Professional development seen as employment capital

Abstract

Practitioners need to invest in professional development to enhance credibility, job security and employment prospects. Employer expectations of continuing development as a performance measure link to the notion of career capital; namely that knowledge competence influences job advancement. This study uses an interpretivist approach to explore whether human resource practitioners see professional development as capital. The findings reveal that individuals appreciate the impact of development in confidence, self-efficacy and resilience. This study illustrates the deeper psychological value of continuous learning, which diverges from the prevalent career literature assumptions of professional development to increase earnings. The implication for educators is to challenge an impoverished view of professional development limited to career advantage. Professional development can sustain individual growth, sustain optimism and empower individuals to fulfil their potential in contributing to society. In articulating a wider appreciation of ongoing development, educators provide a counterbalance to a restrictive managerial view of professional education.

Identity formation: professional development in practice strengthens a sense of self

“…The study's context A public context of harsh critics who denigrate the HR function as a quasi-profession (Gold et al 2013) justifies an investigation of working practitioner views. A literature emphasis on self-agency complements the investigation of a subjective, individual view of development (Mackay 2015). Roessger (2013, 17) argues researchers of CPD should conduct: 'Empirical designs in small-scale, controlled settings [...] to explore how social, affective and perceptional variables influence knowledge'.…”

“…Hence, CPD resembles an umbrella construct promoted as a universal 'good thing'; good for the individual, the organisation, and society. But broad interpretations mask the theoretical ambiguity of professional learning and divergent definitions create employment tensions (Trede, Macklin and Bridges 2012;Mackay 2015). Roessger (2013, 18) states CPD is widely interpreted as: 'professional performance, income generation, public relations strategy and learner self-actualisation'.…”

“…For instance, several felt that spontaneous peer discussions, reading and ongoing reflections fell between theory and practice and could not satisfy institutional expectations. This is at odds with Eraut's appeal to value informal learning in the workplace (2004), and a few educators specifically voiced concerns that audit measures of learning narrowed wider conceptions of professional education (Mackay 2015).…”

The Perceived Purpose of Professional Development Programs from the Science Teachers’ Perspective in Saudi Arabia

“…PD programs place a strong emphasis on improving teacher practices; they allow for teachers to understand their role, develop a sense of occupational identity and achieve clarity in terms of their practices. A study conducted by Mackay (2017) identified that PD programs have three main purposes within a professional environment: knowledge competence, social networking opportunities and enhanced self-worth value of teachers. Knowledge competence concerns enhancing the professional skills of teachers through upgrading their knowledge and skills in the classroom environment.…”

Evidence of Professional Learning: a Closer Look at Development in Practice

“…So, an evidence-base of competence provides an anchor to assert professional identity in context (Mackay, 2015a;Brown, 2014 there is a move to gather, measure and analyse data in order to improve overall performance of both HR and the organization, but also to demonstrate the value of the HR function.…”