• Personal Resonance© is a research forum engaged in transforming findings from proven research studies on learning, training, performance and expertise into practical training solutions and practices to 'accelerate time-to-expertise' of organizations and professionals. Aggressive time-to-market drives organizations to develop complex cognitive skills of their employees at faster pace to beat their competitors. Goal of forum is to find and share the answer to that ‘speed’. The forum is trying to develop a core knowledge-base in four areas by systematically assimilating, analyzing and synthesizing the proven research studies in wide range of disciplines like cognitive sciences, neuroscience, psychology, education, learning and brain science, etc.: 1) Accelerated Workplace Expertise: Proven research-based strategies and methodologies to accelerate expertise of organization as a whole through training and learning. 2) Accelerated Professional Expertise: Science-based resonance techniques to accelerate expertise, peak performance and effectiveness of individuals. 3) Strategic Training Management: Experience-based competitive philosophies and processes to manage large-scale complex learning and knowledge operations to produce proficient workforce. 4) Competitive Instructional Design: Advanced instructional and learning design techniques to deliver higher order complex skills like problem solving, critical thinking, decision making, technical troubleshooting.

Have you been following my blog posts on strategies for speed-to-proficiency?

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Inviting my followers to connect or subscribe to my original blog Personal Resonance©: Accelerating Time-to-Expertise http://www.personal-resonance.com Through this post I would like to invite all my followers and appreciators at FlipBoard, Facebook, Pinterest, Tribber, Twitter, Bloglovin, Quora, LinkedIn, WordPress, Tumblr and other social media sites who like or follow my blog posts. If you like my blog posts on niche area of “accelerating” personal, professional and organizational expertise, then feel free to connect with me and subscribe my original blog link at http://www.personal-resonance.com. You can subscribe through ’email subscription’ box on the right. In this blog, I am in a process of making a central knowledge base of proven training and learning techniques from various research studies to ‘accelerate time-to-expertise’ of self, others and of your organizations. Subscribe and share this effort with others to find the answer to challenge of ‘speed to proficiency‘. Share this invitation to someone you think can benefit from this. My blog is structured … Continue reading

Cognitive Training Techniques to Build and Accelerate Expertise: Interview with Dr. Ruth C. Clark

Training Techniques to Accelerate and Build Expertise

A while ago I had conversation with Dr. Ruth Clark exploring her views about certain training strategies to building expertise in problem solving skills and potentially accelerate it. She emphasized using worked examples and Scenario-based e-Learning training techniques as key to build expertise. Here is an excerpt from the conversation. About Dr. Ruth Clark: A recognized specialist in instructional design and technical training, Dr. Clark is author of Scenario-based E-Learning and newly released second edition of Evidence-based Training, two books that deal with evidence-based instructional strategies to accelerate expertise. She is also author of Building Expertise, a book with thorough account of research based cognitive training strategies to improve performance. For over 25 years Ruth Clark has helped workforce learning practitioners apply evidence-based practice guidelines based on valid research. Dr. Clark offers consulting by previewing your e-learning products or goals and evaluating your courses or offering customized design-development consultation. Ruth currently offers … Continue reading

Problem Based Learning (PBL): Applied to Accelerate Complex Problem Solving Skills

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This post is continution of my earlier post titled: Problem Centered Training Methods Applied to Complex Problem Solving Skills. Nature of Complex Problem Solving Take moment to go back to my earlier Expertise in Complexity which differentiate between general problem solving and complex problem solving: According to Brehmer (1995), “Complex problem solving is concerned with people’s ability to handle tasks that are complex, dynamic (in the sense that they change both autonomously) and as a consequence of the decision makers actions), and opaque (in the sense that the decision maker may not be able to directly see the tasks states or structure).” On the other hand, General Problem solving refers to a state of desire for reaching a definite ‘goal’ from a present condition that either is not directly moving toward the goal, is far from it, or needs more complex logic for finding a missing description of conditions or steps toward the goal (Robertson, … Continue reading

9 Training Models to Accelerate to High Proficiency by Uplifting Bars in Formal Training

How Re-structured Training Interventions can accelerate the time to proficiency?

A while ago I presented the paper on “Rethinking Professional Skill Development: Accelerating Time-to-Expertise of Employees” at Conference for Human Development in Asia, Japan. In that paper, I presented the three potential approaches through which most organizations are trying to accelerate proficiency acquisition of their employees. 3 Approaches from Research How Organizations Build and Accelerate Expertise  1) Accelerating Acquisition of Expertise by Accelerating OJT I presented the first approach of “Accelerating Acquisition of Expertise by Accelerating OJT” in my previous blog post “Designing and Accelerating On-the-Job Training (OJT) in Organizational Settings“. In that post I made some points that there has to be some methods to increase the slope of post-training OJT curve which can potentially help organizations to attain desired proficiency in their employees in shorter time. However, I do not know any proven training methods to re-design accelerated post-training OJT curve. I am in search of those methods … Continue reading

9 Famous Training Models Supporting Development and Speed up of Expertise

Acquiring High Proficiency and Expertise Through Training

Several researchers established the possibility to produce professionals at higher level of proficiency using some special training strategies. But that’s stay as possibility to large extent. There is lack of any comprehensive mechanism of accelerating the proficiency either through training or otherwise which instructional designer,s training strategists or training experts could use off-the-shelf and apply in organizational context. As stated by Hoffman, Andrews & Feltovich (2012), “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.” (p. 9). Some famous models do attempt to provide “some” insight into how training can be used to build certain level of proficiency of employees and to accelerate it. I thought I summarize various models from the angle of how expertise development and acceleration of expertise. Bloom’s Mastery Learning Model (1968) The educational theorist Carroll (1963) provided the first complete … Continue reading

2 Core Training Phillosphies to Accelerate Expertise in Complex Problem Solving and Troubleshooting Skills

Complex Troubleshooting and Problem Solving in Aircrafts

  In the last post Expertise in Complexity: A Case for Complex Problem Solving and Troubleshooting Skills, I pitched that there is surmounting challenge when it comes to building proficiency in complex jobs involving complex tasks, complex decisions and complex problem solving through training courses. Not only it requires trainers to deliver knowledge, skills and competencies required to solve real-world problems, but also at the same time needs to develop learners with strategies appropriate for that domain. Historically, most of the traditional training models assumed solving all problems in same way. The recent theories have established that different context and different domains requires different approach to solve the problem. Thus solving same problem in two different situations or disciplines may altogether be different (Mayer, 1992; Sternberg & Frensch, 1991). According to Sheckley and Keeton (1999), individuals develop proficiency by working in challenging and supportive environments, self-monitoring, engaging in deliberate practice, and … Continue reading

Does return on On-the-Job Training (OJT) outweigh the costs in Building Expertise?

On-the-Job Training to Build Expertise

I wrote in my other post on how there is need to find strategies to accelerate the OJT. Designing and Accelerating On-the-Job Training (OJT) in Organizational Settings. I will address the strategies to accelerating building expertise through OJT in subsequent posts. Here I will explore some aspects of OJT whether it is a cost or it is tool for return on investment on training. Let’s start from the beginning. Need for OJT at Workplace Typically a novice’s journey to acquiring proficiency starts with some sort of formal and hopefully systematic training event to learn the skills needed at the job. The training helps the novice to acquire the skills and reach to certain level of skill proficiency at the time of exit from the training course. Traditionally training prepares a novice only to reach to a level called “advanced beginner” as defined by Dreyfus’s model (Clark, 2008). What a novice … Continue reading

Proficiency Based Training Approach in Organizational Settings: Does it work?

Proficiency Based Training

Proficiency Based Training approach, made popular mainly by military and some schools in US, suggests that if a novice could be provided all the opportunities right within training event, time not being a factor, learning at certain rate controlled by training events, environment and exposure, he is likely to reach ‘desired proficiency’ someday. What is Proficiency Based Training? The whole idea is to make trainees achieve proficiency right during training event and removing the limit to the time. The educational theorist Carroll (1963) provided the first complete model of attaining proficiency in her “Mastery learning model”. Carroll challenged traditional educational philosophy with his model stating that ‘the learner will succeed in learning a given task to the extent that he spends the time that he needs to learn the task’ (p. 725). Carroll used certain factors like aptitude, or time needed to learn the task under ideal instruction, ability to understand instruction, … Continue reading

5 Stages of Journey towards True Peak Performance

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Refer back to my blog post on “Can You Achieve True Peak Performance Just by Training and Learning Interventions?” I said that performance is a complex function of learning (certainly not linear). My research reveals that performance vs. learning curve is not a simple bell curve either as I depicted in above blog . If it is a function, then like every function this also bound to have some maxima. I also said that not all cumulative learning of an individual will convert into performance.  In the performance vs. learning function, we found in our research that there were several stages or levels of performance as shown in figure: Stage 1: Crawl Stage of Performance The first level performance comes through training event or the very first learning event. During this event, the performance rises sharply but only to certain level. This is termed as ‘crawl stage’ in which you are yet to … Continue reading

Can You Achieve True Peak Performance Just by Training and Learning Interventions?

Performance function

Concept of ‘Performance by learning’  is that performance is function of learning and it improves with amount of learning. But our research shows that ‘performance by learning’ model has some limitations. There is limit to the level you can teach someone some knowledge, limit the level of practice you can have on particular skill and limit the level you can have correct attitudes without interference. And most important flaw in traditional training is that there is a limit to level of mastery you can get over your environment. Trainable Part of Performance Historically Learning is considered as function of several factors which includes knowledge, skills and attitude. Overall amount of learning, if it could be quantified, is a complex function of how much do you know, what exactly you can do and how well you can do and it is also function of how much practice (or experience) you are gaining in … Continue reading

Achieve Faster Time to Peak Performance by Focusing on Strengths

In one of the personal leadership sessions on “Personal Resonance” a question was asked from me. “If my professional performance is not what my organization expects from me and I know very well I am haunted by few weaknesses, what should I do? From the personal performance standpoint, the path to filling the weaknesses is very slow. It takes years and years to get rid of deeply rooted weaknesses. I know of a man who was craving to perfect the art of public speaking. Years and years on he tried reading every public speaking book available to him and tried riding on any opportunity to speak in public. This was a classic example of practice. However, the guy never made to a level of influencing public speaking and did not command the respect of an affluent public speaker. This took lots of his energy trying to prove himself. This, in … Continue reading