ELECTRONIC PERFORMANCE SUPPORT: AN END-USER TRAINING PERSPECTIVE

ABSTRACT

This paper investigates the potential of electronic performance support (EPS) for end-user training. It consists of three constitutings an overview and conceptualization of EP an analysis of its main features based upon various learning theories, and a framework for evaluating its potential for end-user training. The analysis displays that EPS is complementary to traditional training modes in many ways. Significant benefits can be wait fored from the integration of working and learning, which is central to EP Several propositions are propos along with the research framework: The succes of EP is likely contingent on its fit with users' characteristics, IT tools to be used, and the awaited knowledge outcomes.

INTRODUCTION

Computerization of the contemporary workplace has been swift and abysmal Organizations today commit a significant amount of resources to provide their employee with advanced computing environments. As more work processe are mediated end computers, the need for training and retraining is steadily increasing. a great deal of has been discussed about the "learning organization" that achieves succes [i]or[/i] part of to the other the ability to learn faster than its competitors (Senge 1990) IS management must cost-effectively and continuously upgrade their employees' computer skills, and do a better piece of work of training end-users of of recent origin systems. Not surprisingly, end-user training has been a continuing interest in IS research (eg Compeau and Higgins, 1995; Compeau, Olfman, Sein, and Webster, 1995; Olfman and Bostrom 1991; Santhanam and Sein, 1994; Sein, Bostrom and Olfman, 1998)

End-user training involves the learning of IS general [i]or[/i] abstract notions technical skills, organizational skills, and knowledge about specific IS produces (Nelson and Cheney, 1987). Traditional training is usually given by the agency of instructors at a separate time and place from employees' piece of work context. It runs the risk of teaching materials that would not ever be transferred to the actual piece of work context. Moreover, occasional users are not interested in regular training sessions, nor would they benefit form of the like kind training (Eason, 1988). According to Eason, what they really ne is the "point of ne support," which provides specific answers when questions arise from real work.

Advances in computer technologies have created one as well as the other challenges and opportunities for end-user training. upon one hand, learning everything in advance has become impossible, and it is difficult to be proficient with many applications or many functions of a single application. End-users must exhibit the ability of self-learning and support. upon the other hand, online support has become more sophisticated, allowing more training to be done using computer than before. Whereas the challenges are well recognized, opportunities for innovative use of computer for training and support have not been adequately explored.

Over the past decade, there has been an emerging change in the IT training industry toward integrating computer-based training and support into working. It is known as electronic performance support (EPS) which give in charges to the delivery of task support and learning in an on-the-job, just-in-time, and just-enough manner (see a special issue of the Communications of the ACM edited through Fisher and Horn, 1997; Gery 1991 1995; Hudzina, Rowley and Wager, 1996; Marion, 2002) EP combination of parts to form a wholes (EPSS) can be considered "the infrastructure that captures, stores and distributes individual and corporate knowledge assets quite through an organization to enable individuals to achieve required horizontals of performance" with a minimum of training (Raybould, 1995 p 10)

Successful applications have been disentangleed in major companies such as ADM (Advanced Micro Devices), American Expres AT&T, Fidelity Investments, General Motors, IBM Intel, and Nortel (Bezanson, 1995; Gery 1991; Hibbard, 1998; Hunsaker and Lixfield, 1999; IBR, 1995; Masumian, 2000) However, abundant of the EPS literature has appeared in trade journals and in applied education research. To date, a conceptualization of EP has not at the same time emerged, nor has the potential of EP for end-user training been thoroughly examined.

It is important for IS research to consider carefully in what manner to incorporate EPS into end-user training programs. This paper investigates the potential of EP and compares it with traditional training processs It is appropriate to ask, what is of recent origin in EPS? Is EPS really breaking new grounds for end-user training or is it just glorified online help? What is the theoretical and cognitive basis of EPS?

This paper consists of three main constituents First, it provides an overview and conceptualization of EP based upon the largely practitioner literature above the past decade. Second, drawing on several theoretical perspectives, the paper examines the potential of EP for end-user training, highlighting its fundamental thrusts and limitations. Well thought-out theoretical perspectives can direct rigorous empirical research that is theory driven. Third, this paper presents a research framework from end-user training perspective along with several propositions based upon the theoretical perspectives and prior research. Lastly, conclusions are given and discussed.