Non Instructional Solution
Instruction is one of the pillars of support to improve performance in the workplace. In the unproductive environment, the problem is systemic. In Chapter 14 we read about linear versus systemic and worthy performance represented as the ratio of the worthy performance and the costly behavior.
My focus will be directed at group charged with providing instructional support. The group is not productive because there are severe systemic problems which need to be addressed. Before instructional strategies can be implemented, There must be a defined leadership with clear goals. This leadership establishes the vision for the group. Once this is clearly defined, then the performance expectations need to be presented. These should be monitored monthly or quarterly, causing the staff to keep their focus on the goal. As the success relative to the performance goals is monitored, instruction can be worked into the system to address identified problems within the system. At the end of the cycle feedback is provided as to whether or not the group achieved the desired end.
In the text on page 137 under the heading Focus on Performance there are several powerful principles and theorems presented by Gilbert in 1978 and 1996.
Ø If you pit the individual against the environment, the environment will ultimately win.
Ø Hard work, great knowledge and strong motivation without valued accomplishment is unworthy performance.
Ø A system that rewards people for their behavior (e.g. hard work, knowledge, motivation) without accounting for accomplishment encourages incompetence.
Ø A system that rewards accomplishments without accounting for behavior invites waste.
There is one I would add: A system that rewards people for neither hard work, knowledge, motivation, accomplishment nor behavior encourages incompetence and invites waste.
Electronic Performance Support Systems, (“EPSS’)
An Electronic Performance Support System, I is defined as any computer software program or component that improves user performance. I believe the prevalence of these is growing, and sometimes to my dismay. I find it increasingly difficult to find a person to talk to for technical help, but instead I am directed to electronic support systems. Two EPSS examples which came to mind are Microsoft Office and TAMU-Commerce Library.
Microsoft Office – Microsoft Office offers what I would label as a free e-college for computer applications. This site offers step by step instructions, videos, templates and an entire library of electronic assistance.
TAMU-Commerce Library - The Commerce Library offers online assistance through a feature called online librarian. You have real-time access to research help. Although the scope is rather narrow, this service fits the profile of an electronic support system. In this case it is student performance which is enhanced.
I see the future of EPSS continuing to develop. We will be outsourcing our process help in order to achieve low cost and twenty four hour a day access to help.
Knowledge Management
Workplace Problem: The Workplace is a school district which is data rich. The data retrieval structure is well organized and accessible from home or school. All instructional staff have access to data relative to their class (teachers), campus (administrators) and district (central instructional personnel). The Knowledge Management Problem is the lack of data utilization by campus instructional staff. Each year campus instructional staff receives a short training session on the district’s data database. They receive a paper instruction packet and go through a scavenger hunt. At that point the formal instruction may end. Some campuses may invite data experts to give a more in depth training to instructional staff.
A proposes solution to this is based on the understanding that 90 percent of our knowledge takes place informally. A plan to increase teacher data use and data driven decision making would utilize a blended method of informal learning, e-learning and knowledge management.
Knowledge Management – Although the data storage and retrieval system is comprehensive and easily accessed, there is a need to have immediate interaction with a data expert. The knowledge management component would add online “I have a question” personnel to help all levels of user access data. Educators need the knowledge and data within a context which may not be apparent during training sessions. At the time of the training, they do not know the data needs relative to their classes.
As a component of Knowledge Management, e-Learning should be utilized, but in a more informal way.
E-Learning
The e-learning component would utilize a series of cases studies and related problems. These would be sent out to the registered data users once a six weeks with questions relative to the data available at that time, for example benchmark analysis. Educators would research data relative to an applicable problem within their learning community. Their responses would be sent to a central location and disseminated to campus administration to monitor participation.
Blended Method
The blended method would be incorporated with transferring the e-learning experiences and personal experiences into points of discussion in the educators’ professional learning communities. Educators would keep a log/reflection journal of lessons learned and what additional data uses they would like to explore. They would also recommend additional data tools to be added.
Summery
The ideal approach would begin with introduction and fact-to-face instruction. This would be followed by informal learning and e-learning through cases studies and problem scenarios and end with sharing with colleagues and reflection. The key is to create a program to keep the information flow and practice ongoing.
My informal learning sources fall into many categories, church, volunteer work, professional informal learning, hobbies and parenting. I have spent my entire adult life either in school or teaching. I now have over two-hundred and fifty college hours, with close to one hundred of these in education. This formal education has prepared a strong foundation for me to build a formal and informal education.
My teachers have provided me with the tools to learn and make decisions. My adult informal education has spanned with first a young woman working in college, to a young teacher, to a wife and mother and now with an almost empty-nester with grandchildren. Each of these life seasons required its own informal education. I would have to say I played an active role in always being open to new ideas, listening to others and to researching problems.
This journey has not ended. My husband and I now find ourselves the oldest generation of the family and therefore the “wisdom” of the family. The dissemination of this wisdom will be through informal means and will occur during “teachable moments” with my family members.
I am reminded of a quotation in the introduction of one of my undergraduate textbooks. It has been over thirty years and I must paraphrase, but this this is the core of our learning:“What we learn in life is of little moment, what is lasting is that we learn how to learn.” I which I could quote it completely and give credit where credit is due.
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