Nichol, Lynn

Williams, Sue C

University of Gloucestershire Research Repository 

This is a pre peer-reviewed, pre-print (draft pre-refereeing) version of the following unpublished document:Nichol, Lynn and Williams, Sue C (2012) Work based learning: its impact on HRD/M practitioners’ development and professional identity. In: International Conference on Human Resource Development Research and Practice, May 23-25, 2012, Portugal. (Unpublished) EPrint URI: http://eprints.glos.ac.uk/id/eprint/3421Disclaimer The University of Gloucestershire has obtained warranties from all depositors as to their title in the material deposited and as to their right to deposit such material.  The University of Gloucestershire makes no representation or warranties of commercial utility, title, or fitness for a particular purpose or any other warranty, express or implied in respect of any material deposited.  The University of Gloucestershire makes no representation that the use of the materials will not infringe any patent, copyright, trademark or other property or proprietary rights.  The University of Gloucestershire accepts no liability for any infringement of intellectual property rights in any material deposited but will remove such material from public view pending investigation in the event of an allegation of any such infringement. PLEASE SCROLL DOWN FOR TEXT.Work based learning: its impact on HRD/M practitioner development and professional identity.  Lynn Nichol, Sue Williams University of Gloucestershire  Glaser-Segura et al (2010, p.200) note that new professionals are ‘indoctrinated in the groups professional identity through a combination of curricula crafted by recognized members of the professional and by pedagogical means’. This study, however, wishes to explore the perspectives of experienced and time serviced professionals who choose to engage with a work based experiential professional postgraduate level qualification curricula. The aim is to understand how experience of already being a professional yet learning about that profession may change their perspective on their professional identity.  The Chartered Institute of Personnel and Development (CIPD) is perceived by the UK HR community to be the major professional body that drives the knowledge, skills and behaviours expected of those that work in human resource management, human resource development and organization development. Their qualifications are based on a set of learning outcomes designed to address all aspects of such roles. Acquisition of these qualifications can lead to candidates enjoying better opportunities for acquisition of appropriate jobs, enhanced promotion prospects, increased organizational profiles.   CIPD Professional Assessment is a particular work based learning route directly related to the candidate’s current work experiences.  It provides a framework for HR professionals to demonstrate how their work meets the detailed Standards requirements.  It is normally open to those who have considerable experience of HR roles and are functioning at middle and senior levels. Therefore these candidates have already made a considerable career commitment to HR and would consider themselves to be engaged in professional work.  The learning on Professional Assessment is centred around reflection on work practices (Raelin, 2008).  This raises the issue of interest to this study of how the learning process has enhanced the individual’s understanding of the profession and their own professional identity and commitment to HR.  The concept of professionalism and being a professional for HR practitioners will draw on the literature that focuses on both organizational and personal identity for example, Glaser-Segura et al (2010), Pullen (2006), Shafer et al (2002), Webb, (2006) and Hoare (2006). Some literature suggests that self-identity is achieved through projects and plans and is significantly shaped by organizational processes (Webb, 2006).  However Nichol (2011) presents a differing view that professional heritage can have an equal influence.  The study will be undertaken through an interpretivist qualitative approach. A sample of participants will be drawn from candidates who have undertaken the Professional Assessment Route in the last five years.  The candidates will represent the range of HR and HRD roles and organizational types and will be mainly drawn from University of Gloucestershire students.  Semi-structured interviews will allow reflection on how they have changed in their own understanding of professional identity and how, what Hoare (2006, p.348) describes as ‘personal coherence, sense of authenticity and agency’, is developed.  It is envisaged that the participants will explore these ideas both through practical examples of projects, metaphors and discussions as to whether their learning was merely confirmation of their capability resulting in little change in their careers/self-perception or alternatively how much their learning contributed to a differing perception of themselves in a HR role.   The paper’s contribution is to develop our understanding as tutors as to what might be the learning and development triggers for changing the salience of a professional’s identity in the workplace.   Glaser-Segura, D. Mudge, S, Bratianu, C. Dumitru, I. (2010).  Development of professional identity in Romanian business students.   Education and Training, Vol 52, No3, pp. 198-213.  Hoare, C., (2006) Chapter 16 Work as the catalyst of reciprocal adult development and learning: identify and personality in the Handbook of Adult Development and Learning.  OUP: Oxford.  Nichol. J. L. (2011).  Exploring working lives through the framework of the Psychological Contract: A study of clergy in the Church of England in the twenty-first century.  Unpublished doctoral thesis, University of Gloucestershire.  Pullen, A. 2006, Managing Identity. Palgrave Macmillan:Basingstoke.  Raelin, J.m (2008). Work-Based Learning: Bridging knowledge and action in the workplace.  Wiley: San Francisco.   Shafer, W.E., Park, J.L., Liao, W.M., (2002). Professionalism, organizational-professional conflict and work outcomes: a study of certified management accountants.  Accountancy, Auditing and Accountability Journal.  Vol 15 No 1, pp 46-68.  Webb, J. (2006). Organizations, identities and the self. Palgrave :Basingstoke.    

Work based learning: its impact on HRD/M practitioners’ development and professional identity

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