Toward an Integrated Model of Expertise Redevelopment and its Implications for HRD

Abstract

Traditionally, expertise theories have focused on skills acquisition with little regard for the domain or contextual factors affecting expertise development and retention. Because the development, retention, and recruiting of individuals with expertise is critical to organizational success, it is essential that HRD professionals understand the influence of such factors on individuals, and how to address these changes and the redevelopment of expertise. This article proposes a Model of Expertise Redevelopment (MER)illustrating the redevelopment of expertise in three states-dependence, independence, and transcendence. Connected through continuous development, the states are influenced by three territories: content, constituency, and environment. Although the model can explain the initial development of expertise, it is the model's representation of the impact of change on existing expertise that makes it unique. It also contributes to a broader theoretical foundation for research on this topic and calls for further investigation of the interconnectedness among the three states and the territories influencing expertise redevelopment.

Development and validation of a Supportive Learning Environment for Expertise Development Questionnaire (SLEED-Q)

“…This journey involves numerous transitions within and between stages of expertise (Alexander 2003;Schmidt et al 1990). Stage theories imply a developmental continuum from novice to expert and identify characteristics and development activities at each stage (Grenier and Kehrhahn 2008). In this paper, we focus on the early stages of expertise development, namely, the novice phase, which starts in secondary education, when the foundations for expertise could be laid.…”

An Organizational and Task Perspective Model Aimed at Enhancing Teachers’ Professional Development and Occupational Expertise

“…Current literature on the relationship between influencing factors, on the one hand, and OE, on the other hand, lacks fundamental theoretical frameworks (Van der Heijden, 2003). In a similar vein, Grenier and Kehrhahn (2008) called for more elaborate models of expertise that evolve to address employee's working context as well. This context, more specifically, including organizational and task factors, will be thoroughly discussed in the next section.…”

The JourneyIsthe Destination: Reconsidering the Expert Sports Coach

“…Indeed, this body of work has not only served to productively enhance our theoretical understanding of expertise in the context of coaching, but its application has also raised some critical concerns in terms of how coach education provision could be better framed and structured to help develop expert like coaches (e.g., Bell, 1997;Nash & Collins, 2006;Nash & Sproule, 2009;Schempp, McCullick, & Mason, 2006). In addition, it could be argued that these existing approaches have paid scant attention to the complexities of expertise development, maintenance, and adaption in relation to the changing demands of coaching contexts (Clancey, 2006;Grenier & Kehrhahn, 2008). Indeed, in highlighting the significance of the relationship between context and expertise, Clancey (2006) suggested that expertise may be better understood as competence in settings that are characterised by changing contextual contingencies and dependencies.…”

“…In an attempt to somewhat redress this situation, the second aim of this article is to introduce Grenier and Kehrhahn's (2008) Model of Expertise Redevelopment (MER) as a tool to further enhance our critical understanding of expertise in coaching. It is not our purpose to argue that this model is superior to any other models of expertise utilized in the coaching literature.…”

“…It is not our purpose to argue that this model is superior to any other models of expertise utilized in the coaching literature. Instead, we believe that Grenier and Kehrhahn's (2008) work raises some critical questions that coaching scholars and educators might wish to consider in an attempt to better understand this complex and multi-faceted nature of expertise in coaching.…”