Human Performance Improvement
What are some ways the ideas/concepts/principles discussed in this chapter could be applied in your professional work? Do you see opportunities where these ideas could help your students?
I was very curious to learn more about Human Performance Improvement, as I was unfamiliar with an in-depth definition (besides the term’s introduction in earlier chapters) and application of what it truly was before reading Chapter 14 of our text. I think it is very interesting, important, and enlightening that such thought, time and development would be put into finding reasons and solutions for poor performance (or performance that doesn’t meet expectations) other than the influence of “instruction.” So much attention and blame is placed on the teachers and instruction when students or districts do not perform up to par with the national and state standards. It is true that teachers and instruction can be major, direct influences on performance/results, but teachers and instruction are not the only indicators to performance. Therefore, Human Performance Improvement is essential to helping to solve, or to at least improve the gaps in performance within public education. We should look at other areas, along with instruction to evaluate and find the true reason that students are not performing proficiently (meeting the standards and expectations).
Variables such as environment information, environment resources, environment incentives, individual knowledge, individual capacity, and individual motives should be looked at within education and performance as it is now being done in other sectors. Perhaps the instruction is well planned and developed, but certain students would perform better if the right incentives were in place, or if they were to get more immediate feedback, or if expectations of the desired performance were more clear.
I have been interested in incorporating some type of larger incentive program into my classroom setting. In the real world, people get immediate gratification for performance at work, like weekly or bi-weekly pay checks. Some could argue that students’ gratification is their grades, however, grades are not immediate gratification. Most grades are given out between 6—12 week intervals. Progress reports may be sent out or posted, but the real attention goes towards report card grades. What if students were awarded some type of immediate, physical incentive for each assignment completed and turned in on time? I wonder if this could be one piece of the pie that would help to improve student performance and motivation. I also think that if students were able to get “relevant and frequent feedback on adequacy of performance,” (p. 140, figure 14.1) then perhaps that would improve performance. For me, although I intend to get feedback and graded assignments back to students as close to the date turned in as possible, it is difficult to grade and comment on 130—150 assignments with frequency, especially when multiple assignments begin to roll in. Figure 14.2 on page 141 mentions a couple of example interventions for performance improvement such as Job Aids and Team Building. Regular team building could definitely be an incentive or motivator for performance. Perhaps if there were aids to help with grading or to help to coach and help students, there would also be an increase in performance.
I think that HPI is definitely a beneficial aspect to add to the public education arena. I look forward to the school system embracing and incorporating the ideas and suggestions behind it.
Reiser, R. & Dempsey, J. (2007). Trends and Issues in Instructional Design and Technology (2nd ed.). Prentice Hall.
I think that this is the second time that we have had almost the same ideas about a concept that we looked at. When I read through the portion that you mentioned above and saw the word incentives, i thought should we give "incentives" or bonuses in the classroom, or should a student be internally motivated to succeed. In a perfect world everyone would want to be successful and we wouldn't have to discuss the HPI. I personally don't give any external incentives in my class, we talk a lot about why you should want to do well on something and what it feels like to do a good job. It doesn't always work, it helps to have good leaders on in your class or on your team.
ReplyDeleteI'm not sure how team building offers an immediate incentive to the student. Do they receive positive feedback from the team? I don't teach classes, so I am not sure how this would improve learning and offer more immediate reinforcement for the student. I'm back with the old school that gave you the gold star or sticker when things were completed correctly. I know my daughter uses a stamp for her students--is that the type of instant gradification you are refering to?
ReplyDeleteMargie
I kinda want to strike down the incentive idea a little bit. In thinking about behavioralism I worry about the idea of giving rewards for students who perform with excellence, but then move on to another grade and its removed.. thus their incentive for excellence is removed. I fear that part of the driving force is therefore removed. I would prefer that the incentives were intrinsic knowledge based. The idea that you pushed them to take their ideas to the max and challenge them in some ways with special assignments (when that moment arises) that is right up their ally. Hard to do, not saying its easy. But at Western Michigan University the Secondary Ed students always scoffed in disbelief to the Elementary Ed students giving candy and treats to their students for performing well. Its an interesting debate for sure.
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