Working Self Concepts: the Impact of Work Based Learning On Self Identity Amongst Senior HRM/HRD Practitioners
Year: 2014
Type: conference-paper
Abstract: This paper explores the experiences of senior HRM/D managers and strategic line managers who have engaged with a Work Based Learning (WBL) programme, and builds on earlier work by Nichol and Williams (2012) who explored the professional identity of HR/HRD practitioners. The paper seeks to understand the personal impact of this combination of work place yet externally derived learning process on self-identity since this will have lessons for the learners, for the organisation, and for providers of such programmes. The basis of this qualitative, interpretive, paper is a series of one-to-one semi-structured interviews with senior practitioners from across the public, private and not-for-profit spectrum. Analysis and interpretation are guided equally by themes arising from the data and by a priori knowledge of existing theoretical frameworks. The concepts of self-identity operate at multiple levels, which Lord and Brown (2004) refer to as the Individual, Interpersonal and Collective levels of our ‘Working Self Concept (WSC)’. Their model demonstrated how successful leadership processes occur indirectly through follower self-identities, and this current research adapts that model to argue that the WBL process similarly needs to align with participants’ self-identity in order to ensure success. There is evidence of positive impacts on self-views at all levels with affective and behavioural changes that enhanced performance as a result of engagement in WBL. Increased confidence in their own value to their respective organisations, and improved belief in the legitimacy of their accumulated knowledge skills and experience enabled them to further contribute to organisational goals.
Authors: Ryan James Curtis, Lynn Nichol, Sue Williams
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W2231067988