Designing Training To Shorten Time To Proficiency
A Book by Dr Raman K Attri
‘The empirical fact about expertise (i.e., that it takes a long time) sets the stage for an effort at demonstrating the acceleration of the achievement of proficiency.’ (Hoffman, Andrews & Feltovich 2012, p. 9)
DESIGNING TRAINING TO SHORTEN TIME TO PROFICIENCY: Online, Classroom and On-the-Job Learning Strategies From Research
by Dr. Raman K. Attri
Published by Speed To Proficiency Research: S2Pro©
Published: Feb 2019
ISBN: 978-981-14-0633-1 (e-book) $19.99
ISBN: 978-981-14-0632-4 (paperback) $39.99
ISBN: 978-981-14-0645-4 (hardcover) $49.99
Delivers 21 must-know, powerful revelations from a large-scale research study on the classroom, online and on-the-job learning for training leaders of today’s business world. Read it today!!!
This book deals with solving a pressing organizational challenge of bringing employees up to speed faster. In the fast-paced business world, organizations need faster readiness of employees to handle the complex responsibilities of their jobs. The author conducted an extensive doctoral research study with 85 global experts across 66 project cases to explore the practices and strategies that were proven to reduce time to proficiency of employees in a range of organizations worldwide.
This book provides the readers with a first-hand account of findings exclusively related to training and learning strategies, instructional methods, and curriculum design. This book delivers over 21 training and learning strategies across online learning, classroom instructions, and on-the-job learning. These strategies will allow training designers and learning specialists to design workplace training programs that hold the potential to shorten time to proficiency of employees.
The book not only describes findings of the study and theoretical underpinnings, but it also provides practical guidance for implementation to equip corporate learning specialists, HR professionals, training leaders, performance consultants, and direct managers.
Business practitioners, trainers and instructional designers: This book focuses on how training and learning strategies should be structured or implemented to contribute significantly toward shortening time to proficiency of employees. This book is written for business practitioners, training managers, training leaders, learning specialists and instructional designers to apply and test the methods/strategies mentioned in this book to build training programs that can potentially shorten time to proficiency of employees at the workplace.
Educational and learning researchers: Though small, this book adds an intriguing contribution to the existing knowledge base in the field of training, learning, instructional design, performance, and expertise. This book will be useful to educational and training researchers as well. This book is an attempt to bring a ‘real’ business problem which has a tremendous impact on the bottom-line of the organizations. As researchers, when we realize there is a problem worth solving, we set to find the answers. Through this book, I encourage other researchers to investigate the strategies, methods, and approaches to accelerate time to proficiency of employees in a business context.
Chapter 1 of the book introduces the research study that was conducted and describes the sampling, participants, data collection and data analysis methodology.
Chapter 2 introduces the concept and definition of accelerated proficiency and metrics such as time to proficiency and speed to proficiency. The chapter sets the premise for the business need that demands learning designers to explore methods to shorten time to proficiency of employees.
Chapter 3 describes the result of proficiency curve analysis that revealed four possible trajectories to accelerate employee proficiency.
Chapter 4 introduces the four key hurdles in the form of the inefficiencies of traditional training models that hamper the acceleration of proficiency. This chapter sets the stage what needs to be avoided when designing training meant to accelerate proficiency.
Chapter 5 addresses the group of findings related to online or e-learning. A conceptual model is presented to describe five e-learning strategies with the great potential to accelerate proficiency in work-place skills.
Chapter 6 focuses on findings grouped as the formal classroom or instructor-led instructional strategies. The chapter specifies five instructional strategies to design classroom training and deliver an enriched learning experience to put learners on an accelerated proficiency path.
Chapter 7 explains the findings grouped as on-the-job learning or workplace learning strategies. The chapter describes three strategies for workplace learning design to leverage workplace opportunities and interventions which reported great potential to accelerate proficiency. The chapter presents a conceptual model of workplace learning strategies to guide the implementation of these strategies.
Chapter 8 consolidate the strategies for online learning, classroom learning and workplace learning into a simple model for training design that holds the potential to create training that can contribute into shortening time to proficiency of the employees.
Chapter 9 concludes the book with final thoughts on the role of training and learning strategies toward accelerating proficiency in the long run.
CHAPTER 1: RESEARCH STUDY: STRATEGIES TO ACCELERATE TIME TO PROFICIENCY
1.1 The Research Study
1.2 Research Methodology
1.3 Research Outcomes
1.4 Training and Learning Strategies
1.5 How the Book is Organized
CHAPTER 2: IMPORTANCE OF SHORTENING EMPLOYEES’ TIME TO PROFICIENCY
2.1 Proficiency or proficient workforce
2.2 Definition of new business metrics
2.3 Accelerated Proficiency
2.4 Need to Shorten Time to proficiency
CHAPTER 3: FOUR TRAJECTORIES TO ACCELERATE PROFICIENCY
3.1 Proficiency curve analysis
3.2 Trajectory #1: Accelerated Proficiency-Based Training
3.3 Trajectory #2: Accelerated On-the-Job Experience
3.4 Trajectory #3: Restructured Training Curriculum
3.5 Trajectory #4: Holistic Picture to Accelerate Proficiency
3.6 Simplified Representation of Four Phases
CHAPTER 4: FOUR TYPES OF INEFFICIENCIES IN TRAINING HAMPER ACCELERATED PROFICIENCY
4.1 What is Wrong with a Typical Traditional Training Model
4.2 Inefficiency #1: Curriculum-Related inefficiencies
4.3 Inefficiency #2: Skill-related IneFficiencies
4.4 Inefficiency #3: Support-related Inefficiencies
4.5 Inefficiency #4: Outcome-related Inefficiencies
4.6 Handling Inefficiencies of Traditional Training Models
CHAPTER 5: FIVE E-LEARNING STRATEGIES TO ACCELERATE PROFICIENCY
5.1 Role of e-learning in Accelerating Proficiency
5.2 Conceptual Model of E-learning strategies
5.3 Strategy #1: Experience-rich and multi-technology mix
5.4 Strategy #2: Time-spaced microlearning content
5.5 Strategy #3: Scenario-based contextualization of e-learning
5.6 Strategy #4: On-demand electronic performance support systems
5.7 Strategy #5: Optimally sequenced e-learning path
5.8 Summary of Recommendations
CHAPTER 6: FIVE INSTRUCTIONAL STRATEGIES TO ACCELERATE PROFICIENCY
6.1 Role of Classroom Training to Accelerate Proficiency
6.2 Conceptual Model of Instructional Strategies
6.3 Strategy #1: Segmentation of Critical Tasks
6.4 Strategy #2: Self-guided Pre-work/ Preparation
6.5 Strategy #3: Contextualize Learning with Scenarios
6.6 Strategy #4: Emotional Loading/ Emotional Involvement
6.7 Strategy #5: Spaced Distributed Chunked Interventions
6.8 Summary of Recommendations
CHAPTER 7: THREE WORKPLACE LEARNING DESIGN STRATEGIES TO ACCELERATE PROFICIENCY
7.1 Role of Workplace Learning to Accelerate Proficiency
7.2 Moving Away from Traditional training to workplace learning
7.3 Model of Workplace Learning for Accelerating Proficiency
7.4 Strategy #1: Manufacture and Structure On-the-job Experiences
7.5 Strategy #2: Sequence the Activities and Experiences in a lean learning path
7.6 Strategy #3. Deploy Performance Support Systems and Resources
7.7 Summary of Recommendations
CHAPTER 8: A TRAINING DESIGN MODEL FOR ACCELERATED PROFICIENCY
8.1 Summary of Strategies: Online, classroom and Workplace Learning
8.2 A Full Picture of Training Design for Accelerated Proficiency
8.3 Proficiency For a Job Role, Not Tasks
CHAPTER 9: ACCELERATING PROFICIENCY IS BEYOND DESIGNING TRAINING
9.1 Putting Training In Perspective: Skill Acquisition Versus Attaining Proficiency
9.2 Solutions to Accelerated proficiency are beyond merely training
9.3 Critical Role of Training is Undeniable
9.4 Model of Speed To Proficiency: Total Proficiency Eco-System
Raman K Attri is a corporate business researcher, learning strategist, and management consultant with a strong zeal to enable people to unravel human learning and performance. He specializes in providing the competitive and strategic value to the organizations by accelerating time-to-proficiency of employees through well-researched models. He holds a doctorate in business from Southern Cross University, Australia. His international professional career spanned over 25 years across a range of disciplines such as scientific research, systems engineering, management consulting, training operations, professional teaching, and learning design. A strong proponent of learning as the core of human success, he provides advisory on accelerated learning techniques which earned him over 60 educational credentials including doctorate degrees, three masters’ degrees and tens of international certifications. Despite physical disability since childhood, he leveraged it to learn, research and test a range of “how to methods” to accelerate the rate of personal learning and professional performance at the workplace. He has published his methods in scholarly journals, blogs, books, and conferences. He also runs a non-profit consulting forum focused on researching strategies to accelerate speed to proficiency.