Problem-Solving and Tool Use in Office Work: The Potential of Electronic Performance Support Systems to Promote Employee Performance and Learning

Abstract

In the context of office work, learning to handle an Enterprise Resource Planning (ERP) system is important as implementation costs for such systems and associated expectations are high. However, these expectations are often not met because the users are not trained adequately. Electronic Performance Support Systems (EPSS) are designed to support employees’ ERP-related problem-solving and informal learning. EPSS are supposed to enhance employees’ performance and informal workplace learning through task-specific and granular help in task performance and problem-solving. However, there is little empirical research on EPSS. Two survey studies addressed this research gap. In the first study, 301 people working in Human Resource (HR)-related positions and functions evaluated the learning potential of EPSS as well as potential advantages and obstacles concerning the implementation and use of EPSS. Though other measures are currently assessed as more important for learning, HR employees expect a strong increase in the significance of EPSS for employee learning. In the second study, 652 users of ERP software completed a questionnaire on characteristics of their daily work tasks, team characteristics, individual dispositions, their coping with ERP-related problems, and characteristics of EPSS. Findings indicate that the most frequently available and used approach when dealing with an ERP-related problem is consulting colleagues. Three EPSS types can be distinguished by their increasing integration into the user interface and their context-sensitivity (external, extrinsic, and intrinsic EPSS). While external and extrinsic EPSS are available to many users, intrinsic EPSS are less common but are used intensively if available. EPSS availability is identified to be a strong positive predictor of frequency of EPSS use, while agreeableness as well as the task complexity and information-processing requirements show small negative effects. Moreover, more intensive ERP users use EPSS more frequently. In general, ERP users value, features such as context-sensitivity, an integration of the EPSS into the ERP system’s user interface, the option to save one’s own notes, and information displayed in an extra window. It is expected that EPSS will play an important role in workplace learning in the future, along with other measures.

Informal learning from dealing with software-related problems in the digital workplace

“…Characteristics of help-seeking include the involvement of more than one person and a certain proactivity within help-seeking (Lee, 1997; van der Rijt et al , 2013). Other studies explicitly further included non-personal interactions such as forums, text tutorials and videos as well as other resources on the web (Leiß et al , 2022; Kiani et al , 2020; Kiani et al , 2019).…”

“…In general, there are several information resources employees can refer to when they face work-related problems in the workplace. In the model of informal workplace learning through problem-solving, Leiß et al (2022) classify them into personal resources, social resources and technological resources. These resources, in turn, offer several problem-solving activities that employees can use to solve problems at hand.…”

“…For several reasons, it is assumed that informal learning will become increasingly important compared to formal learning (Littlejohn and Pammer-Schindler, 2022). First, software has become the most important tool for knowledge workers (Leiß et al , 2022; Littlejohn and Margaryan, 2014b, 2014a) and is subject to frequent updates and changes (Kiani et al , 2020). Oftentimes, users have to troubleshoot and learn software by themselves in the course of their regular working tasks (Kiani et al , 2020), as it is challenging to cover these rapid developments with formal training (Kiani et al , 2020; Harteis, 2022).…”

“…To solve work-related problems, knowledge workers usually have access to various resources (Rausch et al , 2015; Cuyvers et al , 2016; Kiani et al , 2019; Kiani et al , 2020). These can comprise personal, social and technological resources (Leiß et al , 2022). Although there is some empirical work on employees’ use of resources and problem-solving activities and learning (Rausch et al , 2015; Cuyvers et al , 2016; Haemer et al , 2017; Kooken et al , 2007), with some focusing specifically on the software context (Andrade et al , 2009; Leiß et al , 2022; Kiani et al , 2020; Kiani et al , 2019; Novick et al , 2009), empirical evidence is scarce.…”

“…These can comprise personal, social and technological resources (Leiß et al , 2022). Although there is some empirical work on employees’ use of resources and problem-solving activities and learning (Rausch et al , 2015; Cuyvers et al , 2016; Haemer et al , 2017; Kooken et al , 2007), with some focusing specifically on the software context (Andrade et al , 2009; Leiß et al , 2022; Kiani et al , 2020; Kiani et al , 2019; Novick et al , 2009), empirical evidence is scarce. Furthermore, previous research has mostly relied on interviews, in-lab observations and, occasionally, surveys.…”