A dynamic model of occupational identity formation

Research undertaken through the EC Leonardo da Vinci sponsored EUROPROF project has highlighted the need for those involved in HRD and VET to adopt a broad developmental view of occupational competence. This paper develops these ideas a stage further in an attempt to produce a model of occupational identity formation, which is sufficiently dynamic so as to recognise that there are continuities and changes to occupational identities over time. Such a model could be a useful aid to a consideration of the implications for education and training of VET professionals in two respects. First it helps VET professionals recognise that the process of helping others become more highly skilled is essentially a dynamic process. Second it can be used to scrutinise how the occupational identities of VET professionals develop, at a time when the roles of many trainers, tutors and coaches in this field are undergoing great change. Initially in this paper the problems associated with static representations of occupational identity formation will be outlined, before the focus shifts to the presentation of a more dynamic model. The theoretical commitments underlying this model are outlined, it is placed within a wider theoretical framework, and the judgement is made that it could be used as a tool for examining the ways trainers, tutors, coaches and other VET professionals develop occupational identities and how these change over time. Problems with a static representation of the processes of becoming skilled The processes whereby people become skilled are complex. The implicit model underlying common-sense thinking about skill acquisition is that there is a body of skills, knowledge and understanding that has to be mastered before someone can be considered skilled. This model highlights an important aspect of skill acquisition, but it makes the process appear as if it is a simple linear transmission process. This linear transmission process though can be problematised in a number of ways. First, it is a static representation it does not allow for changes to the body of skills, knowledge and understanding to be acquired. Nor does it recognise the longitudinal dimension to becoming skilled. That is, what it is to be skilled is different, to a smaller or greater extent, at the time you start on the process of becoming skilled from what it is when you formally complete the process. Second, the social dimension of becoming skilled is not emphasised. The skills, knowledge and understanding that an individual develops over time are acquired in particular social settings. The social context in which learning takes places needs to be acknowledged. Individuals learn with and from others, and help others learn, and the significance of this means that the process of skill acquisition needs to be placed in a social context.