The Efficacy of Deliberate Practice Delivered Using Asynchronous Training Technology

Colleen E Mcedwards

doi:10.3991/ijac.v7i1.3604

Abstract

Employee productivity is key to survival in business. Senior employees require access to advanced training that does not necessitate extended periods away from their work. Once performance begins to plateau, it can be difficult to reach experienced employees with cost-effective, timely, and relevant training opportunities. Organizations must find ways to enhance employee performance; however, research suggests workplace training is too expensive and is too often without lasting benefit. The purpose of this study is to further quantify deliberate practice as a potentially efficient, customizable mode of training using asynchronous e-learning. The study compared traditional seminars with online deliberate practice training. While additional research is needed in wider learning contexts and with larger sample sizes, improvements among the deliberate practice groups were significant. Using a mixed methods pretest/posttest research design, the deliberate practice training showed improved performance and increased satisfaction compared with the traditional seminar approach.

Highlights

At a time when learning technology is proliferating and corporations are spending millions of dollars on training, there is a need to quantify technology supported training applications, among senior workforce members
This study looked closely at a specific corporate context using readily available e-learning tools to determine whether flexible, self-directed online practice modules and asynchronous mentoring by video and online platforms could be practical, effective ways of delivering deliberate practice training with minimal workflow disruption among senior staff
The deliberate practice group improved by an average of 6.7 points, while the seminar group improved by an average 2.9 points, a difference of almost 4 points (Table II)

Summary

Introduction

At a time when learning technology is proliferating and corporations are spending millions of dollars on training, there is a need to quantify technology supported training applications, among senior workforce members. Despite the proliferation of e-learning options for workplace training, the literature reveals continued attitudinal and institutional barriers to the adoption of online education regardless of the nature of the corporate training (Czeropski, 2012). A survey of European corporate managers found support for e-learning as a training costeffective strategy, with caveats that included limits on the ability to quantify the contribution, cultural resistance, and lack of learner motivation (Beamish, Armistead, Watkinson & Armfield, 2002). Gunawardena, LinderVanBerschot, LaPointe and Rao (2010) identified a need for statistically-based studies (inferential and naturalistic) that help increase understanding of variables in corporate e-learning processes that lead to learning gains, transfer, and overall satisfaction among learners

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Conclusion