Designing Performance Interventions for the Information Age

Autor/inn/en	Schatz, Steven; Schwen, Thomas M.
Titel	Designing Performance Interventions for the Information Age
Quelle	In: Performance Improvement Quarterly, 19 (2006) 2, S.189-210 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0898-5952
Schlagwörter	Intervention; Internet; Case Studies; Educational Technology; Electronic Learning; Data Analysis; Computer System Design; Web Sites; Computer Assisted Instruction; Program Development; Program Implementation; Program Effectiveness; Staff Development; Human Resources; Job Performance; Educational Strategies; Training Methods; Organizational Theories; Organizational Culture; Instructional Design; Aviation Mechanics; Armed Forces; Knowledge Management + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Unterrichtsmedien; Auswertung; Web-Design; Computer based training; Computerunterstützter Unterricht; Programmplanung; Personnel development; Personalentwicklung; Humankapital; Work performance; Arbeitsleistung; Lehrstrategie; Didaktik; Trainingsmaßnahme; Organisationstheorie; Unternehmenskultur; Lesson concept; Lessonplan; Unterrichtsentwurf; Fluggerät; Military; Militär; Wissensmanagement
Abstract	Dynamic Online Performance Support Systems (DOPSS) are a new class of intervention that can meet the needs of a quickly changing work force in an information age environment. These systems are customized for the target population, with unique meta tags, unique function sets, and dynamic growth for and by users in use. These unique tag sets allow users to quickly and easily add resources to the system, so it is an intervention that grows and evolves based on continued use and input by users. This paper reports on a case study examining the design of a unique function set for military aircraft maintenance technicians. A new method to guide data collection and analysis is used. The USE method (User-centric + Sen-semaking + Evolving) is applied, with Schwen's (2001) knowledge model supporting the user-centric collection and analysis of data. The result of this new perspective allows the input and analysis of needs on micro, meso, and macro levels, identifying needs that may cross boundaries of traditional interventions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10