The experience in developing performance-centered systems for higher education has improved significantly, and practitioners have made considerable progress in elaborating a methodology. This paper discusses the convergence of thinking among various disciplines in analysis and design methodologies, and describes the key elements of the new-emerged performance support engineering development methodology. These are important for designing web-based systems, information systems, and knowledge management systems in higher education.performance-centered systems, web-besd systems, information systems, knowledge management systems, methodology, higher education

Ioan I. ANDONE

Vasile Daniel PAVALOAIA

English

Research Papers in Economics

Revista Informatica Economică, nr. 3 (43)/2007  26 
Developing Performance-Centered Systems for Higher Education 
 
Ioan I. ANDONE, Iaşi, Romania, iandone@uaic.ro
Vasile-Daniel W. PĂVĂLOAIA, Iaşi, Romania, danpav@uaic.ro
 
The experience in developing performance-centered systems for higher education has im-
proved significantly, and practitioners have made considerable progress in elaborating a 
methodology. This paper discuss the convergence of thinking among various disciplines in 
analysis and design methodologies, and describes the key elements of the new-emerged per-
formance support engineering development methodology. These are important for designing 
web-based systems, information systems, and knowledge management systems in higher edu-
cation. 
Keywords: performance-centered systems, web-besd systems, information systems, knowledge 
management systems, methodology, higher education. 
 
ntroduction 
W
based
ith the rapid rise of the Internet, web-
 systems are becoming a major focus of 
software professionals and human perform-
ance technologists. Typical compensatory 
mechanisms for poor systems design such as 
learning, training and human support systems 
are becoming unacceptable from an eco-
nomic perspetive. Competitive pressure to 
provide superior education services, and give 
students the knowledge and skills they need 
to survive in an information-based global 
economy, means that students and other end 
users must achieve competency in much 
shorter time frames. Therefore, the ability to 
design software systems from a performance-
centered perspective is a critical success fac-
tor in web-based, information systems, and 
knowledge management systems. Just mak-
ing knowledge available electronically is not 
sufficient. The major question facing univer-
sities today is not whether to do perform-
ance-centered design, which is adecvately 
addressed, but how to get it done. This is be-
cause our paper discusses the convergence of 
thinking among various disciplines in analy-
sis and design methodologies, and describes 
the key elements of the new-emerged per-
formance suport engineering development 
methodology. 
 
2. The characteristics of the methodology 
Over the past 15 years performance support 
development has progressed from the art to a 
more structured methodology [Marion, 1997; 
Raybould, 2000; Ho, 2001]. Also, the Human 
Computer Interaction has been close to per-
formance support concepts and away from 
user-centered design toward usage-centered 
design [Constantine, 1995], and contextual 
design [Bayer & Holzblatt, 1998; Hietpas, 
2003; Kaplan-Leiserson, 2006]. Figure 1 pre-
sent the relationships between performance 
support enginering and various other profes-
sional disciplines. 
The design process is therefore data-driven 
according to the work and performers rather 
than suppositions by the design team. The 
rule of three actuals applies: a) observe actual 
work; b) observe actual performers, and c) 
observe the actual work place. Observing this 
rules ensures that barriers to performance are 
exposed; it also prevents from making erro-
neous assumptions about the nature of the 
work (didactic, research or management) that 
might lead to inadecquate design. Barry Ray-
bould considers the model of a generic per-
formance support engineering development 
cycle as shown in Figure 2 [Raybould, 
2000][Pham, Dimov, Setchi et al, 2004]. We 
must note that, actually four-phase method 
evolves not only around the deliverables, but 
raw data from university performers and sub-
ject matter experts. The basic techniques for 
interface design and testing are described in 
the Human Computer Interaction literature. 
I Revista Informatica Economică, nr. 3 (43)/2007  27
Structured
Writing
Performance Support Engineering
Web-Based 
Training/
Learning
Computer
-Based 
Training/
Learning
Information Engineering
Business-Process Reengineering & Total Quality
Knowledge 
Engineering
Knowledge-Management
Instructional 
Systems Design
Human Performance 
Technology
Usage-Centered 
Design
Performance-
Centered Design User-Centered 
Design &
Computer User 
Interaction
Contextual 
Design Virtual 
Classrooms
Digital 
Collaboration
Structured
Writing
Performance Support Engineering
Web-Based 
Training/
Learning
Computer
-Based 
Training/
Learning
Information Engineering
Business-Process Reengineering & Total Quality
Knowledge 
Engineering
Knowledge-Management
Instructional 
Systems Design
Human Performance 
Technology
Usage-Centered 
Design
Performance-
Centered Design User-Centered 
Design &
Computer User 
Interaction
Contextual 
Design Virtual 
Classrooms
Digital 
Collaboration
 
Adapted from [Raybould, 2000, 33] 
Figure 1 Relationship Between Performance Support Engineering 
and Other Professional Disciplines 
 
Performance Analysis Design Development Implementation Evaluation
Key data:
•Interview notes
•Workplace observation
•Surveys
•Focus groups
Representation of the work:
•Process flows
•Task flows
•Knowledge requirements
Representation of the design:
•Storyboards
•Use cases
•User Interface flows
•Low fidelity prototypes
DELIVERABLES
Performance Analysis Design Development Implementation Evaluation
Key data:
•Interview notes
•Workplace observation
•Surveys
•Focus groups
Representation of the work:
•Process flows
•Task flows
•Knowledge requirements
Representation of the design:
•Storyboards
•Use cases
•User Interface flows
•Low fidelity prototypes
DELIVERABLES
Performance Analysis Design Development Implementation Evaluation
Key data:
•Interview notes
•Workplace observation
•Surveys
•Focus groups
Representation of the work:
•Process flows
•Task flows
•Knowledge requirements
Representation of the design:
•Storyboards
•Use cases
•User Interface flows
•Low fidelity prototypes
DELIVERABLES
Performance Analysis Design Development Implementation Evaluation
Key data:
•Interview notes
•Workplace observation
•Surveys
•Focus groups
Representation of the work:
•Process flows
•Task flows
•Knowledge requirements
Representation of the design:
•Storyboards
•Use cases
•User Interface flows
•Low fidelity prototypes
DELIVERABLES
Performance Analysis Design Development Implementation Evaluation
Key data:
•Interview notes
•Workplace observation
•Surveys
•Focus groups
Representation of the work:
•Process flows
•Task flows
•Knowledge requirements
Representation of the design:
•Storyboards
•Use cases
•User Interface flows
•Low fidelity prototypes
DELIVERABLES
Performance Analysis Design Development Implementation Evaluation
Key data:
•Interview notes
•Workplace observation
•Surveys
•Focus groups
Representation of the work:
•Process flows
•Task flows
•Knowledge requirements
Representation of the design:
•Storyboards
•Use cases
•User Interface flows
•Low fidelity prototypes
DELIVERABLES
 
Figure 2 The model of generalized methodology 
 
3. Performance support Continuum and 
Group Processes 
These are two consequences of integrating 
disciplines in performance support engineer-
ing. The scientists has been states that sup-
port needs to be provided in a continuum 
[Raybould, 2000]. The most efficient way to 
develop a support strategy is to start by 
building those structures on the right (see 
Figure 3) and progressivelly move to the left 
when a particular structure proves infeasible. 
There is the performance-centered design ap-
proach proposed by Raybould, and this is di-
rect conflict with traditional approaches that 
start with interventions at the left and move 
towards the right (if there is sufficient budget 
and time). 
 
Increasing Time                                                 Increasing Power
External                                                  Linked Embedded
Training                                                        
Couses                                                           Menus
Tutorials            Advisors
CBT                                                              Dialogs
References            Coaches
Wizards                   On-screen  instructions
Peers  
Hotlines                                    Helps
1 week          2 hours                                          5 minutes                 1 minute                           5 seconds       
Increasing Time                                                 Increasing Power
External                                                  Linked Embedded
Training                                                        
Couses                                                           Menus
Tutorials            Advisors
CBT                                                              Dialogs
References            Coaches
Wizards                   On-screen  instructions
Peers  
Hotlines                                    Helps
1 week          2 hours                                          5 minutes                 1 minute                           5 seconds        
Figure 3 Performance Support Continuum 
 
Actually, there are some phases in the devel-
opment methodology in which group proc-
esses are important. A key element of the   
performance support engineering process is 
to align the goals of all stakeholders. Group 
processes such as brainstorming, affinity dia-Revista Informatica Economică, nr. 3 (43)/2007  28 
gramming, interrelationship digraph, and 
fishbone analyses have proved particularly 
useful in gaining this alignment. Alignment 
within as well as external to the project team 
is also critical to success, and also alignment 
of understanding of the university work. The 
only solution to these problems has been ef-
fective knowledge sharing during the design 
process by the separate analysis teams using 
group processes. The most important and dif-
ficult problem is how to involve university 
management and performers in the design 
process. In practice it is impossible for per-
formance support engineers to gain a full un-
derstanding of the knowkledge domain of a 
faculty, or a department, or a researh unit, 
and of management concerns during a 
knowledge management project.  
4.  Knowledge’s integration into special 
software tools 
As we easily observe, university’s informa-
tion systems are moving from data man-
agemnt age into the knowledge management 
age, in which the foundation of most infor-
mation systems - the database - is being 
augmented by a knowledge base accessible 
via performance-centered interface. The hu-
man computer interaction field, intelligent 
systems field, and technical documentation 
fields have all been moving closer to those 
approaches advocated by the performance 
support community (Figure 4).  
 
PERFORMANCE CENTERED 
TOOLS AND SYSTEMS
PERFORMANCE CENTERED 
TOOLS AND SYSTEMS
PERFORMANCE SUPPORT AND 
HUMAN PERFORMANCE 
TECHNOLOGY COMMUNITY
PERFORMANCE SUPPORT AND 
HUMAN PERFORMANCE 
TECHNOLOGY COMMUNITY
NO COMMUNITY NO COMMUNITY
HIGHER-EDUCATION/TRAINING 
COMMUNITY
HIGHER-EDUCATION/TRAINING 
COMMUNITY
TECHNICAL DOCUMENTATION 
COMMUNITY
TECHNICAL DOCUMENTATION 
COMMUNITY
INTELLIGENT SYSTEMS 
COMMUNITY
INTELLIGENT SYSTEMS 
COMMUNITY
User 
centered 
systems
Data 
centered 
systems
Usage 
centered/
scorecard 
systems
Heuristics/ Technical 
Performace support
Expert 
systems 
embodied 
with 
Information 
systems
Intelligent 
systems with 
integrated 
systems
Integrated 
hypertext & 
Intellimedia 
systems
Stand-
alone 
intellig. 
systems 
Interactive electronic manuals 
Hypermedia/ Multimedia Help Systems
Web-based training
Stand-alone Computer-Based Trainig
Learner/instructor-led  training
PERFORMANCE CENTERED 
TOOLS AND SYSTEMS
PERFORMANCE CENTERED 
TOOLS AND SYSTEMS
PERFORMANCE SUPPORT AND 
HUMAN PERFORMANCE 
TECHNOLOGY COMMUNITY
PERFORMANCE SUPPORT AND 
HUMAN PERFORMANCE 
TECHNOLOGY COMMUNITY
NO COMMUNITY NO COMMUNITY
HIGHER-EDUCATION/TRAINING 
COMMUNITY
HIGHER-EDUCATION/TRAINING 
COMMUNITY
TECHNICAL DOCUMENTATION 
COMMUNITY
TECHNICAL DOCUMENTATION 
COMMUNITY
INTELLIGENT SYSTEMS 
COMMUNITY
INTELLIGENT SYSTEMS 
COMMUNITY
User 
centered 
systems
Data 
centered 
systems
Usage 
centered/
scorecard 
systems
Heuristics/ Technical 
Performace support
Expert 
systems 
embodied 
with 
Information 
systems
Intelligent 
systems with 
integrated 
systems
Integrated 
hypertext & 
Intellimedia 
systems
Stand-
alone 
intellig. 
systems 
Interactive electronic manuals 
Hypermedia/ Multimedia Help Systems
Web-based training
Stand-alone Computer-Based Trainig
Learner/instructor-led  training
 
Adapted from [Raybould, 2000, 37] 
Figure 4 Convergence to performance-centered tools and systems in higher-education 
 
Technical/ professional books for the learn-
ing disciplines have become interactive elec-
tronic manuals, stand-alone expert systems 
have been embedded in information systems, 
and tutor/instructor-led training courses have 
become web-based training modules inte-
grated with hyperlinked background refer-
ence information very usefuly for students. 
The pattern clearly shows an increasingly 
close integration of knowledge and support 
resources into tools that professors, research-
ers and students use. The knowledge bases 
are maintained and enhanced via knowledge 
management systems (Figure 5). 
 
DATA MANAGEMENT 
AGE
DATA MANAGEMENT 
AGE
KNOWLEDGE  MANAGEMENT 
AGE
KNOWLEDGE  MANAGEMENT 
AGE
User Interface
DATA BASE
Performance-centered 
Interface
DATA BASE KNOWLEDGE
BASE
DATA MANAGEMENT 
AGE
DATA MANAGEMENT 
AGE
KNOWLEDGE  MANAGEMENT 
AGE
KNOWLEDGE  MANAGEMENT 
AGE
User Interface
DATA BASE
Performance-centered 
Interface
DATA BASE KNOWLEDGE
BASE  
Figure 5 Integration of knowledge and support resources Revista Informatica Economică, nr. 3 (43)/2007  29
The focus for deciding which tools and 
which specific areas and domains of knowl-
edge to integrate into the performance-
centered tool or system is determined 
through an good understanding of university 
strategic priorities and goals.  
The development of a web-based knowledge 
management tool is a step forward, for the 
university who would implement it, toward a 
leader position in the educational area. In or-
der to determine the model, a survey within 
the campus should be conducted. Both the 
students and professors should be included in 
the survey. After conducting the survey and 
determining the model, based on the results, 
the market (of such products) should be ana-
lyzed in order to identify a product that 
matches the user’s requirements. If a product 
is identified, then a decision, based on costs 
and benefits, should be made regarding the 
purchase or development of such a solution. 
At this point, FEAA had made several small 
steps toward the development of such a spe-
cific tool. Basically there is available, for the 
professors and staff, both a Portal and a web 
site which are used for communication rea-
sons within the institution (between students 
and staff: the FEAA Portal) and also between 
the institution and other outside enti-
ties/students (the FEAA website). There is 
also developed a small web-based application 
(included into the website) meant to help the 
professors manage several activities like: 1) 
admitting/cancelling students application for 
their dissertation project, 2) viewing the re-
sults of professor’s evaluation process by 
students, 3) editing the course curricula for 
the taught disciplines, 4) updating the per-
sonal information from the institution web-
site. The main screen of the above described 
application can be seen in the figure 6. 
 
Figure 6 The main screen of FEAA web-based knowledge management tool 
 
What we can expect from a web-based 
knowledge management tool for higher edu-
cation: to put value in the end user empow-
erment; to play a major role within the web 
unification project of a institution; it will al-
low to maintain a visual consistency while al-
lowing the content to be published easily and 
seamlessly; to increase the quality of the 
work of people inside the institution;to be a 
tool that can be used to keep the message 
current;to be a cost-effective solution for the 
institution, meaning that from a financial 
point of view its cost should be within the 
budget of institution;to be easy to use by all 
members of the institution; they should be 
able to update their information in a smooth 
way, without going through the programming 
technique as part of it; publish the informa-
tion in a timely and accurate fashion; to have 
a very easy implementation: once the product 
is developed/purchased the institution should 
be able to use it without paying specific 
training course for the employees; the tools 
should be integrated into the institution’s 
web design very quickly and smoothly by us-
ing open standards. Without such tool, the 
employees should send their web page con-
tent to the technical staff and they should be 
integrating it into the institution web site. 
Therefore a lot of time and efforts are wasted 
and sometimes errors may occur. With such a 
tool, the employee, without having any 
knowledge in web programming, can up-
date/create/erase theirs webpage and its con-
tent. Moreover, for smoothing the process, 
there should be a certain degree of integra-
tion between the web content management 
tool and the office product that the institution 
is using. Thus, people should be able to ex-
port the information from the word document Revista Informatica Economică, nr. 3 (43)/2007  30 
program that they are using directly into the 
web site (there can be said that a web site is 
only as good as its content). Also, such tool 
should allow a certain degree of customiza-
tion as not all institution following the same 
pattern. A model it is illustrated in the figure 
7. 
 
 
Figure 7 A model of knowledge management tool and its functioning 
 
5. Conclusion 
This analysis and design process, refined 
over many performance support projects is a 
hybridization of techniques from multiple 
disciplines and results in a series on inte-
grated interventions in a performance support 
continuum. Since the project team draws to-
gether skills from multiple disciplines and in-
tegrates performers and subject matter ex-
perts from university’ departments into the 
analysis and design process of knowledge 
management system, group processes are 
particularly important. Performance-centered 
design uses a wider range of design heuristics 
that take into account both this systems 
viewpoint and the needs og knowledge man-
agement in higher-education. 
References 
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electronic performance support system for 
the training department at a company, The 
Graduate School  University of Wisconsin-
Stout, May, Research Paper. 
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Evaluation Practice in the Design process of 
a Performance Support System, Blooming-
ton, Indiana. 
[3] Kaplan-Leiserson, E., (2004), Workforce 
of tomorrow, Continues Training & Devel-
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[4] Nielsen, J., and Mack, R.L. (1994) (Eds.), 
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Workforce of tomorrow,

Developing Performance-Centered Systems for Higher Education

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