I am speaking this week about performance aids at The eLearning Network in Sheffield, and I’ve just completed a set of three articles on the same theme for Inside Learning Technologies. I’ll reprint it here early in the new year (did I really just write “in the new year”; where does the time go?).
To whet your appetite I’d like to mention the great work of Peter Pipe whose very broadest definition of Performance aids is, “Whatever help it takes to get the job done right by the people who have to do the job”.
I’ve not found much reference to Peter’s work online, which is a surprise since it seems to me to be as fresh today as it has ever been, and it has had a very strong influence on my work since the 1970s.
Pipe segments his “whatever help it takes” into 5 common classes of performance aid as follows:
Pipe’s Types
| Supplant | To remove some or all of the task from operator control |
| Enhance | To provide tools to help the operator |
| Prompt | To provide memory aids |
| Boost | To provide improved flow of information to the operator |
| Inhibit | To remove or reduce inputs which distract the operator – physical or mental |
He then uses his scientific mind to classify particular and specific types of performance aid and assign them to one of these 5 over-arching classes. It is beyond the scope of this blog to examine (16 in all) of Pipe’s Types in detail, but let’s think about why performance support might be necessary in the first place.
Why don’t workers get everything right first time and every time?
There is a variety of different reasons. People may misconstrue a task or its importance. They might lack physical or mental capability or their inexperience might mislead them. Aspects of the environment can get in the way, mistakes can be made and the action or inaction of others can cause a problem. The work of Peter Pipe once again gives us a thoughtful analysis.
Task perception |
Following instructions which are incorrect |
| Failure to realise responsibility | |
| Personal interpretation of a task required | |
| Mistaken priorities, such as taking short cuts through safety rules to save time | |
Capability and experience |
Lack of appropriate training or skills to perform a task |
| Failure to follow instructions | |
| Lack of appreciation of consequences of actions | |
| Inappropriate choice of procedure to achieve desired outcome | |
| Jumping to conclusions about the nature of a situation | |
| Work environment | Information overload makes it difficult to identify important pieces of information and easier to ignore or delay scrutiny |
| Task overload impairs ability to monitor developments and formulate reactive or pro-active responses | |
| Difficult working environment | |
| Inadequate work environment, equipment, or procedures increase the chance of mistakes | |
Mistake |
Random slips |
| Failure to detect very unusual situations or rare events | |
| Incorrect assessment of a situation | |
Motivation |
Lack of incentive for high level of performance |
| Lack of concentration on a task | |
| Personal objectives | |
Actions of others |
Failure to communicate information |
| Frustration of actions | |
| Incorrect or faulty components supplied | |
| Insufficient quality of contribution |
And since there is a variety of problems and a variety of root causes, so there must be a variety of solutions, too.
At the eLN and then through the articles and future blogs, I’ll be offfering lots of examples of “the what and the when” of performance aids, but I’m hoping that I’ll collect a few examples too from you.
With the words “there’s an app for that” echoing in my ears, I’d be especially interested to hear about examples of e-enabled performance aids across the full spectrum of Pipe’s Types.



