Developing Expertise through Training & Development

1. Developing Expertise through Training & Development

2. HRD is comprised of T&D and OD 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. Figure 1.1 Human Resource Development: Definitions, Components, Applications, and Contexts HRD 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 Training and Development Organization Development APPLICATIONS AND CONTEXTS OF HRD: ∙HRD processes direct, complement or are imbedded in various organizational, national, and international settings. ∙Intellectual & Social Capital ∙Workforce Development ∙Human Resource Management ∙Organizational Effectiveness ∙Leadership & Strategy ∙Work System Design ∙ Change Mgt. ∙Process Improvement ∙Career Development ∙Quality Improvement Source: Swanson, 2008 (Swanson & Holton, 2009, p. 5)

3. 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)

4. 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).

5. T:axonomy of Performance To produce a new method, process, device or system from study or experimentation Invent Changing the System To advance an existing method, process , device or system to a better state or quality Improve Organizations face two “challenges” that T&D needs to help overcome: “maintaining the systems and changing the system” (Swanson & Holton, 2009, p. 227) 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. To locate and eliminate sources of trouble in an existing method, process, device or system Troubleshoot To run or control the functioning of a method, process, device or system Operate Maintaining the System To comprehend the language, sounds, form, or symbols of an existing method, process, device or system Understand Figure 10.1 Swanson’s Taxonomy of Performance Source: Swanson, 2007, p. 24 (Swanson & Holton, 2009, p. 228)

6. Informal & Incidental Learning Framing the experience. Experience challenges. Interpret context. 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 Work Plan next steps Examine alternative solutions. Reflect in and on action. Produce the solutions 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)

7. 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)

8. 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.

9. 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).

10. Instructional Systems Development Source: (Clark, 2013).

11. TPS Figure 10.4: Training for Performance SystemsSource: 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 Figure 10.5 Steps within the Process Phases of the Training for Performance System (Swanson & Holton, 2009, p. 237).

12. Individual Focused v. Group Focused Training and Development Individual Focused 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 • 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)

13. 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)

14. Core T&D Practices • T&D Revolves around the ADDIE Process • Use of Subject-Matter Experts • Interesting and Effective Delivery • 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 • Learning Transfer Process • Develop/maintain expertise in managing learning transfer • Identify performance requirements (including learning) • Meet with client • 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

15. Work Process Focused v. Organization –Focused T&D Practices Work Process Focused 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. • 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

16. Figure 12.4 Performance RoundtableSource:McClernon and Swanson, 1998 (Swanson & Holton, 2009, p. 282) Local Mgm’t Technical Experts Product Mgm’t PERFORMANCE IMPROVEMENT Human Resources Corporate Mgm’t Combines knowledge and expertise throughout an organization. Finance Employee Training and Performance Consulting

17. Why is T&D important? • So we don’t have trainings that lead to this learning transfer: Office Training Mash-Up

18. 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.