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.
The purpose of this qualitative study was to determine how docents developed expertise within the context of their work with history museums. Twelve expert docents from four history-themed museums were interviewed to discover how expertise is developed by volunteers working in nonformal settings. Interpretation of the data revealed two primary means of preparation. First, formal training and continuing education were initially used by docents for learning their craft; and second, informal and incidental learning were critical to expertise development in museum docents. Based on the findings that emerged, implications for museum education and volunteer practice and the wider field of adult education are presented.
I believe the field of human resource development (HRD) is missing out on the opportunity to expand our methodological approaches and ignoring the calls from others to be rebellious and look beyond our standard operating procedures. The purpose of this article is to provide an evocative "conversation" on autoethnography and to explain how HRD researchers might conduct and represent autoethnographic work. Autoethnographic methods are highly suited to the task of exploring organizational and everyday work phenomenon that can lead to the development of new theories of HRD. Through talking about the challenges associated with using an autoethnographic approach and how HRD scholars might assess such reflexive ethnography, I hope to encourage the use of rich, but neglected sources of less traditional approaches to qualitative inquiry.
Keywords qualitative research, research methodologies, ethnographyAlthough my roots are in adult learning and education, I have found myself drawn to the work of human resource development (HRD) scholars as they seek to better the lives of individuals through work and professional development. Since taking my first academic appointment more than 9 years ago, I have been exposed to some interesting, ground-breaking, and thought-provoking HRD research, but I have also seen the perpetuation of ingrained ways of thinking about research, methodological practice,
Formed through experience, observation, and learning, mental models are used in decision making to understand, predict, and solve problems. The investigation and application of mental models research are a growing area of scholarly inquiry in human resource development (HRD) and adult education, yet debate about how to best elicit such knowing still persists. Therefore, exemplars for eliciting the mental models of individuals are a matter of importance. The goal of this article is to address some of the issues central to mental model research and the methodological problems faced by scholars and provide an approach to mental model elicitation that holds promise for attending to some of the issues raised in the article. Multi-method Mental Model Elicitation (MMME) overcomes some of the limitations of current approaches, thus helping to increase the utility of mental models research in the field of HRD. Keywords research methodologies, employee development, learning and development The mental models of individuals influence many workplace factors including decision making, work processes, and learning. A mental model encompasses those values, beliefs, and knowledge that create perspectives for filtering information and guiding problem solving (Eckert & Bell, 2005), is held internally, and has the ability to affect how a person acts (Rook, 2013). An individual holds multiple mental models simultaneously, and those are refined and built out over time through the integration of
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