W E B - B A S E D   P E R F O R M A N C E
S U P P O R T   S Y S T E M S

It is now possible to deliver electronic performance support systems (EPSS) over the Web. Web-based performance support systems (WBPSS) help users perform tasks by integrating WBT, information systems, advisors, and job aids into a unified system available on demand.

Classic EPSS Definitions

"The electronic infrastructure that captures, stores, and distributes individual and corporate knowledge assets throughout an organization to enable an individual to achieve a required level of performance in the fastest possible time and with the minimum of support from other people." (Raybould, 1995)

"A human activity system that is able to manipulate large amounts of task related information in order to provide both a problem solving capability and learning opportunities to augment human performance in a job task by providing information and concepts in either a linear or nonlinear way, as and when they are required by the user." (Barker and Banerji, 1995)

"An integration of artificial intelligence technologies, hypermedia, and computer-based training to produce a system whose components include embedded training, hypermedia help, artificial intelligence based coaches, and adaptable, model-based user interfaces." (McGraw, 1994)

"An electronic system that provides integrated, on-demand access to information, advice, learning experiences, and tools to enable a high level of job performance with a minimum of support from other people." (Gery, 1991; Raybould, 1990).

More Recent Definitions

More recent definitions emphasize the importance of supporting knowledge workers.

Raybould has recently expanded his definition of EPSS based on the ideas of systems thinking:

"An EPSS is the electronic infrastructure that captures, stores, and distributes individual and corporate knowledge assets throughout an organization, to enable individuals to achieve required levels of performance in the fastest possible time and with a minimum of support from other people." (Raybould, 1995)

Laffey extends the idea of an EPSS with the concept of "dynamic" performance support:

"Dynamic support systems are characterized by the ability to change with experience, the ability to be updated and adjusted by the performer, and by augmenting other supports found in the performer's community." (Laffey, 1995) In this view, much of the content is generated by the users themselves. (Leighton, 1996)

McGraw (1994) also extends the basic EPSS idea by integrating AI concepts, such as design elements of an intelligent tutoring system, into the advice and coaching provided by the software. This allows an EPSS to support just-in-time training, on-the-job training with authentic tasks, and user-targeted training that meets the needs of each individual.

Conceptual Definitions

The following definitions conceptualize EPSS/WBPSS:

• A collection of all software needed for performance support, not a single piece of software
• The integration of a knowledge assets into the interface of software tools, rather than as add-on elements
• A method for capturing knowledge assets as well as distributing them
• Involved with the management of all knowledge assets, whether electronic or not

P U R P O S E   A N D   G O A L S
O F   W B P S S

WBPSS Purpose

The purpose of an electronic performance support system (EPSS) or Web-based performance support system (WBPSS) is to improve job performance with immediately accessible support:

• When it is needed
• At the place it is needed
• In the amount it is needed
• In the form it is needed

WBPSS Goals

Despite the variations in definitions, general agreement exists on the major goals of an EPSS or WBPSS:

• Provide "whatever is necessary to generate performance and learning at the moment of need." (Gery, 1991) Thus, an EPSS/WBPSS is sometimes referred to as "Just-in-Time Training." (Geber, 1991)
• Enable "day-one performance"—the idea that novice users should be productive on the very first day they start using a system. (Gery, 1995)
• Support higher levels of performance for the work being done today, while helping to build the knowledge infrastructure for work to be done in the future. (Winslow & Bramer, 1994)

E L E M E N T S   O F   A   W B P S S

A Web-based performance support system (WBPSS) usually has a graphical user interface. Typical elements of a WBPSS include:

• Text, data, and graphic reference material containing operational procedures, policies, definitions, and glossaries
• Training materials, including interactive or informative lessons, explanations, examples, built-in exercises, and perhaps tests for use in formally qualifying learners for specific tasks
• Job aids needed to carry out specific job responsibilities, such as report templates

Another way to look at the elements of a WBPSS (Gery, 1991; Ladd, 1993; Raybould, 1990):

Tools		Information Base		Advisor		Learning Experiences
Word processing, database		Online documents and reference materials		Expert advice and coaching		Multimedia CBT and tutorials
Templates and forms		Info databases and case history data		Context sensitive online help		Simulations and scenarios

Definitions of WBPSS Elements

Tools		Productivity software such as word processing and spreadsheets used with templates and forms such as a word processing document
Information Base		Online reference information (often called an "infobase"), hypertext online help facilities, statistic databases, multimedia databases, and case history databases
Advisor		An interactive expert system, cased-based reasoning system, or coaching facility that guides a user through performing procedures and making decisions
Learning Experiences		CBT or WBT such as interactive tutorials, as well as multimedia training using simulations and scenarios

W B P S S   S C E N A R I O

The function of the elements of a Web-based performance support system (WBPSS) is best illustrated by looking at an example of how they are used in performing a specific task. Let's consider how an instructional designer would use a WBPSS to perform the task of audience analysis.

Tools

The instructional designer could start by opening a template document in a word processing program that contains the key questions to ask during an interview with the client. The document is both a job aid for conducting the interview and a template for preparing the audience analysis report. The tools and templates embody the recommended procedures or best practices that should be employed by the user (Reeves, 1995). Examples of completed audience analysis reports could also be available to the user.

Information Base

A dynamic EPSS or WBPSS includes an infobase where much of the content is supplied by the users. For example, the infobase might include case histories on work assignments—narrative descriptions of how other users have approached and solved similar problems. This shared base of user experiences grows over time, making the infobase increasingly valuable to the organization (Laffey, 1995). In this example, the infobase could include narratives on how other instructional designers have conducted audience analysis interviews with clients in the same industry or even in the same company.

Advisor

There are two distinct types of advisor support:

• A coach represents proactive support by providing guidance such as help in setting goals and monitoring task completion.
• Context-sensitive online help is used in a reactive mode when the user has reached an impasse and cannot proceed without overcoming a problem in using the software (Duffy, Palmer, & Mehlenbacker, 1992).

The coach might initially provide guidance by suggesting that the audience analysis document must be completed as one of the first steps in doing the instructional design. The user might use the online help when filling out the audience analysis document, to get an explanation of how to rate the prior experience of users.

Learning Experiences

The Learning component typically includes Web-based training (WBT), but not in a traditional CBT form. For example, traditional CBT might employ a four-hour course sequence on the instructional design process. Learning experiences within an WBPSS must be organized into granules, usually five to fifteen minutes of instruction, that deal with specific topics and can be accessed while tasks are being performed.

This is referred to as training that is "just in time and just enough."

Suppose the instructional designer starts to review the audience analysis document template about thirty minutes before the first client interview. It has been a couple of months since starting her last ID project, so she decides to get a quick refresher course on the objectives of audience analysis. During the WBT session she can refer to the audience analysis document and prepare notes on specific follow-up questions she should remember to ask. The learning experience occurs while the work is being done, not in a separate context. (Leighton, 1996)

T H E   N E E D   F O R
I N T E L L I G E N T   S U P P O R T

Another way to look at the elements of a Web-based performance support system (WBPSS) is to consider the people resources that the WBPSS software must supplement or replace. Tools support could be provided by a personal assistant, the information base by a librarian, assistance by a coach or mentor, and learning experiences by a teacher (Carr, 1992, Winslow & Bramer, 1994).

Developing an intelligent advisor or coach is perhaps the most difficult aspect of creating a complete WBPSS that supports both performance and learning. A human coach would model the task to perform, help the performer set goals and structure sub-tasks, and proactively provide hints and reminders. The coach would also prompt the performer to articulate problem-solving strategy and engage in reflective thinking (Collins, Brown & Newman, 1990). How does one replace a human coach with a computer program?

In order to provide intelligent advice and coaching, artificial intelligence (AI) capabilities can be integrated into the WBPSS software (McGraw, 1994). For example, intelligent tutoring systems provide the concept of expert and user models. User performance can be compared to a knowledge base of expert performance to determine the appropriate level of advice to give, diagnose learning problems, and provide customized suggestions for training. The more intelligent the software, the more the software simulates the advice a human coach would provide. Thus, the more intelligent the software, the better a WBPSS supports both performance and learning.

(Leighton, 1996)