Blog 4: Human Performance

1. A non-instructional solution to a performance problem:

Incentives for teachers to have perfect attendance. Just as students miss valuable learning when they are absent the student loses valuable continuity of instruction when a teacher is out. Therefore I would propose the following non-instructional solution.

I would first need to indentify how much work is actually missed by each teacher and post in an overall percentage our absenteeism rate. The goal would be 100% and the gap being the difference.  Once that was established I would make sure that all of the needs of the teacher are being met, such as, environmental support, resources and tools, as well as skills and knowledge. There are not incentives in place at this time. I would clearly define the motives and expectations and lay out the consequences, incentives, and rewards.  The consequences of missing too many days would be after the teacher has used up all paid time off that an assessment should be done as to why they are still missing work. Incentives would be weekly winners for perfect attendance, monthly, and an annual winner(s). The prizes could be gift cards, half-day off, or something to that effect. Rewards would be the same except the annual winner would get a bigger prize. It couldn’t hurt. Then after the school year ends I would evaluate if the absenteeism rate dropped due to this non instructional solution.

2. Definitions

a. From Wikipedia, the free encyclopedia View on Wikipedia an Electronic Performance Support System (EPSS) is any computer software program or component that improves user performance.

b. In Electronic Performance Support Systems, published in 1991, Gloria Gery defined EPSS as: an integrated electronic environment that is available to and easily accessible by each employee and is structured to provide immediate, individualized on-line access to the full range of information, software, guidance, advice and assistance, data, images, tools, and assessment and monitoring systems to permit job performance with minimal support and intervention by others.

c. From a business perspective, a former Nortel Networks executive, William Bezanson (2002) provides a definition linked to application usability and organizational results: A performance support system provides just-in-time, just enough training, information, tools, and help for users of a product or work environment, to enable optimum performance by those users when and where needed, thereby also enhancing the performance of the overall business.

I prefer definition b because it covers everything that an EPSS should do. It is succinct and puts in terms that everyone can understand.

I don’t think that EPSS have been widely used yet because it is not fully integrated into our daily lives at home or work. As our technology grows and we are able to implement these into the work environment I think that they will really take off. As the new generation that has grown up with electronic technology moves into the workforce it will be more embraced as a norm in the workplace.

3. A blended learning approach using knowledge management would be perfect for the interactive white board implementation. Along with the initial training on how to actual use the hardware and how to access the software I would then have the all create a lesson of their own. This way they can work together and share ideas as well as share their own creations. I would still be available to monitor progress and understanding.

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4. Informal Learning

The most fun informal learning that I ever had was learning to line dance. Back when I was getting my undergraduate degree in the late 70’s and early 80’s line dancing was all the rage. It was definitely on a social basis. The role I played was part of the line dancers. The instructor was up front showing us the moves and then playing the music. As we learned each section of the dance we would practice it until we had the whole dance down. It was so much fun watching us all move together. It was an exciting thing to do.

EVALUATIONS

1.    The first model that I found is titled the HWWP (Healthier Working with Partnerships) a Wisconsin state program that endeavors to promote state health initiatives. This program evaluation model was similar to Kilpatrick's in that it consists of reaction, learning, transfer of training, and results. It seems that most of the models I found were similar to either Kilpatrick's or the CIPP. This particular model deals with assumptions, activities, defines partnerships and types of innovative programming that will result from these partnerships, and lastly has immediate outcomes (2-5 years), intermediate outcomes (5-10 years) and long term outcomes (10-15 years). I could use this to evaluate my instruction by modifying the length of the outcomes to cover a school year. I have included the link below.

 

    http://www.mcw.edu/healthierwipartnerships/aboutus/ProgramEvaluationModel.htm

    

The second model that I located is a Logic Model used by the Department of Energy.

    

It is similar to the other models as well because it contains the elements of; resources, activities, outputs, and short, intermediate and long-term outcomes. As the site defines a logic model the model "presents a plausible and sensible model of how the program will work under certain environmental conditions to solve identified problems". Logic models may take many different forms, including narrative and table forms. Logic models can be used to design new programs or to confirm that an existing program design is still working. They can also to be used to measure any existing performance measure. The resources would be my instructional design that would include the activities to measure the output. Again, my outcomes would be measured over the school year. I am having a little bit of a hard time transferring these to educational environments. Is anyone else? The link to the site is included below.

    http://www1.eere.energy.gov/ba/pba/program_evaluation/program_logic.html

2.    Innovative Technology – Apples' iPhone 4S was recently introduced into the market. Below I have listed the perceived attributes and how these attributes assisted in the adoption of the innovation

Perceived Attributes
Relative Advantage		A smartphone with an improved processer which is designed to run seven times faster than the iPhone 4. Applications will run faster than its predecessor. An advanced and faster 8 megapixel camera. The most exciting feature of the Apple iPhone 4S is that it will run on the iOS 5, it has more than 200 features than the earlier versions. "Siri" a voice control feature that will understand what you are asking and answer you back.
Compatibility		It is definitely with the customers' values, beliefs, and needs. It is a great improvement on what they are already used to using.
Complexity		It isn't too complex. Some of the new features will have to be learned how to use but it is simple enough for the customers to do.
Trialability		It is so popular and similar to the iPhone 4 that it has been tried out before adoption. I would say that this would be the weak link, but because it had an innovative predecessor people will learn how to use it after they buy it.
Observability		The observable benefits are faster processing and some new innovative applications.

 

3.    Situational Leadership – To facilitate this project I would start out by calling all the teachers to an orientation meeting to show them how to use their new interactive white boards. I would begin by giving them a demonstration on all the key features of the board. I would then give them a simple assignment to complete. Once they have completed this I would go on to the next step. I figure it will take about 6-8 sessions to compete this training. I will be the only one doing the training because no one else knows how to use these boards.

The first phase would begin with these mini lessons where I will need to be directive, detailed and supervise my trainees. In the second phase I will just be helping them with their mini lessons. I will clarify for them and reward their improvements. The more they learn to work this way the more they can function on their own. Then with Phase 2 Phase 3 will begin which is focusing on results and making sure the team is rewarded for effort and production. Finally, I will just be monitoring them for any help that they may need.

 

 

Theories and Models

The learning goal I chose was long vowels. The two learning theories that I would choose to achieve this goal are Gagne's and Cognitive Information Processing Theory. In Gagne's Theory of Instruction of his 9 events of instruction I would use the following: Gaining Attention -Tell the students that we will be learning long vowel sounds. Informing the Learners of the Objectives - we have already learned short vowel sounds. Stimulating Recall – If short vowels make a certain sound which you already know, then the long vowel sound will be different. Presenting the Stimulus – would be to go over with the class the long vowel sounds. Use examples of words that have a long vowel sound. Providing Learning Guidance – a strategy to promote encoding would be the rules that govern long vowel sounds. Eliciting Performance – Let the students practice saying the long vowel sounds in words and writing words with the long vowel sounds. Providing Feedback – helping with the pronunciation of the long vowel sound. Assessing Performance – is easy by making sure that the word and or vowel is pronounced correctly. The Cognitive Information Processing Theory focuses on the internal processes of learning and the environment playing an important role in learning.

First Principles	Gagne's Elements	Application
Learning is promoted when learners are engaged in solving real world problems	Enhancing Retention and Transfer	Reading is essential in solving problems
Learning is promoted when existing knowledge is activated as a foundation for new knowledge	Stimulating Recall of prior learning	Short Vowel vs. Long Vowel Sounds
Learning is promoted when new  knowledge is demonstrated to the learner Learning is promoted when new knowledge is applied by the learner   Learning is Promoted when new knowledge is integrated into the learner's world.	Presenting the Stimulus/Assessing Performance         Eliciting Performance       Providing Feedback	How to pronounce long vowel sounds, how to recognize long vowels in words   Have learners pronounce sounds and words in context   Give feedback on mispronunciation

Whole Task Approach – let the children know that we will be learning how to read and pronounce long vowel sounds. Have children read words out loud that have long vowel sounds.

Scaffolding – Start with the long vowel sounds for every vowel. A, E, I, O, U, and Y. Then have students read words out loud that have the long vowel sounds.

Mathemagenic – Randomly sort words for students to identify if long or short vowel sound.





Table 9.2

Learning Long Vowel Sounds
ATTENTION
Perceptual Knowledge:	I could do a rhyme with long vowel sounds
Inquiry Arousal:	I can ask the students what all the words have in common
Variability:	Singing, poetry, and/or rhymes
RELEVANCE
Goal Orientation:	I can best meet their needs by practicing and modeling the sounds
Motive Matching:	I am not sure about this one. Anyone have an idea?
Familiarity:	I can have them read grade level books on an area of interest
CONFIDENCE Learning Requirements:	Unless they have a speech problem the students will succeed
Success Opportunities: Personal Control: SATISFACTION Intrinsic Reinforcement: Extrinsic Rewards: Equity:	They will become very confident because they are learning new words They will know that their success is based upon their ability to recognize the words with long vowel sounds and be able to pronounce them as well They can do worksheets identifying long vowel sounds, songs, their own creations Stickers on their work I can have them present their own creations to their parents

The goal of design research is to gain key insights or unique essential truths resulting in more holistic solutions in order to achieve better experiences for students and teachers with products, services, environments and systems they rely upon. In this case, insight is clear and deep investigation of a situation through design methods, thereby grasping the inner nature of things intuitively.

• presenting the knowledge or demonstrating the skill
  
• providing practice with feedback
  
• providing learner guidance