Human Performance Technology

Chapter 14

In my line of work, a performance problem that I have an issue with is poor team input in core meetings. Teachers do not bring anything to the table. The team members usually show up to the meeting with a blank note pad and leave with that same blank pad. Performance is defined as the ends or results to which purposeful means are directed. The desired outcome of a core meeting is instructional improvement through collaboration. A non-instructional solution would be to create a form that each teacher would complete prior to arriving at the meeting. The form would allow teachers to brain storm and come up with ideas and suggestions without feeling “on the spot.”

 

Chapter 15

A performance support system is a combination of resources and tools to facilitate to cause or improve performance. I believe that team meeting input would be benefitted with the use of a performance support system. The textbook author describes the D4M2 model. It is extensive but I think on a simple level it could be incorporated into use for the team meeting issue. In the define phase, a simple survey would suffice to get team members thoughts on their failure to contribute and also an idea of what supports they needed in order to be more forthcoming in the team collaboration efforts. The design phase would be a product of the information garnered from the surveys. The develop phase would consist of creating the form and perhaps having a few teachers complete it anonymously to see if it was easy to understand and use. I would present the form in a staff meeting for the deliver phase during which questions can be asked and examples shown.

 

Chapter 16

Knowledge of state standards and district scope and sequence are needed to help with the issue above. When teachers are not sure of what it is they are to do and when to do so, they are confused and not willing to offer suggestions about the process. In my experience, I often overhear other teachers’ complaints (similar to my own) about the standardized assessments, data collection, poor student performance and other instructional issues. A lot of the issues stem from confusion. Administrators who have gotten out of touch with the classroom make changes that make no sense to the classroom teacher.

This knowledge would need to be cohesively provided by administrators and in a manner that was understandable. It would also be beneficial if major changes to this information were done at times that were more advantageous and convenient. I am a substitute teacher. I usually have long term assignments rotating between two elementary schools in a small town district so I am very familiar with the practices there. I attend most meetings and am privy to most of the same things as the teacher of record. One thing that I would like to see is a common place to find necessary information.


Chapter 17

As a substitute teacher, I have the opportunity to visit several classrooms and see how different teachers approach the same challenges. I see what works and what does not. I make note of things that I would incorporate into my classroom. I take pictures of inspirational items and jot down any ideas that come to me as a result of being in someone’s “position” temporarily. One year, a veteran teacher was in the class next door during a three month assignment. Over the course of my stay, we brainstormed together often. Oddly enough, she asked me more questions than I. She took my advice a few times on how I dealt with certain things in the class. I once stated, “I’m the newbie! I need your help!” She replied that I have a new outlook on things she has tended to do the same way, year after year.

The knowledge I have gained could be codified and managed. I have it cataloged on my computer under Educational Ideas. It could be broadened and replicated as I believe others could have an idea bank just as extensive as mine. One teacher may have a how-to question and something another teacher has done may spark an idea to solve their problem.