Arthur Morgan

Continuing professional development: rhetoric and practice in the NHS

This article explores the experience of Continuing Professional Development (CPD) by supervisory‐level clinical staff in the National Health Service. Four main themes are highlighted in the literature, namely the nature and experience of CPD, its relationship with human resource management practices and in particular in career development and planning. These themes are examined utilising sources of (triangulated) empirical data based on a 2500 sample survey conducted across five NHS Trusts. A key finding was that responsibility for learning and development was perceived as belonging to the individual rather than the organisation. Other findings concern a lack of resource‐based commitment by the organisation to CPD for clinical staff undertaking supervisory‐level roles and evidence of ‘credentialism’ with its emphasis on seeking certificated qualifications. The findings raise concerns about the potential for clinical staff to become disillusioned and to perceive a potential breach in their psychological contract because of problems in reconciling their own interests with those of their professional body, and that of their employer in relation to CPD.

360° feedback: a critical enquiry

Purpose – The underpinning assumption in the adoption of 360° feedback is that it heightens an individuals self‐awareness by highlighting differences between how participants see themselves and how others see them. This statement implies that awareness motivates development and improves performance. This paper critically examines the introduction of 360° feedback in the civil service, drawing on the experiences of the Patent Office and taking account of the wider context of civil service modernisation.Design/methodology/approach – The case study gathered data through a series of interviews and questionnaires. It sought the perceptions and experiences of management and participants in relation to the implementation process and the outcomes of the scheme.Findings – At an organisational level the use of 360° feedback, as a performance management tool, failed to develop the self‐awareness anticipated. Neither was it found to be aligned with other development plans or the organisations core competencies. At ...

Adding value to the work placement: working towards a professional qualification in an undergraduate degree programme

This article reviews the opportunity provided by the work placement year for human resource management students to gain professional membership of the Chartered Institute of Personnel Development (CIPD). A case study approach is used to reflect on findings related to the first two cohorts. It concludes that the benefits of the opportunity to gain a separate professional qualification are twofold. First, it ties in closely with what appears is a more strategic career decision‐making process on behalf of the student and, second, the CIPD qualification provides a robust framework for the placement period during this important stage of student studies.

Critical Reflections on the Development of a Foundation Degree

Abstract Work undertaken on the development of Foundation degrees at the University of Glamorgan directly addressed employer and higher education concerns that the new award should aim to build on, and not reinvent, the HNC/HND awards it sought to replace. One of the key factors in this was to reconsider the role and purpose of ‘work experience’. Within this, the forms and type of involvement that employers might adopt in creating an experience of work that aims to develop characteristics of employability or job readiness in graduates were reviewed. In particular, and consistent with other parts of the United Kingdom, a regional perspective was adopted. This approach aimed to be reflective of the devolved nature of economic policy, and the location and market for business and economic activity. The particular desire to pursue an employability agenda linked to its unique role within the economy of the region, through the involvement of its network of further education (FE) partner colleges, has characterised the commitment of this University to the development of a set of ideals associated with Foundation degrees. This article critically discusses the development of the Foundation degree award and reflects on the opportunities that such a scheme offers for part-time students in particular and for the institution, for example, in utilizing technology to support workplace delivery.

National vocational qualifications in a business studies degree

Abstract In the job markets of the 1990s a degree offers no guarantee of employment. The world of commerce requires graduates able to demonstrate a range of practical skills, as well as the knowledge and understanding which underpins effective performance. One significant intention of the work placement year is to offer this developmental opportunity. A group of students piloted a scheme which was designed to identify how far the NVQ model could be integrated into the work placement year of the Business Studies degree. The intention was to use the level 4 Management Standards as a framework for this period of work placement. The objectives were to test the practical aspects and identify problems for future implementation thus enabling NVQs to play more of a role in student development. This paper considers that higher level NVQs offer a unique opportunity for students to put into practice academic knowledge and understanding in a vocational setting within the context of a separate national award.

Migrant workers and the changing psychological contract

Purpose – The influx of migrant workers in the UK has widespread interest. This groups experience of the British work place has evoked considerable debate ranging from the potential to be exploited through unscrupulous practices to allegations about taking away jobs from British workers. The purpose of this paper is to extend knowledge about the workplace experiences of migrant workers and discuss the implications this may offer for human resource management practice.Design/methodology/approach – The method uses an interpretive approach as the principal method of inquiry. Insights are presented through the use of descriptive vignettes to preserve the contextual richness in participants descriptions.Findings – The dynamics of the psychological contract has been fundamentally affected by increasing numbers of migrant workers in the workplace. There is clear potential for a dual system to exist where migrant workers are treated differently in terms of recruitment, training and deployment. The ability to en...

Community Consortia and Post-Compulsory Education: A Local Approach to Local Problems.

Abstract This article reviews the development of Community Consortia for Education and Training (CCET) in Wales, and explores their role in the development of a cohesive post-16 learning strategy. The article examines the development of the formation of one such consortium as a case study. A range of challenges are identified for making effective progress. These highlight the difficulties, as well as the successes for this key contemporary cross-sector educational partnership between schools, colleges, universities, businesses and voluntary organisations.

The utilisation of NVQs in higher education

In 2000 a survey was undertaken in an attempt to establish a sustainable, coherent database of empirical information on NVQ level 3, 4 and 5 activity in English and Welsh higher education institutions (HEIs). As a result of this work a report was produced, The Utilisation of NVQs in Higher Education in England and Wales, which set out the survey findings. The article reviews the findings of the data collection and highlights a range of issues concerned with accurate and consistent reporting of data by organisations charged with this responsibility. The penetration of NVQs into higher education is discussed and reference made to a number of case studies. These studies offer valuable insights into the ways in which various institutions have addressed the problems of the integration of NVQs into higher education provision.

Human resource development of non-commissioned officers in the army; a cognitive style perspective?

This article considers the assessed performances of non-commissioned officers in aprogramme perceived as an important career enhancing activity for British military personnel. We introduce the idea of cognitive style as an important individual difference affecting performance on programmes of training and development and the implications for career progression. The research methodology adopted involved mixed methods as an alternative way of ‘seeing’, ‘researching’ and ‘theorising’ human resources development in this context. The research drew upon a mix of data from course participants and organizers, and it comprised cognitive style testing, within course assessment data and notes recorded during field observation. The results revealed relationships between the factors associated with ‘styles’, ‘assessed learning performance’ and ‘course experience’. Key perspectives on the experiences of training in terms of success and strategic direction were also identified. The study provides a deeper understanding of career-development processes in the military organization, considers the implications in which knowledge of an individuals style may have for the individual and course organizers and imports new theoretical frameworks into the study of human resource development.

The E‐College and quality assurance: the irresistible and the immovable

Existing quality assurance arrangements do not consider the variations in design and delivery opportunities offered through the utilisation of emerging technologies and its application in non‐traditional forms of educational arrangements. One particular form of delivery, aided by technology, is on‐line delivery, either to the workplace or the home. This mode offers considerable significance for developing the role and principles of work‐based learning in providing a much broader population the opportunity to participate in higher education. This article reviews the development of the online E‐College and its role in work‐based learning with particular focus on the arrangements for quality assurance.