Developing Expertise through
Training & Development
HRD is comprised of T&D and OD
Figure 1.1 Human Resource Development:
Definitions, Components, Applications, and
Contexts
HRD
HRD DEFINED:
∙HRD is a process of developing and unleashing expertise for
the purpose of improving performance…performance at
the individual, group, process and organizational system
levels.
Training and Organization
Development Development
PRIMARY COMPONENTS OF HRD:
∙ T&D develops human expertise
…for the purpose of improving performance
∙OD unleashes human expertise
…for the purpose of improving performance
∙Intellectual & Social Capital ∙Workforce Development
∙Human Resource Management ∙Organizational Effectiveness
∙Leadership & Strategy ∙Work System Design ∙ Change Mgt.
APPLICATIONS AND CONTEXTS OF HRD:
∙HRD processes direct, complement or are imbedded in
various organizational, national, and international settings.
∙Process Improvement ∙Career Development ∙Quality Improvement
Source: Swanson, 2008 (Swanson & Holton, 2009, p. 5)
Training and Development is
 “a process of systematically
developing work-related
knowledge and expertise for
the purpose of improving
performance” (Swanson &
Holton, 2009, p. 226).
 Focuses on new employee training rather
than long term development of existing
employees.
 Swanson (2002) defines development as
the “planned growth and expansion of
knowledge and expertise of people
beyond present job requirements (p. 6)”
(Swanson & Holton, 2009, p. 226)
Views of Training and Development
 No single view exists
 Three Models that help to view Training &
Development
 Education- Training Dichotomy
 Taxonomy of Performance (Swanson, 2009)
 Informal & Incidental Learning (Marsick &
Watkins, 1997)
 Education-Training Dichotomy
 Tension between general knowledge v. job
specific knowledge & expertise
 Companies willing to pay for job related
more than general knowledge related
training, while government is more willing
to pay for general knowledge training than
job-related training (Swanson & Holton,
2009).
To produce a new method, process, device or system from
study or experimentation
Invent
Changing the
System
T:axonomy of Performance
•
Improve
Organizations face two “challenges”
that T&D needs to help overcome:
“maintaining the systems and
changing the system” (Swanson &
Holton, 2009, p. 227)
To advance an existing method, process , device or system
to a better state or quality
To locate and eliminate sources of trouble in
an existing method, process, device or system
•
Changing the system can mean
either improving it or “inventing a
whole new system” (Swanson &
Holton, 2009, p. 229)
•
Learning and Performance Paradigms
are important to this view.
•
Learning is seen as a driver of
performance
•
If organization is in peril, needs to
focus on maintaining rather than
changing.
Troubleshoot
Operate
Maintaining the
System
Understand
To run or control the functioning of a method,
process, device or system
To comprehend the language, sounds, form, or
symbols of an existing method, process, device
or system
Figure 10.1 Swanson’s Taxonomy of Performance
Source: Swanson, 2007, p. 24 (Swanson & Holton, 2009, p. 228)
Framing the
experience.
Experience
challenges.
Interpret
context.
Work
Examine
alternative
solutions.
Produce the
solutions
Reflect in
and on
action.
Informal & Incidental
Learning
•
Developed by Marsick and Watkins
as a response to the idea that what
employees learn is not planned for
in a formalized way.
•
Lewin (1951) asserts that “behavior
of individuals is a function of their
interaction with their environment”
(Swanson & Holton, 2009, p. 230)
•
Nijhof and Nieuwenhuis (2008)
believe work and workplace
context is at the heart of informal
and incidental learning (Swanson &
Holton, 2009, p. 230)
•
Action Learning and Team Problem
Solving important to organizations
that like this view
Plan next
steps
Assess intended
and
unintended
consequences
Figure 10.2 Marsick & Watkins’s Informal and Incidental Learning Model
Source: Marsick & Watkins, 1997, p. 299. Used with permission (Swanson & Holton, 2009, p. 231)
Key Terms
 Expertise: developed through knowledge and expertise
 Training: process of developing knowledge and expertise in people
 Development: planned growth and expansion of knowledge and expertise beyond
present job requirements
 On-the-job programs: on actual worksite
 Off-the-job programs: off site training site
 Technical T&D: thought of as people-people, people-thing, people-process focused
 Motivational T&D: focuses on employee attitude in form of values and beliefs
 Career T&D: view of learning and development as extended journey
(Swanson & Holton, 2009, p. 231-232)
Expertise: What is it?
 Herling provides a thoughtful analysis of expertise
 States expertise is a journey not an end goal (Swanson & Holton, 2009, p. 257)
 Competence does not equal expertise, but is rather a characteristic of expertise
 Knowledge, Experience and Problem-Solving are the components of Expertise
 Herling created the following operational definition: expertise is “the consistent
demonstrated actions of an individual which are (1) efficient in their execution and
(2) effective in their results” (Swanson & Holton, 2009, p. 265).
 Takes time to develop
 Need to be careful of focusing on developing expertise and not the expert within
T&D.
Training Processes
 Instructional Systems Development (ISD)
 Developed by the military
 Control phase later turned into evaluation phase
 Forerunner of ADDIE
 ADDIE
 Analyze, Design, Develop, Implement, Evaluate
 Training for Performance Systems (TPS)
 ADDIE method with “critical overarching task of ‘leading the training and
development process’” (Swanson & Holton, 2009, p. 236).
Instructional Systems Development
Source: (Clark, 2013).
TPS
Figure 10.4: Training for Performance Systems
Source: Swanson, 2002 (Swanson & Holton, 2009, p. 237)
Training for Performance System
The Training for Performance System (TPS) is a process for developing human expertise for the purpose of improving
organizational, process, and individual performance.
1.0
Analyze
2.0
Design
3.0
Develop
4.0
Implement
5.0
Evaluate
Lead the Training and Development Process
Steps within the Process of the Training Performance System
1.0 Analyze
2.0 Design
3.0 Develop
4.0 Implement 5.0 Evaluate
1.1 Diagnose
Performance and
Propose intervention
2.1 Design Training
Program
3.1 Develop training
materials
4.1 Manage Training
Program
5.1 Evaluate Training
Effectiveness
1.2 Document
Expertise
2.2 Design and Plan
Lessons
3.2 Pilot-test Training
Program
4.2 Deliver Training
5.2 Report Training
Effectiveness
Lead the Training and Development Process:
∙ Champion T&D Mission/Goals
∙ Manage the Process
∙ Improve the Process
Figure 10.5 Steps
within the Process
Phases of the Training
for Performance
System
(Swanson & Holton, 2009, p.
237).
Individual Focused v. Group Focused
Training and Development
Individual Focused
 One on one training when employee
needs to learn the knowledge and/or skill
 Task focused
 Hands on Training (subject matter experts
within the company)
 Structured On the Job Training
(professional trainer comes in)
Group Focused
 New development
 Action learning
 Yorks, 2005
 “an approach to working with, and developing
people, on an actual project or problem as a
way to learn” (Swanson & Holton, 2009, p. 247
 Organizational Learning
 Marquardt, 2002
 Organizations need to learn “faster and adapt
faster to changes in the environment”
 Similar to survival of the fittest
Variations in T&D Practices
 Mission and Culture of the Host Organization
 Purpose of the T&D Function in the Host Organization
 T&D Professional Expertise
 Purpose of the T&D Program
 Content of the T&D Program
 Motivational v. technical
 Expected Results from the T&D Program
(Swanson & Holton, 2009, pp. 270 – 271)
Core T&D Practices
 T&D Revolves around the ADDIE Process

Learning Transfer Process
 Develop/maintain expertise in managing learning transfer
 Use of Subject-Matter Experts
 Identify performance requirements (including learning)
 Interesting and Effective Delivery
 Meet with client
 A training doesn’t necessarily have to be
interesting to be effective. Numerous
studies have shown trainings rated as
highly engaging and interesting did not
lead to effective training transfer
 Transfer of Learning to the Workplace (see
learning transfer process)
 Effective Use of Information Technology
 Identify stakeholders
 Meet with client and stakeholders
 Analyze organizational context for transfer barriers and
support
 Develop learning design
 Identify support for learners
 Identify specific stakeholder transfer strategies
 Implement learning project
 Implement/manage transfer system
Work Process Focused v. Organization –
Focused T&D Practices
Work Process Focused
 Two Forms
 Understanding and studying processes
 Growing knowledge and expertise from
work processes (Swanson & Holton, 2009, p.
278).
 Job-Referenced means that you are
looking at the work process rather than
the job
Organization-Focused
 Core Values: 9 Steps to creating core values
 Survey internal customers to identify need
 Form partnership with senior management
 Form vision team
 Communicate two-way with all employees
 Design/conduct vision conference
 Design/conduct vision team training
 Design/conduct interdepartmental forum
 Design/Conduct training for individuals
 On-going vision process meetings
 Core Knowledge & Expertise (Swanson &
Holton, 2009, p. 280) see Figure 12.4 on next
slide.
Figure 12.4 Performance Roundtable
Source: McClernon and Swanson, 1998 (Swanson & Holton, 2009, p. 282)
Local
Mgm’t
Technical
Experts
Product
Mgm’t
Combines knowledge
and expertise throughout
an organization.
Human
Resources
PERFORMANCE
IMPROVEMENT
Corporate
Mgm’t
Employee
Finance
Training and
Performance
Consulting
Why is T&D important?
 So we don’t have trainings that lead to this learning transfer: Office Training Mash-Up
References
Clark, D. (2013, October 13). Learning or training system. Retrieved from
http://www.nwlink.com/~donclark/history_isd/addie.jpg
leilanielena. (2012, February 27). "the office" hr training video-what not to do. Retrieved from
https://www.youtube.com/watch?v=AeW7XC5-c00
Swanson, R. A., & Holton, E. F. III (2009). Foundations of Human Resource Development (2nd
ed.). San Francisco: Berrett-Koehler.