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ERIC Number: EJ1135675
Record Type: Journal
Publication Date: 2017
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0307-5079
Identity Formation: Professional Development in Practice Strengthens a Sense of Self
Mackay, Margaret
Studies in Higher Education, v42 n6 p1056-1070 2017
This paper explores how practitioners in a hostile context make sense of continuing professional development (CPD). Critics worldwide question the professional status of human resources seeing the function as an underdog to well-established professions. The study uses an interpretivist approach to examine the conceptual interweaving of learning and identity development. Findings reveal that continuing development expands knowledge capabilities which affirm professional identity coherence. Professionalisation of the human resources field matters for the effective staff management of diverse multicultural workforces. This suggests a need for CPD providers to support practitioners better articulate and critically demonstrate the significance of sourcing, coordinating and retaining global talent. To counter pejorative views, practitioners base a claim for renewed respect on cumulative improvements in people management skills. This robust approach provides a resilient pathway for other occupational groups who aspire to professional status.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom