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EPSS needs assessment oops, i forgot how to do that
... Some studies compared the effect of EPSS with traditional training and found EPSS to be at least partly superior (Bastiaens et al., 1995;Mao and Brown, 2005;Gal et al., 2017). Moreover, a few studies have investigated the effects of different EPSS types (external, extrinsic, and intrinsic EPSS) on employee performance and productivity (Nguyen, 2005;Nguyen et al., 2005;Gal and Nachmias, 2011;Yakin and Yildirim, 2016). These were, for instance, employees' time on task and the service quality in a service call (Gal and Nachmias, 2011) and the performance in a task scenario within a company's learning management system . ...
... Regardless of their availability and frequency of use, participants were asked to rate the usefulness of various (hypothetical) characteristics of EPSS by six items. The self-developed items cover all three EPSS types (external, extrinsic and intrinsic) and are roughly based on Nguyen (2005). All items (e.g., "In the ERP system, you can use information provided next to the user interface of the ERP system to complete the current problem" for intrinsic EPSS) were rated on a five-point Likert scale from 1 = not helpful at all to 5 = very helpful. ...
In the context of office work, learning to handle an Enterprise Resource Planning (ERP) system is important as implementation costs for such systems and associated expectations are high. However, these expectations are often not met because the users are not trained adequately. Electronic Performance Support Systems (EPSS) are designed to support employees’ ERP-related problem-solving and informal learning. EPSS are supposed to enhance employees’ performance and informal workplace learning through task-specific and granular help in task performance and problem-solving. However, there is little empirical research on EPSS. Two survey studies addressed this research gap. In the first study, 301 people working in Human Resource (HR)-related positions and functions evaluated the learning potential of EPSS as well as potential advantages and obstacles concerning the implementation and use of EPSS. Though other measures are currently assessed as more important for learning, HR employees expect a strong increase in the significance of EPSS for employee learning. In the second study, 652 users of ERP software completed a questionnaire on characteristics of their daily work tasks, team characteristics, individual dispositions, their coping with ERP-related problems, and characteristics of EPSS. Findings indicate that the most frequently available and used approach when dealing with an ERP-related problem is consulting colleagues. Three EPSS types can be distinguished by their increasing integration into the user interface and their context-sensitivity (external, extrinsic, and intrinsic EPSS). While external and extrinsic EPSS are available to many users, intrinsic EPSS are less common but are used intensively if available. EPSS availability is identified to be a strong positive predictor of frequency of EPSS use, while agreeableness as well as the task complexity and information-processing requirements show small negative effects. Moreover, more intensive ERP users use EPSS more frequently. In general, ERP users value, features such as context-sensitivity, an integration of the EPSS into the ERP system’s user interface, the option to save one’s own notes, and information displayed in an extra window. It is expected that EPSS will play an important role in workplace learning in the future, along with other measures.
... For instance, writing objectives requires knowledge and skills to fulfil this task, and seeing an example of how to complete this task instead of a long explanation about how to write objectives can be more beneficial than tutorials. Moreover, according to adult learning theory, adults only keep the information they need in their mind, and an EPSS that offers information about explicit work areas would be an important performance intervention (Nguyen, 2005). ...
The purpose of this study is to design and develop an electronic performance support system (EPSS) to support novice instructional designers (NIDs) in the instructional system design process and to reveal the key elements of an EPSS for NIDs. Design and development research was carried out with 23 purposively-selected NID participants. It is a three-phase study. These phases are analysis, design and development, and evaluation. According to the results, the main components of EPSSs designed for NIDs are tutorials, examples, resources, tools, wizard, user interface, database and help. According to the perceptions of NIDs, using an EPSS during the instructional system design process has a positive effect on NIDs’ performances. This study concludes with suggestions for practitioners and researchers.
User training is essential throughout the lifecycle of imaging informatics applications to assure productivity, data accuracy and quality patient care. Users require training prior to the deployment of a new application and may need further training after upgrades. The seamless transfer of skills from the learning environment to the clinical operation environment is accomplished by creating real-life simulations during the training sessions. Creating well-defined learning objectives and training techniques that address the various adult learning styles is vital to the successful learning outcomes. Periodic reevaluation and updates to the training programs are critical as technology and culture continue to evolve.
This paper reports on a study conducted to examine the effect of an electronic performance support system (EPSS) and web-based training (WBT) on user performance and attitudes, use of EPSS, and time on task. Employees from several different multi-national companies completed a tax preparation procedure using an EPSS, a WBT course, or a combination of the two interventions. Findings revealed performance scores for participants receiving the EPSS-only and those receiving EPSS and WBT were significantly higher than scores for participants who received the WBT-only. Attitudes for the two groups receiving performance support were also significantly higher than attitudes for the training-only condition. Results also indicated a positive correlation between performance and use of the EPSS. Findings further showed that WBT-only users spent significantly more time completing the task than their counterparts in other treatment groups leading to a negative correlation between time on task and performance. Implications for the design and implementation of electronic performance support and web-based training interventions are provided.
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.
The frequency with which one is unable to find the right information in a timely fashion can cause such occurrences to become viewed as common place, expected, and even accepted in most organizations. Electronic performance support systems (EPSS) serve as a performance improvement intervention to address this inefficiency. This chapter discusses examples from the literature illustrating how performance support has been implemented in a variety of organizations, a recommended process to implement EPSS, evidence-based guidelines, and critical success factors. It illustrates a process that performance technologists can use to design, develop, and implement EPSS. Phases 1 and 2 of the process focus on the steps involved in performance analysis and needs assessment once EPSS has been identified and selected as an intervention. The chapter focuses on phases 3 through 5 of the EPSS process. Electronic performance support systems; Human performance technology
Frank Nguyen is a doctoral candidate focusing on performance support systems. He has managed the development and deployment of enterprise e-learning and performance support systems at Intel Corporation for the last six years. He is coauthor of Efficiency in Learning (with Ruth Colvin Clark and John Sweller, Jossey-Bass, 2006) and holds a master's degree in Educational Technology from Arizona State University. He may be reached at frank.nguyen@asu.edu.
Training is an ongoing requirement of a successful PACS program. Staff turnover, workflow changes, upgrades, new systems, and general performance improvement initiatives should all trigger some form of formal staff training if your organization desires accurate and consistent information and
workflow from your informatics application. The following discussion defines four common aspects of all training programs.
Generally, these are performed sequentially; however, continual assessment of the program should be performed and may require
redesign of an earlier component.
Work is becoming increasingly com-puter-mediated. Performance development is becoming increasingly difficult and expen-sive due to complexity, change, restructuring, and redefinition of who does work. In the coasumer market place, softw are is emerging with characteristics and behaviors; that actively support performance development while permitting learning. These performance-centered systems are the next step in the evolution of performance support. Performance Technologists must and will play an active part in both their advocacy and design. Ultimately, no consumer or large-scale software system should be considered accep table until day-one performance isgenerated for novice performers while still accommodating the requirements of expert performers.