Conference Paper

E-learning Strategies at Workplace That Support Speed to Proficiency in Complex Skills

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  • Speed To Proficiency: S2Pro© Research
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Abstract

The complexity of business and complexity of skills slow down the speed with which employees comes up to desired proficiency in the skills required to do their job. However, the pace of the business and the cut-throat competition does not allow organizations enough time waiting employees to acquire proficiency in required job skills Time-to-proficiency is now becoming a crucial survival metrics for the business to accelerate customer satisfaction and profits. This business challenge requires organizations to rethink the training and learning strategies to bring employees up to speed. It appears that traditional training and learning interventions do not address the need for speed to proficiency. Extensive literature review indicates a lack of systematic research in this business-critical topic, especially on availability of any proven framework or model to design and deliver training interventions to accelerate speed to proficiency. To address this gap, as part of the doctorate research, the author has explored the training and learning strategies that have been implemented successfully by leading organizations to shorten the time-to-proficiency and accelerate speed to proficiency at the workplace. Author conducted a qualitative research across 42 industries through in-depth interviews with over 86 leading experts from renowned organizations who are known to have reduced the time-to-proficiency of employees. Using thematic analysis, a conceptual model is developed for various training and learning strategies to accelerate speed to proficiency. Preliminary data analysis revealed several workplace training, classroom training and e-learning strategies to reduce time-to-proficiency. However, the intent of this paper is to present a subset of the overall preliminary findings of this large research study. The focus of this paper is to report only the e-learning strategies found in the main study that hold strong potential to reduce time-to-proficiency.

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... Hoffman, et al., (2010, p. 9) position accelerated proficiency as 'phenomenon of achieving higher levels of proficiency in less time'. While considerations like time-to-market and competitiveness are the main drivers for a shorter time-to-proficiency, the additional factors Page2 that drive this need are constant obsolescence of the skills, increasing complexity of jobs and skills, attrition or ageing workforce constantly getting replaced and need faster readiness to do the jobs which senior experts were doing earlier (Hoffman et al., 2010).Therefore, organisations are striving to figure out the interventions, systems and strategies to shorten time-to-proficiency of employees in acquiring skills for a given role (Attri, 2014;Attri & Wu, 2016). ...
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The high pace business environment poses great competition among firms. The key to an organisation's survival is its workforce. Time taken by the workforce to reach to full proficiency in their job role takes very long in certain job roles. Thus, shortening time-to-proficiency of employees is a critical business problem for today's organisations. This qualitative research study explored the proven practices and strategies that have successfully reduced time-to-proficiency of the workforce in various settings. A total of 93 participants from seven countries participated in the research study. Bounded project case (with a defined start and defined end) was used as a sampling unit and unit of analysis in this study. This study collected 67 successful project cases with the evidence of significant reduction in time-to-proficiency of the workforce in their settings. These project cases are spanned across nine economic sectors, 20 business sectors and 28 industrial groups. This study revealed that project leaders across the board used six practices to successfully reduce the time-to-proficiency. The purpose of this paper is to present the model of accelerated proficiency in the work place developed in this study.
... Hoffman, et al., (2010, p. 9)position accelerated proficiency as 'phenomenon of achieving higher levels of proficiency in less time'. While considerations like time-to-market and competitiveness are the main drivers for a shorter time-to-proficiency, the additional factors that drive this need areconstant obsolescence of the skills, increasing complexity of jobs and skills, attrition or ageing workforce constantly getting replaced and need faster readiness to do the jobs which senior experts were doing earlier (Hoffman et al., 2010).Therefore, organisations are striving to figure out the interventions, systems and strategies to shorten time-to-proficiency of employees in acquiring skills for a given role (Attri, 2014;Attri & Wu, 2016). The intent of this research study is explained in the simple pictorial form in Figure 1. ...
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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. 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.
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