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Book: Designing Training to Shorten Time to Proficiency (Paperback)

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Why this Book

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 the findings of the study and its theoretical underpinnings, but also provides practical guidance for implementation to equip corporate learning specialists, HR professionals, training leaders, performance consultants, and direct managers.

The Readers

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 that 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.

The Learning Journey

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 for 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 workplace 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 to 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.

The Contents

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 mere training
9.3 Critical Role of Training is Undeniable
9.4 Model of Speed To Proficiency: Total Proficiency Eco-System

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