Developing Expertise through Training & Development

HRD is comprised of T&D and OD

HRD

Training andDevelopment

OrganizationDevelopment

∙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)

Figure 1.1 Human Resource Development:Definitions, Components, Applications, and Contexts

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.

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

APPLICATIONS AND CONTEXTS OF HRD:∙HRD processes direct, complement or are imbedded in various organizational, national, and international settings.

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).

T:axonomy of Performance

• 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.

Improve

Maintaining the System

Changing the System

Invent

Troubleshoot

Operate

Understand

To produce a new method, process, device or system from study or experimentation

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

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 PerformanceSource: Swanson, 2007, p. 24 (Swanson & Holton, 2009, p. 228)

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

Work

Framing the experience.

Experience challenges.

Interpret context.

Examine alternative solutions.

Reflect in and on action.

Produce the solutions

Assess intended and unintended

consequences

Plan next steps

Figure 10.2 Marsick & Watkins’s Informal and Incidental Learning ModelSource: 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

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.

1.0Analyze

2.0Design

3.0Develop

4.0 Implement

5.0Evaluate

Lead the Training and Development Process

Figure 10.4: Training for Performance Systems Source: Swanson, 2002 (Swanson & Holton, 2009, p. 237)

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

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

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 RoundtableSource: McClernon and Swanson, 1998 (Swanson & Holton, 2009, p. 282)

Combines knowledge and expertise throughout an organization.

PERFORMANCE

IMPROVEMENT

HumanResource

s

Finance

ProductMgm’t

Employee

CorporateMgm’t

TechnicalExperts

LocalMgm’t

Training and PerformanceConsulting

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.