Re-thinking continuing professional development through changing metaphors and location in professional practices

Boud, David; Hager, Paul

doi:10.1080/0158037x.2011.608656

Cited by 197 publications

(139 citation statements)

References 22 publications

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“…This type of social learning across the broader HR community is unlikely to feature in organizational targets. Still, research demonstrates that informal social learning is often more significant for professional growth than the acquisition of formal training credits (Boud & Hager, 2012). As an example, Wright's (2008) research with 33 HR managers in Australia reveals the use of influencing skills to develop more credibility in the organization.…”

Section: Incremental Learning As Professional Growthmentioning

confidence: 99%

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

Mackay¹

2017

IJHRDPP&R

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This article considers the impact of an evidence-based approach to professional development. For the human resource field, an international trend for evidence can reinforce credibility and better professional recognition. The research focused on practitioner experiences of what counts as acceptable evidence of learning. Findings suggest that most practitioners attempt to fit learning to organizational expectations, but a quantitative view of evidence can restrict the possibilities of autonomous professional growth. Some records capture the significance of thinking around work experiences which build professional judgement. A practice implication for educators, policy makers, and employers is to widen understandings of valid evidence of learning; to value deeper reflections on casework based in practice. This article offers an approach to meaningful evidence that guides practitioner competence in the management of unpredictable workforce issues.

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Section: Incremental Learning As Professional Growthmentioning

confidence: 99%

“…Professional development is seen as a quality assurance measure that regulates competence to practice (Boud & Hager, 2012). Taylor (2009) argues that knowledge development and continuous innovation increase the economic value of human capital.…”

Section: Evidence Of Professional Developmentmentioning

confidence: 99%

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

Mackay¹

2017

IJHRDPP&R

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“…In contrast to the psychological theories, socio-cultural theories emphasise the social nature of learning; learning as an 'ongoing process of participation in suitable activities' (Hager, 2011, p. 23) Focusing more specifically on continuing professional development, Boud and Hager (2012) suggest that the acquisition and transfer metaphor of learning in relation to professional development implies:…”

Section: Workplace Learning Researchmentioning

confidence: 99%

Engineers' professional learning: a practice-theory perspective

Reich

Rooney

Gardner

et al. 2014

European Journal of Engineering Education

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With the increasing challenges facing professional engineers working in more complex, global and inter-disciplinary contexts, different approaches to understanding how engineers practice and learn are necessary. This paper draws on recent research in the social sciences from the field of workplace learning, to suggest that a practice theory perspective on engineers' professional learning is fruitful. It shifts the focus from the attributes of the individual learner (knowledge, skills and attitudes) to the attributes of the practice (interactions, materiality, opportunities, challenges). Learning is thus more than the technical acquisition and transfer of knowledge, but a complex bundle of activities that is social, material, embodied and emerging. The paper is illustrated with examples from a research study of the learning of experienced engineers in the construction industry to demonstrate common practices-site walks and design review meetings-in which learning takes place. KeywordEngineers' practice; professional learning; workplace learning; practice theory; engineering education.

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“…However, informal ways of learning, such as learning in networks, are often situated and contiguous (cf. Boud and Hager 2012). Therefore, they may align with non-rational motives that emphasise social-normative aspects, such as habits, rituals, traditions or simply the joy of being part of a community (Ryberg et al 2006).…”

Section: Introductionmentioning

confidence: 99%