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
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.
Assess intended and unintended consequences
Produce the solutions
Reflect in and on action.
Figure 10.2 Marsick & Watkins’s Informal and Incidental Learning Model
Source: Marsick & Watkins, 1997, p 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 )

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) ADDIE
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. Lead the Training and Development Process:
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).

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

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
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 Roundtable Source: 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 leilanielena. (2012, February 27). "the office" hr training video-what not to do. Retrieved from Swanson, R. A., & Holton, E. F. III (2009). Foundations of Human Resource Development (2nd ed.). San Francisco: Berrett-Koehler.