Modelling accelerated proficiency in organisations : practices and strategies to shorten time-to-proficiency of the workforce / Raman K. Attri.

Format:

Book

Author/Creator:

Attri, Raman K., author.

Language:

English

Subjects (All):

Employees--Training of--Methodology.

Employees.

Learning ability.

Physical Description:

1 online resource (515 pages)

Edition:

1st ed.

Place of Publication:

Singapore : Speed To Proficiency Research, [2022]

Contents:

Intro

DECLARATION AND STATEMENT OF AUTHORSHIP

ACKNOWLEDGEMENTS

LIST OF ACADEMIC PUBLICATIONS

ABSTRACT

TABLE OF CONTENTS

LIST OF ABBREVIATIONS

CHAPTER 1 Introduction

1.1. INTRODUCTION

1.2. BACKGROUND

1.2.1. Job performance

1.2.2. Proficiency

1.2.3. Acquisition of skilled performance

1.2.4. Proficiency progression

1.2.5. Accelerated proficiency

1.2.6. Business perspective of accelerating proficiency

1.2.7. Strategies and methods of accelerating proficiency

1.3. RESEARCH PROBLEM AND QUESTIONS

1.4. CONTRIBUTIONS OF THE STUDY

1.4.1. Contribution to knowledge

1.4.2. Contribution to business research methodology

1.4.3. Contribution to practice and education

1.5. JUSTIFICATION OF THE STUDY

1.5.1. Faster workforce readiness

1.5.2. Time-to-market competitiveness

1.5.3. Cost of training and non-proficiency

1.6. RESEARCH METHODOLOGY

1.6.1. Research design

1.6.2. Data collection

1.6.3. Data analysis

1.6.4. Validation and reliability

1.7. DELIMITATIONS AND ASSUMPTIONS

1.7.1. Scope

1.7.2. Delimitations

1.7.3. Assumptions

1.8. OUTLINE OF THE THESIS

1.9. CHAPTER SUMMARY

CHAPTER 2 Literature Review

2.1. INTRODUCTION

2.2. PERFORMANCE

2.2.1. Human resource development and performance improvement

Human resource development

Learning paradigm of HRD

Performance paradigm of HRD

2.2.2. Dimensions of job performance

Behavioural vs outcome performance

Task vs contextual performance

Individual vs team performance

2.2.3. Learning and performance

2.2.4. Acquisition of skilled performance

2.3. PROFICIENCY

2.3.1. Novice-to-expert transition

2.3.2. Stages of proficiency

2.3.3. Proficiency scaling

2.3.4. Proficiency

2.3.5. Expertise

2.3.6. Expert performance

2.4. ACCELERATED PROFICIENCY.

2.4.1. Accelerating proficiency

2.4.2. Theoretical issues

2.4.3. Challenges to accelerate proficiency

2.5. METHODS OF ACCELERATING PROFICIENCY

2.5.1. HRD methods of employee development in the workplace

2.5.2. Cognitive task analysis (CTA) methods

2.5.3. Time-compressed simulations-based methods

2.5.4. Case-based and scenario-based methods

2.5.5. Representative part-task approach

2.5.6. Knowledge capture methods

2.5.7. Technology-based methods

2.5.8. Accelerated learning methods

2.5.9. Workplace training/learning methods

2.6. CONCLUSION ON RESEARCH ISSUES

CHAPTER 3 Research Methodology

3.1. INTRODUCTION

3.2. RESEARCH DESIGN

3.2.1. Inquiry framework and research process

3.2.2. Justification for pragmatic paradigm

3.2.3. Justification of qualitative research approach

3.3. SAMPLING AND PARTICIPANT SELECTION

3.3.1. Purposive sampling

3.3.2. Search for ideal participants

3.3.3. Connection with potential participants

3.3.4. Selection and invitation of target participants

3.3.5. Participation rate

3.3.6. Distribution profile of participants

3.3.7. Sampling unit/unit of analysis: Bounded project cases

3.4. DATA COLLECTION

3.4.1. Phase-1 interviews for general understanding

3.4.2. Phase-2 interviews for collection of bounded project cases

3.4.3. Phase-3 expert focus group for review of findings

3.4.4. In-depth interviews

3.4.5. Interview protocol

3.5. DATA PROCESSING AND MANAGEMENT

3.5.1. Data processing

3.5.2. Data management

3.5.3. Classification of project cases

3.5.4. Criterion sampling of bounded project cases

3.6. DISTRIBUTION PROFILE OF SELECTED PROJECT CASES

3.7. DATA ANALYSIS PROCESS AND METHODS

3.7.1. Thematic analysis

3.7.2. Miles and Huberman matrix analysis approach

3.7.3. Concept maps to identify themes.

3.7.4. Project case summary and analytic memos to identify themes

3.7.5. A priori coding using Template Analysis (TA)

3.7.6. First cycle coding

3.7.7. Thematic network to analyse themes for relationships

3.7.8. Organising sub-themes, themes and overarching themes

3.7.9. Constructing matrices

3.7.10. Within-case analysis

3.7.11. Cross-case analysis

3.7.12. Validation of themes, relationships and conclusions

3.8. VALIDITY AND RELIABILITY METHODS

3.8.1. Framework for assessing trustworthiness

3.8.2. Sampling adequacy

3.8.3. Data triangulation

3.8.4. Data analysis triangulation

3.8.5. Prevalence Analysis

3.8.6. Audit trail and decision trails

3.8.7. Member (participant) checking

3.8.8. Peer reviews

3.8.9. Expert focus group

3.8.10. Thick and rich description

3.8.11. Reflexivity for credibility and controlling researcher's bias

3.9. ETHICAL CONSIDERATIONS

3.9.1. Informed consent

3.9.2. Confidentiality

3.10. CHAPTER SUMMARY

CHAPTER 4 Research Findings

4.1. INTRODUCTION

4.2. THEMATIC STRUCTURE OF EMERGENT THEMES IN DATA ANALYSIS

PART-1: OVERARCHING THEMES

4.3. RESEARCH QUESTION #1: MEANING OF ACCELERATED PROFICIENCY

4.3.1. Overarching theme C1: Proficiency

4.3.2. Overarching theme C2: Accelerated proficiency

4.3.3. Conclusion of research question #1

4.4. RESEARCH QUESTION #2: DRIVING FACTORS AND BENEFITS OF REDUCED TIME-TO-PROFICIENCY

4.4.1. Overarching theme D1: Magnitude and scale of time-to-proficiency business problem

4.4.2. Overarching theme D2: Business drivers for accelerating time-to-proficiency

4.4.3. Overarching theme D3: Business benefits of reduced time-to-proficiency

4.4.4. Conclusion of research question #2

4.5. RESEARCH QUESTION #3: PRACTICES AND STRATEGIES TO ACCELERATE PROFICIENCY.

4.5.1. Overarching theme (practice) P1: Defining business-driven proficiency measures

4.5.2. Overarching theme (practice) P2: Developing a proficiency reference map

4.5.3. Overarching theme (practice) P3: Sequencing an efficient proficiency path

4.5.4. Overarching theme (practice) P4: Manufacturing accelerated contextual experiences

4.5.5. Overarching theme (practice) P5: Promoting an active emotional immersion

4.5.6. Overarching theme (practice) P6: Setting up a proficiency eco-system

4.5.7. Conclusion of research question #3

PART-2: EMERGENT THEMES

4.6. RESEARCH QUESTION #1: MEANING OF ACCELERATED PROFICIENCY

4.6.1. Emergent themes grouped under C1: Proficiency

1) Emergent theme C1.1: Proficiency refers to meeting established performance thresholds for a job role

2) Emergent theme C1.2: Consistency is the hallmark of the state of proficiency of a job role

3) Emergent theme C1.3: Proficiency is measured by business outcomes of the job role or observable actions linked to outcomes

4) Emergent theme C1.4: Proficiency is not just about learning an isolated skill, task or activity in a job

4.6.2. Emergent themes grouped under C2: Accelerated proficiency

1) Emergent theme C2.1: Accelerated proficiency is measured in terms of reduction in time-to-proficiency.

2) Emergent theme C2.2: A clear definition of proficiency for a job role is the most critical requirement to baseline, monitor and shorten time-to-proficiency.

3) Emergent theme C2.3: Accelerated proficiency is not accelerated learning or accelerated training.

4) Emergent theme C2.4: Training alone rarely leads to accelerating proficient performance, it requires solutions beyond training.

4.7. RESEARCH QUESTION #2: DRIVING FACTORS AND BENEFITS OF REDUCED TIME-TO-PROFICIENCY.

4.7.1. Emergent themes grouped under D1: Magnitude and scale of time-to-proficiency business problem

1) Emergent theme D1.1: Magnitude of time-to-proficiency problem

2) Emergent theme D1.2: Scale of time-to-proficiency problem

4.7.2. Emergent themes grouped under D2: Business drivers for accelerating time-to-proficiency

1) Emergent theme D2.1: Time-related pressures

2) Emergent theme D2.2: Speed-related competitiveness

3) Emergent theme D2.3: Skill-related deficiencies

4) Emergent theme D2.4: Cost or financial implications

4.7.3. Emergent theme grouped under D3: Business benefits of reduced time-to-proficiency

1) Emergent theme D3.1: Business gains

2) Emergent theme D3.2: Cost savings

3) Emergent theme D3.3: Improvement in operational metrics

4) Emergent theme D3.4: Improvement in productivity

4.8. RESEARCH QUESTION #3: PRACTICES AND STRATEGIES TO ACCELERATE PROFICIENCY

4.8.1. Emergent themes (strategies) grouped under P1: Defining business-driven proficiency measures

1) Emergent theme (strategy) P1.1: Starting with end in mind: upfront definition and measures of proficiency in terms of business outcomes and link it to business needs

2) Emergent theme (strategy) P1.2: Baseline and establish time-to-proficiency targets based on business drivers

4.8.2. Emergent themes (strategies) grouped under P2: Developing a proficiency reference map

1) Emergent theme (strategy) P2.1: Conduct upfront comprehensive work analysis drawn from the outcomes.

2) Emergent theme (strategy) P2.2: Profile capabilities and capacities of target performers

3) Emergent theme (strategy) P2.3: Model success behaviours of exemplary performers

4) Emergent theme (strategy) P2.4: Identify job operating conditions and environment factors that influence outcomes.

5) Emergent theme (strategy) P2.5: Analyse roadblocks and hindrances leading to longer time-to-proficiency.

Notes:

Description based on print version record.

Other Format:

Print version: Attri, Raman K, Modelling Accelerated Proficiency in Organisations

ISBN:

9789811842900

OCLC:

1321807775