referrals, emotional support, and family mediation. We discuss the implications of the intervention for transition research and practice with minority youth with disabilities. 相似文献
16.
Stephen Yelon 《Performance Improvement Quarterly》1992,5(2):13-23
Transfer is the application in the workplace of the knowledge, skills and attitudes learned in training. With transfer, trainers hope to link training to increased job performance. However, training alone will not produce transfer. To affect job performance as a result of training, trainers must intentionally promote transfer using a variety of strategies based on known principles of human performance technology. The MASS model, presented in this paper, brings together four of these principles. According to the MASS model, trainers who promote transfer (and who thereby become performance technologists) 1) Motivate trainees to learn and use the training material; 2) increase trainees' Awareness of when to use new skills and ideas; 3) enable trainees to master and to apply Skills; and 4) give trainees psychological and physical Support on the job. When performance technologists follow the MASS model, they can expect to produce trainees who apply at work what they have been taught in training. Use of the model is illustrated with two examples. 相似文献
17.
Geri Adler Briana M. Lawrence Songthip T. Ounpraseuth Ali Abbas Asghar-Ali 《Educational gerontology》2015,41(12):903-915
Dementia is a major public health concern. Educating health-care providers about dementia warning signs, diagnosis, and management is paramount to fostering clinical competence and improving patient outcomes. The objective of this project was to describe and identify educational and training needs of staff at community-based outpatient clinics related to treating and managing veterans with dementia. Health professionals took an online survey consisting of questions related to general knowledge and skills in working with veterans with dementia and their families, staff training, and attitudes toward people with dementia. Most participants considered knowledge of dementia important; however, few reported having received training in dementia care within the past year. Furthermore, over half of participants considered themselves beginners in terms of knowledge and skills in dementia care. Regarding training needs, topics that could improve the overall care of veterans with dementia and their caregivers were most often cited. Participants reported being most satisfied with in-person training. Physicians rated their dementia knowledge and skill as greater than nurses'/other medical professionals’ and support staff's. Compared with support staff, nurses/other medical professionals held more positive attitudes toward persons with dementia. Survey results suggest that staff are interested in improving knowledge of, and skills for, working with persons with dementia, and that job classification is associated with differences in attitudes. 相似文献
18.
Jeanne Farrington 《Performance Improvement Quarterly》2011,24(1):117-121
Training transfer is a key concern for organizational stakeholders, training professionals, and researchers. Since Georgenson's (1982) article on transfer, his conversational gambit that only 10% of training transfers to performance on the job has been quoted often. This estimate suggests a low level of success with training programs in general, and given its pervasiveness, it has the potential to undermine confidence in using training as an intervention. Although there is considerable evidence that learning from training can and does transfer, assessing how much of it transfers in general is far from simple. Researchers conducting recent meta‐analyses of transfer studies have illustrated some of the difficulties in assigning a general effect size for training transfer. Measuring transfer is complicated by how data are collected, from whom, at what interval from the training event, and a number of other factors. Taking those factors into account, along with existing transfer evaluation methods, training managers and instructional designers should develop protocols to define how they will conduct transfer evaluation within their organizations. 相似文献
19.
Literature has indicated that support of the supervisor is critical for an employee to apply the competences developed during a training programme in the job. Typically in training transfer studies this is referred to as ‘supervisor support’. A close examination of supervisor support in training transfer studies shows that, although many studies consider it a similar construct, the content does differ from one study to another. The purpose of this systematic literature study is to elucidate this notion of supervisor support by conceptualising and operationalising the role of the supervisor in training transfer at a deeper level of specificity: in terms of particular behaviours and attitudes adopted by supervisors. Ninety-nine articles were retrieved and examined. As a result, a more holistic definition of the construct is proposed and 24 specific behaviours and attitudes that a supervisor can adopt to support training transfer, were discerned. 相似文献
20.
The study reported in this article examines the effects of training, feedback, and on–the–job coaching on the quality of staff performance. Forty staff members in three units of a psychiatric hospital were trained in a new system for writing patient progress notes. Initial training (Training 1) included a) establishing the importance of progress notes, b) rules and format for good notes, and c) examples of properly written notes. Training 1 resulted in slight improvement in performance over baseline. A second training program (Training 2), including examples and non–examples of well–written notes, was followed by a substantial increase in quality of staff notes. The quality of notes reached desired levels only after a feedback component was added in which the trainer posted data showing overall quality of notes and provided individual coaching to staff members regarding quality of group notes. We conclude from these results that the quality of staff performance of an organizationally significant task can be improved by a combination of training, feedback, and on–the–job coaching. Training using both examples and non–examples of properly completed tasks is superior to training using examples only. Training followed by feedback and on–the–job coaching is superior to training alone. The results support our conclusion that omitting a basic element of performance technology will yield low quality performance. 相似文献