How flexperts deal with changing expertise demands: A qualitative study into the processes of expertise renewal

Abstract

Flexperts are a particular category of experts who are in the possession of in‐depth domain‐specific knowledge and skills combined with the ability to develop and materialize new areas of expertise, that is, expertise renewal. This ability enables them to decisively respond to new expertise demands that arise as a result of changes in their expertise territories. Thus far, there is a limited understanding of how flexperts develop new areas of expertise in a complex, professional setting, and how they accomplish to materialize this new expertise for multiple stakeholders, both inside and outside organizations. In this qualitative interview study, we aim to increase our understanding of the processes by which flexperts accomplish the renewal of their expertise. Ten Dutch flexperts, known for their high level of expert performance and ability to renew their expertise, and from a variety of disciplines, were interviewed. Based on the findings of our study, we have developed a model that summarizes their expertise renewal processes. This Model of Expertise Renewal extends process models on expertise redevelopment and adaptive expertise, and provides directions for future research on how the ability of expertise renewal contributes to the career sustainability of experts. Furthermore, it provides experts, Human Resource Development (HRD) practitioners, and line managers with a framework for creating learning paths and interventions for renewing expertise in case expertise territories are about to change.

Coaching self-defense under COVID-19: challenges and solutions in the police and civilian domain

“…In this article, we argue that we should not leave it at the defensive reflex, but rather see the crisis as a potential for the adaptation of professional coaching practice and thus make it the starting point for our own development opportunities. As such, the COVID-19 pandemic provides an opportunity to redevelop coaching expertise (Turner et al 2012;Staller and Körner 2020b) and by this developing, the ability enabling them to decisively respond to new expertise demands that arise as a result of changes in their expertise territories: "flexpertise" (Frie et al 2018). This is preceded by the willingness to do exactly what police and civilian self-defense coaches expect of their learners to do on a regular basis: overcoming the shock of an unexpected situation and becoming adaptive, creative problem-solvers.…”

The Use of a Synthesis Approach to Develop a Model for Training Teachers’ Competencies in Distance Teaching

“…The model of expertise redevelopment, in terms of the development of competencies, gives priority to the contextual factors of acquiring skills that are trained within the constituency and peer supportive environment (Frie et al, 2018;Grenier & Kehrhahn, 2008).…”

Regression, Progression and Renewal: The Continuous Redevelopment of Expertise in Police Use of Force Coaching

“…It also falls short in addressing how individual expertise adapts to different audiences and at multiple levels of an organization. This question has recently been addressed in an interview study with ten high level experts, who are regularly developing and defining new areas of expertise (Frie et al 2018). Based on their results, the authors developed a model of expertise renewal.…”

“…In order to achieve these two goals, we start by providing an overview of the demands of expertise as it concerns conflict management and coaching within. Next, we discuss the models of expertise redevelopment (Grenier and Kehrhahn 2008) and renewal (Frie et al 2018) with their applicability to PUOF training. Then, we turn to two practical challenges that we identified the need to be addressed by law enforcement institutions.…”