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 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 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.

Raman K. Attri

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