Working Self Concepts: the Impact of Work Based Learning On Self Identity Amongst Senior HRM/HRD Practitioners

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.