Performance Technology, Performance Support, and the Future of Training: A Commentary

Abstract

How close is the relationship between performance technology, performance support, and training? Very close, actually. Both performance technology and electronic performance support (EPS) have their roots in education and training, but in many ways they have transcended their be ginnings and have evolved beyond where training leaves off. This commentary offers a performance technologist's view of EPS and suggests not only that a performance technology perspective is a requirement for the development of EPS, but that involvement in building and implementing an EPS can help people shift their paradigm from training to performance. Implications for the education and training field now and in the future are also proposed.

Implementing On-Line Learning and Performance Support Using an EPSS

“…Practitioners supporting this approach often refer to common cognitive learning theories which can be put to practice using an EPSS: Constructivism, Situated Learning, Cognitive Apprenticeship, Adult Learning (andragogy) and Context Based Learning (Mao, 2004). Rosenberg (1995) sums up the debate quite accurately by claiming that although much of the roots of electronic performance support can be traced back to the field of education and training, EPSS's greatest potential is associated with its unique ability to solve business, not educational, problems. This does not mean that learning is not a result of interactions with EPSS; it's just that, in this new paradigm, performance rather than learning is the direct goal…”

Managing Employees’ Motivation, Cognition, and Performance in Virtual Workplaces: The Blueprint of a Game-based Adaptive Performance Platform (GAPP)

“…The GAPP not only tracks and supports employee performance in relation to desired performance outcomes (Rosenberg, 1995) but also reactively adapts to employees' internal processing on the task by monitoring their motivational and cognitive processing levels. For instance, by incorporating digital games' features, if employees are reportedly not motivated, the GAPP system can enhance certain game characteristics (Huang & Johnson, 2008) to support their intrinsic and extrinsic motivation (Huang et al, 2010).…”

Implementation of E-Learning and Corporate Performance: An Empirical Investigation

“…Likewise, much of the roots of performance technology (PT) lie in the education and training field. But like EPS, performance technology thrives when focused on business rather than educational problems [15]. Cost savings result in a positive ROI.…”

“…In order to actually achieve these goals, companies must revise their perception of training as an unredeemable cost to the company and view expenditures to develop human potential as an investment with unlimited potential returns [14]. Rosenberg [15] points out that corporate investment in information technology, especially corporate intranets, can be leveraged through eLearning. It can use existing technology and can therefore lower the initial investment per application.…”