Professionalism: evolution and measurement

Swailes, Stephen

doi:10.1080/02642060412331300922

Cited by 33 publications

(31 citation statements)

References 15 publications

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“…All of this emphasises the importance of their ongoing professional development. This then must surely position HR as a contender for the term 'new profession' (Swailes, 2003;Ardagh, 2007). Evans (2008) suggests that a more appropriate evaluation for contemporary professions is in terms of a commitment to professional development.…”

Section: Continuing Professional Development (Cpd)mentioning

confidence: 98%

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Professional development of HR practitioners – a phenomenographic study

Bailey

2015

European Journal of Training and Development

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If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation.1 Professional Development of HR practitioners -a phenomenographic study Abstract PurposeThe focus of the research presented in this paper is an investigation into the experiences of professional development of Human Resource (HR) practitioners in the North of Scotland, and the use of non-formal learning in that development. Design/Methodology/approachIn depth semi-structured interviews from a purposively selected sample of HR practitioners were conducted. Data from these interviews was analysed on a phenomenographic basis, to discover the qualitatively different ways in which HR practitioners describe, experience, understand and analyse their professional development and the use of non-formal learning in that development. FindingsWhat emerged from the analysis were two sets of categories of description, one for each of the phenomena. An outcome space for each of the phenomena emerged, illustrating the hierarchical relationship within each set of categories of description as well as the dimensions of variation relating to the phenomena. These outcome spaces represent the collective experience of the practitioners on the subjects of professional development and nonformal learning. Research LimitationsSample size and the specific geographical area are acknowledged as limitations. Another factor which may be considered a limitation is that my position as an HR lecturer with a keen interest in the subject could lead to this being considered an 'insider' study. All these factors are acknowledged. These have been mitigated against by the careful preparation undertaken during the research process which resulted from my awareness of these limitations. Originality/ValueThis study has given a voice to the HR practitioners in the North of Scotland with regard to their experiences and attitudes towards their professional development and the role of non-formal learning in that development. This study gives employers, other practitioners and professional bodies an Downloaded by University of Pittsburgh At 22:56 10 March 2015 (PT)2 opportunity to learn from the practitioners themselves as to how they can help practitioners in terms of their development.

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Section: Continuing Professional Development (Cpd)mentioning

confidence: 98%

“…Not only have the criteria become outmoded, but Swailes' (2003) view is that the current occupational climate of increased legislation, uncertainty, market pressures and shifting demands have led to the emergence of many 'new professions'.…”

Section: Continuing Professional Development (Cpd)mentioning

confidence: 99%

Professional development of HR practitioners – a phenomenographic study

Bailey

2015

European Journal of Training and Development

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“…Previous attempts to measure professionalism had categorised professionals on the basis of pre-defined criteria (Howell and Dorfman 1986;Mathieu and Hamel 1989), validated indicators of professionalism (Hall 1968;Hayward-Farmer and Stuart 1990;Swailes 2003) or assessed attitudes towards professionalism (Jha et al 2006;Blackall et al 2007;Tsai et al 2007) Five key elements of professionalism According to Furlong et al (2000), knowledge, autonomy and responsibility are the most widely accepted criteria of professional work. By and large, these criteria also emerged from the survey, along with two others.…”

Section: Sample and Methodologymentioning

confidence: 99%

The professionalism of professors at GermanFachhochschulen

Vogel

2009

Studies in Higher Education

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“…Hall's model was later modified by Snizek (1972), who retained Hall's five components but modified his instrumentation. Components of Hall's (1968) scale, as modified by Snizek (1972), have been used extensively in research on computer specialists (Bartol, 1979); physicians, nurses, and hospitals (Clark, Spurgeon, & Hamilton, 2008;Cornett, 2006;D'Aurizio & Johnson, 2006;Fetzer, 2003;Hall, 1968;O'Reilly, Parlette, & Bloom, 1980;Price & Mueller, 1981;Robertson & Wind, 1983); accountants and stockbrokers Hall, 1968;Morrow & Geotz, 1988;Shafer, Park, & Liao, 2002;Swailes, 2003);the funeral industry (Torres, 1988); scientists, engineers, and building professionals (Chan et al, 2007;Hall, 1968;Kerr et al, 1977;Snizek, 1972); management (Haga et al, 1974;Hall, 1968); medical technologists (Blau, 1999;Cornett, 2006); social workers (Hall, 1968); and teachers (Day, Stobart, Sammons, & Kington, 2006;Firestone, 1996;Hall, 1968;Nixon et al, 1997;Pearson & Hall, 1993;Pearson & Moomaw, 2006;Rinke, 2009;Tschannen-Moran, 2009).…”

Section: Professionalism Definedmentioning

confidence: 99%

Exploring the effects of empowerment, innovation, professionalism, conflict, and participation on teacher organizational commitment

Holliman¹

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Improved understanding of teacher retention depends on systematic research on working conditions, teachers' perceptions of their work environments, and the effect of condition-of-work variables on organizational commitment. The examination of organizational commitment in K-12 teachers is a construct with implications for longterm relationships in complex organizations and a significant predictor of retention.This study examined the extent to which empowerment, innovation, professionalism, perceived level of interpersonal conflict, and participation were associated with teachers' organizational commitment at six K-12 sites in one Midwestern state. Of 2,732 teachers invited to participate, 1,463 completed the survey, for a total response rate of 54%. Overall, there was substantial evidence supporting a relationship between organizational commitment and empowerment, innovation, and professionalism.There was also some evidence of a contextual relationship between organizational commitment and perceived levels of conflict and participation. Increased conflict in varying relationships resulted in decreased organizational commitment, and increased participation in varying situations resulted in increased organizational commitment.This study's exploration of organizational commitment may inform administrative practices designed to target teacher attrition. Educational leaders may utilize the results to better understand issues concerning teacher retention and attrition and thereby improve teacher working conditions, and strengthen the educational environment for students.Abstract Approved: ______________________________________________________ Thesis Supervisor

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Professionalism: evolution and measurement

Cited by 33 publications

References 15 publications

Professional development of HR practitioners – a phenomenographic study

Professional development of HR practitioners – a phenomenographic study

The professionalism of professors at GermanFachhochschulen

Exploring the effects of empowerment, innovation, professionalism, conflict, and participation on teacher organizational commitment

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