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Electronic Performance Support Systems: App$ing ^EP§§ as a Cognitive Training
Toal
Lucila Perez
Casa Grande University in Guayaquil, Ecuador
lperez@casagrande. edu.ec
Michel Plaisent
University of Quebec in Montreal
Michel.plai sent@uqam.ca
. Lassana Maguiraga
University of Quebec in Montreal
iassana.maguiraga@uqer. ca
Prosper Bernard
University of Quebec in Montreal
Prosper I @compuserve.com
Abstract
This communication reviews the most relevant characteristics of Eleckonic
Performance Support Systems (EPSS), presents its components as compared to
Computer-Based Training Systerns. Their use as a coguitive training tool is
advocated and their beneñts listed.
Keywords: electronic training, e-btowledge, performance, cognitive styles, learning
tools integration, onltne training e-training, Iearning theories applieation, Iearning
strategies, training strategie s, instruetional strate§es.
Introduction
Organizational and employees' knowledge are considered to be relevant assets for
organizations because they are useful resources in obtaining competitive advantage.
Howwer, it is a complex and hard challenge for organizations not only to organize
their knowledge but also to keep it up-to-date and optimize its applicaüon. For this
reasofi, they are always looking fornew strategies to facilitate ernployees' knowledge
and skills development by applying innovative training ways to guarantee
productivity in the workplace.
Researchers and practitioners have noted that EPSS technology could be used as a
strategic tool to speed and facilitate on-the-job lraining. They state that organizations
could achieve sweral potential benefits with the EPSS application on training.
Electronic Per{ormance Support Systems (EPSS): Definition and General
Characteristics
Gloria Gery (199I) was the first person who used the expression eleetronie
performance support system and defined it as "an electronic systern that provides
integrated, ondemand access to information, advice, leaming experiences, and tools
to enable a high level of job performance with a minimum of support from other
people." It is also defined as an integration of instructional strategies, information
systems, multimedia and artificial intelligence technologies to support users'
performance in the workplace (Banerji, 1995; Bastiaens et al., 1997; V/illiams and
Kotnour, 1993).
Leighton (1997) states that an EPSS is composed of the following subsystems:
a. Advisor Systern.- It provides advice, feedback and declarative knowledge to
support users' performance.
b. Infonnation §ystan.- It makes available information related with the job tasks
being accomplished.
c. Training Systern.- It offers instruction within the context of the tasks being
performed.
d. Multimedia Systern.- It offers general prrrpose tools such as word processor,
spreadsheet, templates, forms, etc., to facilitate job tasks.
e. End-User Ir¡terface.- It is a user-friendly application that uses merus, gmphics
and queries to interact with users
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Comparison of CBT and EPSS
Two of the several strategies that are implemented to develop and improve individual
and groups' knowledge and skills me computer-based traifiing systems and elec'tronic
performance support systems. They have some coÍrmon objectives but they are not
the same.
Computer-Based Training Systems are instructional programs based on computer
technology and instructional theories, whose main objective is to improve the learning
process. They are specifically designed to provide a leaming environment where
leamers or trainees can dwelop new knowledge and skills based or activities'
repetition, and construct knowledge, based on discovery activities or develop higher
level coguitive skills based on what-if analyses. In general, training occurs in a
classroom setting and knowledge and skills acquired are not easily transferred to the
workplace. Whan training is provided during work time, productivity is reduced
dwing the leaming process (Bastiaans et al., 1997; Banerji, 1995).
CBT PSS
able ol and H
CBT EPSS
. Emphasis on knowledge & skills
o Diffrcult to transfer to the workplace
o Outside the workflow
o Limited and offline feedback
o Emphasis on perforrnance
o On-the-job training
o Inside the workflow
o Online/real time feedback
Electronic Performance Support Systems (EPSS) have arisen as a response to the
limitations of Computer-Based Training Systems. They focus mainly on perforrnance
enhancements based on knowledge and skil1s development, resources optimization,
and the alignment of business goals. They combine instructional interventions and
computer technology to enable significant performance improvements. This powerful
blending of resources to support employees' performance aims to speed their growth
from a novice status to a more experienced one. This is done without investing too
much time and providing them immediate online advice and information while they
are doing their work. Some EPSS are designed solely to support performance and do
not have an instructional component; howwer, Iearning does occur due to t}e
repeated use of the tools implemented to support the employees' jobs (Jonassen and
Reeves, 1996). Compared with CBT, EPSS is a better tool to support training and
performance outcomes.
EPSS as a Cognitive Training TooI
Currently, the on-the-job training strategy has gained great acceptance in public and
private organizations due to the potential benefits it offers. Normally, the on-the-job
intervention is used to train novice employees who need to start working immediately
or when a nsw procedure or technology is implemented and there is not enough time
for a formal training program. This training strategy could be enhanced by applying
instructional theories and computer-based tools to facilitate not only knowledge
transfer and skills development, but also knowledge construction and expertise
growth. Electronic Performance Support Systerns are the tools more appropriate for
this kind of haining. They can be used to assist employees at all levels of an
organization so as to enhance their expertise and performance. Howwer, they could
be more useful for coaching novice or quasi-novice employees during their taining
process.
In order to perform this work, Electronic Performance Support Systems could be
adjusted as cognitive training tools and customized to strpports users' specifrc needs
and characteristics. For instance, the performance of novice employees could be
efihanced by using an Electronic Performance Support System whose instructional
component is well structured to guide them through the whole work process. The use
of audio and visual tools to facilitate knowledge transfer would also occr¡r (Mayer and
Sims, 1994). During this apprenticeship process, the employee c&n develop
experience and expertise on a speciflrc area due to their continual exposure to the same
problems and conditions (Wilson and Cole, 1991). For example, a production
planning assistant may learn to develop a material requirement plan while being
supported by a tool that guides him through the problem's definition and the plan's
dwelopment. The tool would be based on audio explanations and visual presentations
of the product's components and plaruring instructions. This dual coding instructional
strategy could help the ernployee learn the whole planning process more rapidly and
improve his performance.
On the other hand, more experienced employees could benefit from the use of an
Electroric Performance Support System, whose procedural activities are developed by
some intelligent agents or job-aids, leaving them more time for complex activities that
require higher lwel cognitive skills (Salisbury, 1990). For example, a financial risk
manager who has to evaluate an argarization's investments and is assisted by several
intelligent agants that perform all the basic calculations, forecast activities and
graphics displays. This could permit a manager to concentrate more on results'
evaluations and idartification of investment opportunities. Spending more time on
activities that involve higher level cognitive skills could allow him to make better
decisions and to learn more from the reasoning process implicated in these decisions.
Therefore, his performance could be improved and better learning outcomes could be
obtained with the use of EPSS technology
The appropriate combination of technology and instructional strategies produces a
synergetic impact that is greater than the sum of their individual cor¡tribution. This
implies that it is more worthwhile to use an EPSS to enhance training and
performance based on instructional strategies customized to users' needs.
Benefits of EP§§-based Training
Several researchers agree that EPSS could significantly enhance the training process
and improve trainees' performance (Altalib, 2Aü2; Bastianens st a1.,1997; Desmarais
et al., 1997). The most visible benefits that EPSS-based training offers are:
¡ Training alignment to business goals
o No need for prior knowledge and skills
¡ Immediate access to training, information and advice
o Rich context environment to facilitate learning
e lJsers' involvement in the training process and performance monitoring
¡ Inskuctional strategies customized to ussrs'needs and pace
. Reduced training time and costs
Conclusions
A well-designed EPSS could be a usefl¡l cognillys haining tool that provides real-life
environments to facilitate training and increase users' performance. Business
organizations eould obtain relevant beneñts with the application of EPSS to train their
employees, such as reduced training time and costs. However, much of the value of
EPSS is found in its flexibility. ft could be developed as a job's tasks component and
adjusted to the usetr's training needs. Furthermore, in contrast of the CBT, EPSS is
aligned to the business goals of organizations.
References
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