EPSS: It’s all about the money, isn’t it? (Not really)

As the world has moved from the industrial to the digital era, concepts as training, instruction, and even education have been reconsidered under the needs and challenges that the new era has brought. In some centuries, industrialized countries have moved from learning a craft by apprenticeship to more and more specialized training. Nowadays, the number of tasks and skills that a person needs to have in order to succeed, changes within and between jobs. Under these conditions, a linear vision of training and education to support job performance seems not to be the most efficient approach, either economically or from an instructional point of view.

In this order of things, a change was introduced with the use of Electronic Performance Support Systems (EPSSs), an integrated electronic environments, computer-based systems, or just software components that help improve the performance of any given user within the system in which they must perform a task (Rupel, 2003). Although there seems to be a certain semantic struggle about agreeing in a name for EPSS solutions (check Toni Karrer’s blog for a discussion of terms like “ecoaching”, “eperformance”, “esupport”, and “einteraction”, among others), it is clear that the use of EPSSs requires rethinking  the relationship between learning and performance, and not just adjustments in more traditional perspectives on education, instruction, and training (Rosenberg, 1995). By properly designing, developing, and implementing an EPSS, users can begin tasks sooner when provided with appropriate forms of support that are integrated within the real-work performing context (Malcolm, 1998). This way, users are provided the knowledge they require in order to perform a task while they are actually performing it (Cole, 1997). In order to accomplish this, EPSSs need to simplify the steps required to perform a task, present “just-in-time” pertinent information, and help each user’s decision process about the actions that need to be taken (Rupel, 2003).

At a first glance, the idea looks absolutely fantastic to me. So, is this the future? Should EPSS replace training? After doing some reading, I need to side with the “yes” in this question, but, it would be more accurate to answer “yes, when EPSS is the right solution”. Not all performance issues are suitable to be addressed by taking an EPSS approach (Rosenberg, 1995). In his blog, Craig Borysowich provides some specific criteria to identify the conditions under which an EPSS may be needed, listing complexity, frequent changes, high cost of errors, and extensive required job knowledge as some of the criteria. He also recognizes the importance of external factors such as the availability of funds and equipment, the acceptance of computers as a support source by employees, and the need to keep the EPSS current for the viability of an EPSS approach.

In summary, EPSSs represent the application of a performance-centered (vs. knowledge-centered) perspective to solve performance problems that traditionally have been tackled by training and instruction. By using an EPSS approach, costs are lowered, performance is specifically addressed, and many support elements (job aids, assistants, training, etc) can be integrated to provide “just-in-time”, pertinent information to users for the task they are trying to complete. It is not just money what is considered, but also efficiency. Again, we need to add, if done well.

References

Cole, K., Fischer, O., & Saltzman, P. (1997) Just-in-time knowledge delivery. Communications of the ACM, 40 (7), 49-53. Retrieved on Feb 22, 2010, from: http://www.cparity.com/projects/AcmClassification/samples/256184.pdf

Rosenberg, M. (1995). Performance Technology, performance support, and the future of training: A commentary. Performance Improvement Quaterly, 8(1), 94-99. Retrieved on Feb 22, 2010, from: http://marcrosenberg.com/images/PIQ.pdf

Rupel, R. (2003). Learning from EPSS. In STC’s 50^th Annual Conference Proceedings. Retrieved on Feb 22, 2010, from: http://www.stc.org/ConfProceed/2003/PDFs/STC50-078.pdf

Malcolm, S. (1998). EPSS tomorrow. Training, 64-69. Retrieved on Feb 22, 2010, from: http://www.performance-vision.com/articles/art-epss2mrw.htm

Guest blogger: Federico Gomez works as an associate professor for Christian Brothers University in Memphis, where he teaches Spanish language and literature courses. He has a background in Psychology and Methodology for the Behavioral Sciences, and he is currently pursuing an Ed.D. in Instructional Design and Technology at the University of Memphis. His research interests include web-based instruction, non-profit training, open-source technology for education, and constructivist approaches to instruction. He would like to work in non-profit related instruction and community building through instructional design in the future.

Image from Karin Dalziel at http://www.flickr.com/photos/nirak/842744816/

Five reasons we should be doing knowledge management

If you are interested in researching Knowledge Management, also referred to as KM, you will certainly find that there is an abundance of literature about this topic.  But just what is “knowledge management?” According to e-learning expert, Marc Rosenberg (2007), knowledge management is

a collection of three things. The first one is collaboration, sharing among people. The second is the ability to effectively find and use expertise-being able to find answers from people who know the answers quickly. The third is the use of information repositories, libraries of information that people can access easily and share conveniently.

A number of scholars view knowledge management as a systematic process whereby there is a sharing of information that is available to those who need it, just at the right time it is needed. (Rossett 2002; Malhotra, 2003; Dagli, Silman, & Birol, 2009).  Notwithstanding these references, there exists a general consensus among a significant number of professionals that knowledge management, when appropriately structured and applied, can yield long term benefits (Dagli, et. al; Malhotra). There is also agreement that knowledge management is not limited to the technological arena (Gottschalk, 2007; Dagli, et al).

So what are some reasons we should be doing knowledge management?

1. Effective Workgroup Collaboration

A knowledgeable workgroup is a more satisfied workgroup.   Creating repositories where individuals in similar professionals house and share their expertise, experiences and knowledge is one of the advantages of doing knowledge management.

A great example of this sharing concept is community blogs which allow individuals seeking advice on how to handle specific work-related problems.  The solution to the challenge(s) they are facing might very well be one blog post away.

2.  Reduction in time and costs

In well-organized and deep knowledge repositories, there is a potential for reduction in time and costs required to finding solutions to specific work problems and challenges (please refer to #1 above).

3.  Enhance Customer/Client Satisfaction

According to Malhotra, Dell Computer Corporation survived the “desktop computer bloodbath” that other companies fell victim to by using actionable knowledge management to refine its business model to better cater to the changing needs of customers (2003).  Critical to that success, he states, was that they not only did “the right thing,” they also did “things right.” (2003).  Jurgens Pieterse also states that knowledge management “allows a business to capture and change essential business logic” (2005)

4. Leading by Example

Dr. Judith Lamont, Ph.D. provides an example of how knowledge management has helped to sustain new government initiatives that provide a way for agencies on all levels to “promote best practices in knowledge sharing (2010).”

5. More Data for Decisions

Last, but not least, doing knowledge management can also help to promote better decision-making by providing organizations with a means to “gather and synthesize information to ensure that it ends up where it will do the most good (Lamont, 2010).”

How do you see knowledge management being useful?  Add your thoughts in the comments.

References

Business Management. (n.d.). Is knowledge management the ultimate competitive advantage? Retrieved on January 28, 2010 from http://www.brint.org/BusinessManagementAsia.pdf

Dagli, Gokmen, Silman, Fatos, Birol, & Cem. (2009, Summer). A qualitative research on the university administrators’ capacity to use management knowledge tools (The case of  TRNC universities), Kuram ve Uygulamada Eğitim Bilimleri / Educational Sciences: Theory & Practice 9 (3), 1269-1290.  Retrieved from ERIC database.

Gottschalk, P. (2007). Knowledge management systems: Value shop creation. Retrieved January 29, 2010 from University of Memphis Libraries, netLibrary Web site: http://www.netlibrary.com.ezproxy.memphis.edu/Reader/

Kapp, K. (n.d.). An Interview with Marc Rosenberg, Retrieved on January 27, 2010 from: http://www.e-learningguru.com/interviews/interview_rosenberg.htm.

Lamont, Judith, (2010, January 1).  KM past and future: closing the knowledge loop. [Msg 60327], Message posted to: http://www.kmworld.com/Articles/PrintArticle.aspx?ArticleID=60327

Leitch, J.M. & Rosen, P. (2001). The keys to competitive advantage. The Manchester Review 6(2-3).

Pieterse, J. (2005, November 11). Why knowledge management? [Msg 6572]. Message posted to: http://it.toolbox.com/blogs/enterprise-design/why-knowledge-management -6572

Ried, C. (2009). KM at work: A look at how organizations maximize knowledge to deliver results.  EContent, 32(9), 30-5. Retrieved January 30, 2010, from Omni File Full Text Mega database.

Reiser, R., & Dempsey, J. (2007). Trends and issues in instructional design and technology (2nd ed.). Upper Saddle River, NJ: Pearson Prentice Hall.

Rossett, Allison (Ed), The ASTD E-Learning Handbook, best practices, strategies, and case studies for an emerging field. Retrieved on January 29, 2010 from: website: ASTD Elearning Handbook  at: http://books.mcgraw-hill.com/authors/rossett/km.htm

Guest blogger: Dot Hale is a Distance Education (Academic) Advisor and student at the University Memphis.  She has taught several courses at the university including:  Public Administration and Introduction to Using Computers in the Law Office.  Dot is currently working toward an Ed.D. in Instructional Design and Technology at the University of Memphis.  After completing her degree, she would like to pursue a teaching career in higher education and develop online resources that will assist academic advisors in the delivery of more effective advising strategies for distance education students.

Image from Thomas A. Boucher at Flikr Creative Commons