Learning and development practitioners : identity, profession and future trajectory
- Authors: Barratt-Pugh, Llandis , Hodge, Steven , Smith, Erica
- Date: 2020
- Type: Text , Journal article
- Relation: Asia Pacific Journal of Human Resources Vol. 58, no. 2 (2020), p. 220-246
- Full Text:
- Reviewed:
- Description: The increasing focus on learning and innovation within organisations has significantly changed perceptions and practices of learning. It has also generated an increasingly diverse and growing network of learning and development practitioners (L&D), constructing an emerging identity that is critical to organisational growth. Our study of nearly 800 Australian L&D practitioners explored their working roles, relationships, and development needs, in a contested environment. Our purpose was to explore how L&D practice has changed; if a professional identity for L&D practitioners is emerging; and what development needs L&D practitioners have. The practitioner responses from this study are used to model the emerging themes of L&D practice, substantiate the emergence of a ‘quasi-professional’ identity, and indicate the imperatives that underpin professional development frameworks. This knowledge provides a foundation for reconceptualising the learning and development practitioner domain. © 2018 Australian HR Institute
Towards a model of learning and development practice
- Authors: Hodge, Steven , Smith, Erica , Barratt-Pugh, Llandis
- Date: 2016
- Type: Text , Journal article
- Relation: International Journal of Human Resource Development: Practice, Policy & Research Vol. 1, no. 2 (2016), p. 7-25
- Full Text:
- Reviewed:
- Description: It is widely acknowledged that learning and development (L&D) is key to well-being, innovation andsuccess for individuals, organizations and societies (Delahaye, 2011). Learning and development practice involves application of distinctive knowledge, skills and techniques in distinctive contexts. The sheer range of contexts and kinds of expertise associated with this work produces a complex challenge to any attempt to model L&D practice. The Australian Institute of Training and Development (AITD) took up this challenge in the Australian setting. A team of researchers was engaged to produce a model of L&D practice that the organization could use to conceptualize the work of its members and refine organizational strategy in areas such as professional development services. Although there have been attempts to represent the work of L&D practitioners (e.g. the ASTD ‘Competency Model’), the research presented here focused on the Australian setting and was also guided by a commitment to recognizing the role of organizational contexts in shaping L&D practice. This focus on context distinguishes the model from others that are concerned with the expertise and attributes of individual L&D practitioners. The model presented here thus represents contexts of L&D practice as well as knowledge and skills applied within them. The article describes the research process used to develop the model, including analysis of existing models, interviews with senior L&D practitioners and a survey of practitioners. The result is a model that acknowledges the complexity of L&D practice in a contemporary environment.
VET teacher education in Australian universities : who are the students and what are their views about their courses?
- Authors: Smith, Erica , Hodge, Steven , Yasukawa, Keiko
- Date: 2015
- Type: Text , Journal article
- Relation: Research in Post-Compulsory Education Vol. 20, no. 4 (2015), p. 419-433
- Full Text: false
- Reviewed:
- Description: In Australia, the question of the level and nature of qualifications for vocational education and training (VET) teachers is a highly contested and political topic. VET teachers are only required to have a pre-university, certificate level pedagogical qualification, the Certificate IV in Training and Assessment. They possess substantially lower-level qualifications than teachers in other education sectors, although this was not always the case. The paper reports on research which investigated the experiences of VET teacher-education students studying for university qualifications. The research was undertaken in response to requests from policy stakeholders for evidence about the efficacy of higher-level qualifications. The research indicated student satisfaction with their courses and an alignment between what they saw as the benefits with the identified challenges of VET teaching. They also suggested areas for improvement. The findings are analysed with relation to the findings of a Productivity Commission inquiry into the VET workforce, which identified a number of capability gaps. © 2015 Association for Research in Post-Compulsory Education (ARPCE).