The definitions as to what constitutes an EPSS have evolved from the concept outlined by Gloria Gery. She defined an EPSS as an electronic system that provides integrated, on-demand access to information, tools, and methodology to enable a high level of job performance with a minimum amount of support from others (Gery, 1991). Stevens and Stevens (1995) provided a more detailed definition: An EPSS is a computer application that can provide on-demand, task-specific skills training; task- and situation-specific information access; expert advice needed to solve unusually difficult or nonroutine work problems; customized tools for job-task automation; and embedded coaching, help, and validation tools; which together can improve human performance in the workplace by improving productivity, quality, and customer service. From a systems perspective, it is defined as thus: An EPSS is essentially a custom-built interactive guidance-, learning-, and information-support facility that is integrated into a normal working environment. Such systems are concerned with effective human-task interactions in which the computer provides an interface to various job tasks and becomes an aid in achieving efficient task performance (Banerji, 1999).
Published in Chapter:
Electronic Performance Support, E-Learning, and Knowledge Management
Ashok Banerji (Jones International University, USA and Monisha Electronic Education Trust, India) and Glenda Rose Scales (Virginia Tech University, USA)
Copyright: © 2009
|Pages: 7
DOI: 10.4018/978-1-60566-198-8.ch121
Abstract
The key outcome of the current transition from the “old economy” to the “new economy” is the dramatic shift from investments in physical capital to investments in intellectual capital. Today, approximately 70% of a country’s wealth is in human capital as opposed to physical capital, as estimated by Gary S. Becker, Nobel laureate and professor of economics and sociology at the University of Chicago (Ruttenbur, Spickler, & Lurie, 2000). In the knowledge-based economy, organizations as well as individuals need to focus on protecting and enhancing their biggest asset: their knowledge capital. The increasing economic importance of knowledge is blurring the boundary lines for work arrangements and the links between education, work, and learning. Today, business needs workers who can perform, but to perform well they need timely, relevant, and task-specific knowledge, learning opportunities, and guidance. Traditional means of knowledge support ranging from conventional classroom training to computer-based training are becoming severely limited. At the same time, managers are voicing dissatisfaction with the IT investments in the workplaces because of unrealized productivity gains. Most often it is because of the fact that IT is adopted but not exploited properly.