Career transition as identity learning: an autoethnographic understanding of human resource development

Black, Kate; Warhurst, Russell

doi:10.1080/13678868.2018.1444005

Cited by 22 publications

(29 citation statements)

References 53 publications

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“…This question can be answered in terms of mentoring contributing to mentors’ own differentiating or aspirational identity-work. Being a mentor might in itself represent an aspired identity and certainly an identity carrying prestige and offering differentiation perhaps at a time when the mentor’s own career is plateaued or in decline (Black & Warhurst, 2018). Within the mainstream mentoring literature, one of the key “expected benefits of being a mentor” is found to be “recognition by others” (Allen et al, 2006, p. 274).…”

Section: Mentoring Enabling Mentors’ Identity-workmentioning

confidence: 99%

Meaning in Mentoring: More Than Meets the Eye/“I”

Warhurst

Black

2019

Human Resource Development Review

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While the literature of mentoring is extensive, the theorization of mentoring is a noted deficiency. In addressing this deficiency, this conceptual article begins with a brief critical analysis of the extensive corpus of mentoring inquiry and discerns emerging theoretical trajectories as a foundation for the distinct theoretical focus adopted. The social constructionist approach to understanding identity, and Lacanian psychodynamic identity theorizing, is critically developed. The conceptualization of identity as a discursive construct, emerging from a balance between conscious identity-work and unconscious identity-regulation, is examined. These theoretical tools are then applied to mentoring. The article demonstrates that for both mentors and protégés, mentoring involves mutually beneficial identity-work, but that this identity-work can readily go awry with both parties potentially succumbing to forces distorting desired identities and negating the good intentions of mentoring. The implications for mentoring practice are detailed, and trajectories for empirical inquiry with identity are outlined.

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Section: Mentoring Enabling Mentors’ Identity-workmentioning

confidence: 99%

Meaning in Mentoring: More Than Meets the Eye/“I”

Warhurst

Black

2019

Human Resource Development Review

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“…Career development and transitions are core components of human resource development (HRD) and have become “significant” for the discipline (Sun & Wang, 2009, p. 511), yet it is widely acknowledged that career development has received inadequate research attention (Egan, Upton, & Lynham, 2006; McDonald & Hite, 2005; Swanson & Holton, 2009). This is surprising, since career transitions have become more prevalent and therefore critically important in organizations due to the increasingly flexible nature of work (Black & Warhurst, 2019). If the study of career transitions is important to HRD, then understanding how career transitions can be supported becomes an urgent area of inquiry for HRD scholars and practitioners.…”

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

“…A promising approach to studying career transitions in HRD is to view it as “an experience of learning” (Black & Warhurst, 2019, p. 26). In fact, Black and Warhurst (2019, p. 29) describe career transitions as “particular, but as yet not widely recognized, form of learning and of HRD.” They emphasize the importance of identifying HRD interventions that can assist with learning during career transitions, in particular deeper learning that goes beyond the mere acquisition of skills and knowledge. An intervention that may fit this description is coaching (since many organizations already use coaching as part of their standard HRD practice; Bozer & Delegach, 2019), and specifically, transition coaching aimed at promoting transformative learning.…”

Section: Introductionmentioning

confidence: 99%

“…In this study, transformative learning (Mezirow, 1994) is used as a theory to examine a deeper, more sustainable form of learning during career transitions. While perhaps not all career transitions warrant transformative learning, this study chose to focus on a deeper level of learning, in line with the chosen definition of coaching that emphasizes the need and importance of sustained change (Bachkirova et al, 2014) and the need in HRD for learning during career transitions that goes beyond the acquisition of skills and knowledge (Black & Warhurst, 2019).…”

Section: Introductionmentioning

confidence: 99%

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Coaching techniques for sustained individual change during career transitions

Terblanche

2020

Human Resource Dev Quarterly

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Career development and transitions are forms of learning integral to human resource development (HRD). Understanding these phenomena is becoming critical due to the changing nature of work. Transition coaching, an individualized HRD learning intervention, is gaining traction as a career support mechanism, yet the details of how this type of coaching works are not clear. To investigate the potential role of transition coaching as an HRD intervention that facilitates learning beyond the acquisition of knowledge and skills, this study examined which coaching techniques, from the perspective of the transitioning manager (coachee), are likely to contribute to transformative individual learning during transition coaching. Perceptions of these coaching techniques were identified through deductive and summative content analyses of interview transcripts of 20 coached transitioning managers. Of the 13 coaching techniques identified, five were perceived to be experienced substantially more than the others: active experimentation, questioning, reflection, challenging views and assumptions, and using theories and frameworks. The findings suggest empirically that transition coaching could facilitate transformative individual learning during career transitions. The findings also indicate that, unlike what is generally professed during coaching, transitioning managers value a directive, knowledge‐imparting coach and confirm that reflection and experiential learning are key to succeed in a new role. This study advances HRD, transformative learning, and coaching theory and practice through the operationalization of coaching in the specific HRD context of career development and transitions aimed at transformative learning.

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Reconceptualizing identities: Veterans' perspectives on career transition challenges

Becker

Bish

McCormack³

et al. 2022

Human Resource Dev Quarterly

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Those who serve in military organizations typically develop a strong sense of identification with the defense force and those with whom they serve. However, when these individuals leave military service, they can experience a sense of displacement or culture shock, making transition into a civilian career a difficult prospect. This paper sought to explore veterans' experiences during the transition into civilian work and, in particular, the impact of this transition on their identity as they are socialized in a civilian organization. The stories of 31 Australian Defence Force veterans were gathered via semi‐structured interviews to provide insight into the experiences during transition and the changing nature of their identity as they began working outside a military environment. The findings identify three stages of identity adjustment through which veterans pass during their transition: realizing, relinquishing, and reconceptualizing. While some encountered more struggles than others depending on their individual circumstances, the findings provide unique insights for HRD theory and practice to enhance the transition of serving military to a civilian workforce.

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Career transition as identity learning: an autoethnographic understanding of human resource development

Cited by 22 publications

References 53 publications

Meaning in Mentoring: More Than Meets the Eye/“I”

Meaning in Mentoring: More Than Meets the Eye/“I”

Coaching techniques for sustained individual change during career transitions

Reconceptualizing identities: Veterans' perspectives on career transition challenges

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