UFHRD 2014: 4 June, parallel session on Theory & Foundations of HRD
We’re in to the next parallel sessions and again I’ll be taking short notes on these.
Discourses in HRD: Complexity, Continuity and Contradictions, Jean Kellie, Brian Milsom (University of Hull). The research was framed by the integrationist agenda of HRD with HRM and a functionalist approach around effectiveness and unitarist approach the deproblematises the ‘fit’ between the individual and organisation. The alternative is a critical perspective (Garavan 2007; Valentin 2006) drawing attention to the different meanings attached to HRD by different stakeholders. Researching HRD professionals and the discursive devices used in the promotion of HRD in organisations and how this is influenced by dominant discourses within organisations and this may result in competing and complementing discourses and how public and private discourses on HRD may be reconciled.
The research used 20 semi-structured interviews. Found evidence of competing discourses including tensions between organisational and individual discourses. In particular, linking identity troubles centred on the discursive practices of the HRD practitioners.
A Question of Identity: The Meanings of Identity and the Significance of Identity as a Theoretical Foundation for HRD, Russell Warhurst (University of Chester and Aalto University Finland). The study focuses on Management Development (MD) which is a major area of HRD activity as an empirical study on identity work. Brown 2014 meta-analysis of identities in organisations and much research in identities is on identity as an outcome of HRD interventions.
There are massive problems in issues of definitions of professional identity. This research adopts a constructivist perspective with identity as a project of becoming and identity work and hence identity shift. Identity is formed through discourse “it is through narrative that we define ourselves”.
Through the analysis of interview data, a sub-group of “higher than average” learners demonstrated considerable personal learning and team and organisational learning. These managers displayed certain distinct characteristics: strong sense of managerial sense – a differentiated sense of self; secure sense of managerial self – claimed selves to be creative change agents; evidence of self-doubt questioning their capabilities; and strong commitment to future managerial self – strong commitment to their managerial careers. These four facets can be understood as a precursor to an unusual appetite for learning and as new resources for identity work.
Gold and Holman (2001) management education should concentrate on the significance of identity for readiness to learn.
Q on whether found evidence of earlier identities that echoed forward to their managerial identities. Non-higher learners tended to maintain their earlier professional/ specialist identities.