Exploring HRD in two Welsh NHS Trusts: analysing the discursive resources used by senior managers.
OBJECTIVE
The purpose of this paper is to examine human resource development (HRD) in the UK National Health Service (NHS), and particularly in two Welsh NHS Trusts, to help illuminate the various ways in which learning, training and development are talked about. The NHS is a complex organisation, not least with its recent devolution and separation into the four distinct countries of the UK. Within this, there are multiple and often conflicting approaches to human resource development associated with the various forms of employee, professional (nursing, medical etc.), managerial and organisational development. How people are developed is crucial to developing a modern health service, and yet, with the diverse range of health workers, HRD is a complex process, and one which receives little attention. Managers have a key role and their perceptions of HRD can be analysed through the discursive resources they employ.


METHODS
From an interpretivist stance, the paper employs semi-structured interviews with seven Directorate-General Managers, and adopts discourse analysis to explore how HRD is talked about in two Welsh NHS Trusts.


RESULTS
The paper finds some of the different discourses used by different managers, including those with a nursing background and those without. It examines how they talk about HRD, and also explores their own (management) development and the impact this has had on their sense of identity.


CONCLUSIONS
The paper highlights some of the tensions associated with HRD in the NHS, including ambiguities between professional and managerial development, the functional and physical fragmentation of HRD, conflict between a focus on performance/service delivery and the need to learn, discursive dissonance between the use of the terms training and learning, a delicate balance between "going on courses" and informal, work-related learning, inequities regarding "protected time" and discourses shifting between competition and cooperation. These tensions are exposed to help develop a shared understanding of the complexities of HRD within the NHS. The paper concludes with a summary of the different discursive resources employed by senior managers to articulate and accomplish HRD. These are "surfaced" to enable managers and HRD practitioners, amongst others, to construct common repertoires and shared meaning.
Sambrook
Sally
S
Bangor Business School, University of Wales, Bangor, UK. sally.Sambrook@bangor.ac.uk
D000288:Administrative Personnel / Q000193:education / Q000523:psychology*; D003299:Cooperative Behavior; D003479:Curriculum; D004500:Education, Graduate; D005260:Female; D005783:Gender Identity; D006282:Health Personnel / Q000193:education*; D006801:Humans; D007407:Interviews as Topic; D007858:Learning; D008297:Male; D019982:Organizational Case Studies; D011209:Power, Psychological; D011287:Prejudice; D013192:Staff Development / Q000458:organization & administration*; D013222:State Medicine / Q000458:organization & administration*; D013663:Teaching; D013995:Time; D014852:Wales; D014931:Women, Working / Q000523:psychology