Human Performance Technology

1.Chapter 14 discusses the concept and evolution of human performance improvement. Several sections of chapter 14 present a variety of non-instructional solutions (e.g., p. 137 on the top left) to performance problems. Identify a performance problem in your area of work and identify non-instructional solutions that may help solve the problem. Choose one that you believe as practical, feasible, and important, yet instruction alone is not the only solution. Choosing one after reading 4 chapters can be also helpful.

An issue I’m currently facing, is getting teachers come to afterschool professional developments and trainings. Principals ask me to create and teach trainings on various technology integration, such as Google Suite, Office 365, or how to implement iPads in the classroom, etc. The problem I have is teacher attendance if the PD is during the summer or afterschool. The principals communicate well with the staff, so that they are aware of the trainings. So, I know that communication is not the issue. The issue is getting teachers excited to stay late, or to come in when they aren’t being paid. Teachers are expected every year to obtain 6 technology PD hours. Even though my trainings are TEA certified technology hours, the teachers are just so overwhelmed, they don’t feel like they can add “one more thing”. I began to bring prizes, or food to try to entice people to come, which has helped, but that gets costly. The textbook says that a system that rewards people for their accomplishments, rather than behavior, is effective. Based on what I read, I can implement this by taking pictures of teachers integrating technology well, and send it to their principals, highlighting the great work they are doing. (This could also be good documentation for the TTESS technology rubric.) This will help, because then teachers will get affirmation from the principals and feel like their work is recognized.

2. Chapter 15 presents performance support systems. Define performance support systems and explain how a performance support system might (or might not) help solve the problem you identified above.

Performance support systems are the systems in place that give teachers support and tools at the moment of need. For teachers to feel compelled to dedicate spare time, they must feel like the training is meeting a need. Knowing this, I need to make sure that my trainings are created with the mindset to meet a specific and current necessity. If I teach on something that does not apply, why would teachers want to come? I have to make sure that teachers feel that I am their support system. They need to feel like I am providing them support, and giving them a tool that they need right now.

3. Chapter 16 explains knowledge management: the way we manage information, share that information, and use it to solve organization problems. Organizations, such as schools, accumulate a great deal information/data, which must be organized in a way that we can make sense of it in order to use for making decisions. What knowledge would help solve the problem you identified above and how would that knowledge need to be collected and managed, and shared to help facilitate problem solving?

Low training attendance could be for several reasons like; overwhelmed teachers, lack of interest, no enthusiasm, etc. I have to consider new ideas on how to boost afterschool trainings and create a better sense of morale.

For example:

·      observing teachers to see where they need help, this will guarantee that a campus need is being met

·      asking teachers what they want to learn, this will make it more enjoyable and engaging and create a sense of ownership at the training

·      make sure to celebrate when the teachers accomplish a goal made in the trainings, this will help boost confidence

·      create a fun environment for trainings, who wants to come if it’s not fun?

4. Chapter 17 describes types of informal learning. What informal learning experiences have you participated in at your organization? Could those informal learning experiences be shared with others? Could the knowledge gained in those settings be codified and managed? And should it be managed or should the informal experiences be replicated or broadened for others?

I have participated in student-teacher mentoring and mentoring first year teachers. Being on both sides of a mentor/mentee relationship has definitely taught me something. Through this, I’ve learned that you have to be open and flexible on both sides. On the mentee side, you have to be open to criticism, and willing to change your techniques and comfort zones. On the mentor side, you have to be able to comfortably evaluate and have support ready for the mentee. All the information, I’ve learned through being a mentee, could’ve been taught through formal teaching, like a textbook and class. (And to be honest, probably was taught to me this way.) However, there is something about being thrown into a situation and through trial-and-error that really makes you learn how to teach.

Raiser, R.A. and Dempsey, J.J. (2012) Trends and Issues in Instructional Design and Technology 3rd Ed.