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Who gives a Tweet about career development?: The impact for HRD of Twitter enhancing personalisation of learning
Hazel Beadle, Senior Lecturer in Leadership and Management, Chichester Institute of Education, University of Chichester.
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Structured abstract
Purpose
This paper considers the potential impact of the Twitter platform on the Human Resource
Development (HRD) practitioner's career management and development role, with
mindedness for how this impact sits alongside organisational policies and procedures.
Design/methodology/approach
The discussion is based on the findings drawn from 76 questionnaires, completed online and
as part of an exploratory study, which sought self-declared professionals' perceptions
surrounding their use of Twitter in relation to professional development.
Findings
Highlighted is the significant influence played by expectations - the expectations of change,
familiarity, flexibility and the need to be proactive. Furthermore, these expectations have
influence on the environment in which the HRD practitioner is operating, as well as the HRD
role itself.
Practical implications
The exponential growth in use of the Twitter platform identifies the need to be able to
respond to some form of equitable online provision will be an ongoing feature of the HRD
practitioner role. Furthermore, highlighted is a need for HRD practitioners to proactively
steer Twitter-associated expectations; potentially requiring fulfilment of a mediation role.
Indicated is a need for practitioners to ensure they have personal credibility in the use of
online media.
Keywords
Twitter; Impact; Exploratory; Professional development; Expectations.
2 | P a g e
Introduction
The growth of social media has resulted in an increasing pool of the population being
constantly connected (Stevenson and Peck, 2011; Evans, 2014). This is not surprising since
social media has become part of the contemporary mindset, regardless of whether it is
actively used and whether it is welcomed (Kim and Farida, 2011; Agnihotri et al, 2012;
Lunnay et al, 2015). Different social media platforms serve different, and often distinct,
purposes and yet also offer a measure of interconnectivity. This paper focuses on just one of
those platforms; Twitter.
Twitter was launched in 2006. In 2012 it was the 9th most visited website in the world
(Wilkinson and Thelwall, 2012) and on its 7th birthday Twitter hosted 400 million tweets per
day (Tsukayama, 2013). The Twitter platform has gained popularity as a professional
development tool and is reasoned to be having an increasing influence in the career
development field. Indeed, Twitter has contributed to the fulfilment of professional
development needs in many disciplines. Its use in the broader medical profession, for
example, is well documented (e.g. Bahner et al, 2012; Cahn et al, 2013; Hajar et al, 2014).
This noted, the pace at which different sectors have availed themselves of the advantages of
Twitter, has varied. This was originally attributed to a need for computer science expertise
(Burgess and Bruns, 2012). Current approaches, however, are attributed to sector attitudes,
expectations of the role being undertaken and personal preferences. Adoption of technology
is largely dependent upon identifying some benefit, or reward, being anticipated to result
(Newberry, 2013). The benefit is often cost related, with the literature highlighting the
Twitter platform to be a cost-efficient means of linking individuals (Carton, 2014). When
operating under financially strained conditions, cost-efficient mechanisms will inevitably
have a raised profile.
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Acknowledging that research into the use of social media is generally under developed
(Antheunis et al, 2013) and that social media 'has the potential to change a wide range of
management practices' (Campbell et al, 2014 p.655), this paper considers the potential impact
of the Twitter influence on the HRD practitioner's career management and development role,
with mindedness for how this impact has the potential to sit alongside organisational policies
and procedures.
Literature
Over the past three decades there have been significant changes in the way work is organised
and career paths have developed (Chudzikowski, 2012). Prediction has decreased, flexibility
has increased, and if the individual is willing to follow opportunities as they arise, what
Arthur and Rousseau (1996 p.4) term the ‘tabula rasa of fresh opportunity’, then it has been
argued that greater career success is the outcome (Gunz et al, 2000). This is, of course, a
perspective influenced by the understanding of the concept of career. If that understanding is
framed by the accumulation of positive work experiences (Ng et al, 2005), often amassed in a
'boundaryless context' (Arthur and Rousseau, 1996; Dries et al, 2009), then mindfulness of
the need to secure, for example, the next short term contract will by necessity result in the
individual couching their experiences as positive outcomes available to be traded in the jobs
market. It is no mistake that this career development approach is termed 'the market model'
(Heimer, 1984).
This approach is one which contrasts with the more traditional career concept where
hierarchical ordering, central planning and control, and processual documentation have
typically featured (Pinto and Kharbanda, 1995; Kallinikos, 2004); often spoken of in terms of
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'career advancement' (Dries et al, 2009). Despite this traditional structure, a measure of
chance, what Rojewski (1999 p.267) terms 'happenstance', has the potential to feature and is
reasoned to have a significant impact (Bandura, 1982). A reliance on the accumulation of
experience has implications for individuals who, for whatever reason, have been less
successful in amassing evidence to support the perception of a positive career trajectory. The
literature provides examples, for instance in relation to those with disabilities (Rojewski,
1999; Whelley et al, 2003), ex-offenders (Thompson and Cummings, 2010) and those who
take career breaks (Heimer, 1984); with the impact of life stage and the effort deployed in
effecting change (Golembiewski, 1978), also noted.
The effect of the change in the way jobs are organised has resulted in a shifting of the
employability risk from organisations to individuals (Bridges, 1994; Lips-Wiersma and Hall,
2007). The impact has not been entirely positive. There has been exploration of the impact
of the work situation and the risks on professional well-being as a consequence of job
insecurity (Bakker et al, 2003). Furthermore, there have been implications on the person-
organisation fit (Maslach and Leiter, 1997), explained as being 'the congruity between the
person and the workplace in key aspects, such as workload, control, rewards, community
feelings, fairness, and values' (Sortheix et al, 2013 p.468). Many of these elements are
demonstrated through the approach taken to ensuring continued employability and thus career
development. A short term focus is reasoned to have hindered the uptake of longer term
development opportunities, and operationally questions hang over organisational investment
in careers when the return on that investment may be unlikely to be revealed within the
organisation (Maurer and Chapman, 2013) or, worse, might result in advantage for a
competitor. Training to enhance employability is often portrayed as being someone else's
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problem; popular press reporting of the ill prepared workforce providing example (Libit,
2001; BBC, 2010; Gough, 2013).
At an organisational level the approach has raised concerns for business performance (Madter
et al, 2012). However, despite Inkson (2008 p.271) reminding us that 'it is not the person
that is the real resource, but the knowledge and expertise the person possesses', business
performance concerns have tended to be linked with the generic 'human resource' concept.
Inkson (2008 p.272) furthermore provides reminder that contribution to organisational
competitive advantage is not the consequence of being an asset, the human resource, but
instead fulfilment as a worker of the role of 'an investor who actively chooses to do so for
[their] own profit, intrinsic as well as material'. Reliance on 'the human resource' places some
expectation on team effect (Cianni and Wnuck, 1997) when, in the changed nature of the
employment relationship, little effort might have been deployed in cultivating that team.
Thus the change in work organisation has led to the potential for a mis-match between
organisational and individual perceptions and expectations; at least with regard to career.
Lips-Wiersma and Hall (2007 p.771) describe this in terms of 'an organizational dance', 'a
highly interactive mutual influence process, in which both parties are at once the agent and
the target of career influence'. It is in the light of this changed and changing workplace
environment that the Twitter platform has gained an increased profile. The role Twitter is
increasingly playing is reasoned to be filling gaps in historical provision (Ferriter and
Provenzano, 2013; Ferguson and Wheat, 2015), accommodating changed expectations
(Raths, 2015) and, as one amongst a cluster of technological tools, is regarded as having the
potential to respond to the changed nature of the workplace (Kadlec, 2010; Osborn et al,
2014). Its use as a tool which gives a career 'edge' has been well documented (Grant, 2011;
6 | P a g e
Gerstner, 2011; Robertson, 2014; Bortz, 2014); with the perils of the approach also
acknowledged (Elmer, 2011). The question which arises is the extent to which the
aforementioned 'dance' is influenced by the personalisation of learning which can arise
through the presence of social media and, specifically, the Twitter platform as well as the
influence this has on the HRD practitioner's career management and development role.
Methodology
This paper draws on data collected through online survey responses completed by self-
declared professionals recruited through the Twitter platform. Participants were self-
nominating and asked to complete an online survey (using Survey Monkey) accessed through
a web-link. Beyond providing gender, age category, job title and sector no personal details
were sought. Participants had the right to decline any or all of this detail.
In total 76 survey responses (22 male, 53 female and 1 where the gender detail was declined)
were received. The age range in both male and female groups varied from the 20s to 60s
with the majority of responses being received from those in their 40s. The questionnaire
focused on participant perceptions surrounding their use of Twitter in relation to professional
development, with a particular focus on the developmental approaches that they used. In line
with this study's exploratory nature, open questions were used and the data was analysed
using open thematic coding.
Findings
Only a minority group of participants made mention of signing up to Twitter specifically for
the purpose of finding a means of satisfying their developmental needs. Furthermore, those
who did suggest that their initial reason for engaging with the Twitter platform was for this
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purpose, almost always identified other influences to also be present. There was mention, for
example, of attendance at a conference where a hash tag [#] was used to share ideas as well
as having created a Twitter handle (account) as a consequence of some work-based social
media training. The inference was that these individuals had received some generic training
and felt obliged to make use of the provision. Furthermore, it appeared to be through use of
the Twitter resource that the platform's potential was identified.
Five themes relating to the use of Twitter were identified from the gathered data: the blurring
of professional and outside work lives, the emphasis on flexibility, the cultivation of Personal
Learning Networks, exhibition of passion through Tweets, and responsibility in the use of the
Platform. These are examined in turn.
Blurring of professional and outside work lives
The blurring of professional and outside work lives was a reoccurring theme. Participant 48,
a male in his 40s, suggested he had initially used the Twitter platform in order to ‘follow
comedians that made [him] laugh’ highlighting that he later used the media to keep up to date
with recent developments within his field but emphasised that he 'still laugh[s] at things
comedians post too’.
Twitter was not suggested to be the only route to development which was associated with
enjoyment, but it was clearly indicated as having that capacity. Enjoyment was linked to
informality, what Participant 39 referred to as ‘CPD with a cup of tea’. Here some indication
that novelty played a role was apparent.
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There was indication that individuals perceived Twitter as enabling them to integrate
development activities with their everyday life and, through this integration, development
became a part of their day-to-day routine. This was reasoned to contrast with the
development task being perceived simply as an activity that an individual was beholden to
fulfil. This fulfilment approach was explained by Participant 61 in terms of 'adding of a line
to the CV'.
Emphasis on flexibility
Also associated with enjoyment was the ability to learn from, or make use of, resources
without feeling obliged to reciprocate. Here an emphasis was placed on flexibility.
Participant 5, a male in his 30s, described this in terms of being a 'developmental leech'.
There was mention of focusing on the need to speak, of having ones presence noted, when
attending face-to-face provision. A fixation on, for example, the developmental event as
opposed to the learning which might arise from that event, and which might be used to
enhance delivery of the work role, was apparent.
Also highlighted was the potential to generate interest in areas of work which may not have
been a primary focus of attention. Here the Twitter platform was identified as having the
potential to support users to push at the boundaries of the development opportunities with
which they might have otherwise engaged.
The presence of 24-hour remote access was raised. Twitter was described by Participant 35,
a male in his 50s, as offering 'unending resources' and of there being 'thousands of people
with wonderful ideas just waiting to be read'. His response reflected the general sentiment
that Twitter, and the Tweets posted, do not provide development in themselves but, instead,
9 | P a g e
that they have the potential to ignite action which can result in the development of the
individual. Several participants described this in terms of Twitter fulfilling a ‘gateway
facility’. This gateway included access to more traditional forms of professional
development. There was highlighting, for example, of participants not knowing about events
they might physically attend were they not to have used Twitter.
Cultivation of Personal Learning Networks
Twitter is suggested to have the potential to provide the context for cultivating a personal
learning network (PLN). Participants highlighted that the platform actively encouraged them
to make links with others who held similar interests and that here Twitter facilitated removal
of geographical boundaries. There was identification that Twitter profile detail, follow
recommendations, examination of re-tweets and tweets highlighted through hash tag searches
all contributed to the network being created. In effect the format of the platform was
indicated as being facilitative, with participants indentifying that they felt less reticent about
'checking out' potential links through Twitter. Additionally, there was suggestion that some
of the effort which might be put into seeking out development material was avoided in that
the selected contacts are inherently associated with (and thus integrate) this material into their
Twitter contributions.
The PLN terminology appeared to be frequently used by those who highlighted they were
seeking out others with whom they could make their professional journey; indication of
movement suggesting an openness to developmental change. The effect contributed to the
removal of a perception of hierarchy, with Participant 57, a female in her 30s, going so far as
to suggest that Twitter ‘breaks down barriers to collaboration through removal of hierarchy’.
It was not simply those with limited career experience who suggested Twitter offered
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levelling potential, but also those perceived (or perceiving themselves) to be in positions of
authority. Here there was indication that individuals found themselves to be more able to
draw on the thinking of generally less experienced individuals, individuals who might bring a
new or alternatively challenging perspective to an issue. At the other end of the career
spectrum Participant 63, a female in her 20s, for example, mentioned being able to 'discuss
career paths and ambitions with others which would be difficult [in other contexts]'. The
emphasis was that this approach tended not to be a typical feature of traditional mechanisms.
Exhibition of passion through Tweets
A common theme underpinning participant responses was the potential for Twitter to reflect
the passion of the Tweeter and the impact of this passion in maintaining or igniting a
response from the reader. Participant responses suggested that generally there was an
undercurrent of mutual support albeit that the quality of the material being posted varied.
Participant 18, a male in his 30s, for example, highlighted how he posted questions and
received numerous replies with links to resources.
However, as well as being supportive, there was indication that the platform facilitated the
open expression of differing opinions and that strength of feeling could be readily ignited.
Here the absence of face-to-face interaction and the associated etiquette was identified to play
a role. There was suggestion that 'passion' was often directed at those who failed to
understand the significance of the subject under discussion and that the associated emphasis
was purposeful in raising the subject matter profile.
As well as the nature of Tweets being influenced by the expectations of face-to-face
interaction being absent, there was mention of the impact of the 140 character limitation on
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Twitter postings. Mention was made of this limitation having the potential to result in the
use of unprofessional dialogue. No participants specifically mentioned being desirous of
engaging in unprofessional dialogue and yet there was also little indication of a failure to
engage where this occurred.
Responsibility in use of the Platform
Participants suggested that use of the Twitter platform had led to them feeling an enhanced
responsibility for seeking to accommodate their development needs. However some
participants did acknowledge that they perceived Twitter as being, using Participant 46's
phraseology, 'an easy route'. In the light of the number of participants which expressed this
potential, it might be questioned whether the career development gain suggested to have the
potential to arise through the Twitter 'gateway' is outweighed by the risk of compromise.
Participant 14, a female in her 20s, provided example by highlighting that she used
'#[name]chat every Tuesday to show [her] continuous improvement and commitment'
[original emphasis]. Here emphasis appeared to be on the culturing of an impression rather
than any learning or influence on professional performance. Participant 39, a female in her
40s, acknowledged this by highlighting that ‘making the occasional work related tweet does
not automatically lead to learning or enhanced performance'. Furthermore, Participant 5
wrote of 'needing help to use Twitter properly in support of professional development'
emphasising a willingness to be steered in their use of the platform.
The nature of the professional development being sought by the study's participants varied.
Some participants highlighted a desire to receive innovative solutions in a ready to use
format. Participant 45, a female in her 30s, for example, identified a desire for 'practical
solutions to problems and strategies and resources that can be used right away'. She went on
12 | P a g e
to highlight that she 'didn't want to be burdened down with theoretical debate'. Participant
45 was not alone in identifying that theoretical debate required extra effort; again indicating
there were limitations to the developmental responsibility that some Twitter users were
prepared to take. Furthermore, whilst some participants suggested that they did take the
responsibility to convert Twitter-initiated academic material into a format which would
directly enhance their professional role, even these participants provided indication that this
could be perceived as an onerous burden which would result, in the words of Participant 8, 'in
some evasive action or taking shortcuts'.
The dynamic nature of Twitter was also seen as contributing to a responsibility perception.
Participant 3, a female in her 40s, for example, was amongst a number of participants who
highlighted that Twitter’s presence provided an obligation that they 'should be using it more
often'; most noting that it required almost daily commitment and was thus perceived as
having the potential to be perceived as burdensome. Some flagged up the risk that managing
the time spent 'on Twitter' had implications for the other development resources they were
able to engage with and thus apply to their professional role.
A common factor across the five themes and highlighted as arising from the use of Twitter, is
the potential for personalisation. This was, for many, identified as being the benefit or
reward arising from the adoption of technology (Newberry, 2013).
Discussion
Since only a minority group of the study's participants made mention of signing up to Twitter
specifically for the purpose of finding a means of satisfying their developmental needs, there
is indication that in respect of career development many Twitter users are still culturing an
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understanding of how the platform may be of use to them. This suggests that the immediate
implications for HRD practitioners may be anticipatory rather than responsive; an
opportunity for the HRD profession to steer expectations in the light of an anticipated
increase in Twitter use. It can, however, be reasoned that since Twitter is used for the
purpose of communication, and remote communication is at the heart of the exponential
growth in social media use generally (Borchert et al, 2014; Abeza and O'Reilly, 2014;
Scheepers et al, 2014; Campbell et al, 2014), platform use for the purpose of professional
development will accelerate. It would be foolhardy for HRD practitioners, and by
extrapolation their organisations, to ignore these warning signs. Similarly to the participants,
HRD practitioners need to exhibit responsibility in use of that platform.
Twitter is regarded to offer a 'gateway facility'; a means of access to a broader range of
development provision than has historically been available. This includes access to resources
which traditionally might have been beyond an individual's geographical reach and which
provide example of the Twitter platform's flexibility. Antheunis et al (2013 p.426) describes
this in terms of 'access to and [the] sharing of information, social support, ...collaboration and
participation of the stakeholders involved [by] increas[ing] individuals’ connectivity and
enable users’ direct participation'. Akin to identification that adoption of technology is
largely dependent upon identifying some benefit or reward has the potential to result
(Newberry, 2013), greater awareness of the range of Twitter-associated provision will
inevitably influence expectations and the demands which arise. Indicated is movement away
from the more traditional centrally planned and controlled provision, to a level of ownership
which may be theoretically desired, but which is not without implications for the nature of the
HRD practitioner's job role. Here Twitter is seen as facilitating alignment with contemporary
career path development; a path where the distinction between the professional and their
14 | P a g e
outside work life may lack clarity, as well as one where the individual is purposefully
accumulating marketable career experience. Consequently, whether or not popularity of
Twitter platform use is sustained, particularly in the light of that engagement being identified
to be a potential burden for its user, Twitter's exponential growth suggests the need for HRD
practitioners to respond to the demands for some form of equitable provision.
The underpinning theme of the personalisation of provision facilitated by the Twitter
platform, alongside the study indicating a desire to use the platform to culture personal
learning networks and potentially demonstrated through Twitter postings of a maximum of
140 characters, is identified to have had an influence on expectations. The favouring of
informality is notable; as is the risk of passion being ignited through Tweets. Despite the risk
of disproportionate influence, for example from what the study participants generally termed
'big hitting Tweeters', an undercurrent of mutual support is indicated to be present.
Furthermore if, as McCorvey and LaPorte (2015, p.28) suggest, Twitter is desirous of being
'relevant to its users around the clock, rather than solely when news is breaking' then it is
reasoned that this culture of mutuality will increase. Combined with the blurring of
professional and outside work lives, this represents a change for many; both generic Twitter
users and HRD practitioners. Alongside a more general understanding that enhanced
appreciation of the online presence arises from practical engagement with social media
platforms (Majlath, 2012; Larsson and Kalsnes, 2014), HRD practitioners may find their own
exploration of the Twitter platform to be a worthwhile investment. Credibility in an online
community is, after all, argued to require an online presence (Scheepers et al, 2014) and some
difficulties have been identified as a result of subject and platform use expertise being
separated (Shan et al, 2015). Any absence of an online HRD presence might be attributed to
organisational policies, for example exhibited through the blocking of social media
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(Campbell et al, 2014). That absence fuels distance between the HRD practitioner and the
Tweeter.
Whilst the infringement of personal time might well be resisted, for others it epitomises
flexibility and facilitates a level of engagement that was previously unattainable, for example
through access to a broader range of individuals, their perspectives and insight. This insight
has been linked to cost-related efficiencies (Antheunis et al, 2013; Shan et al, 2015). The
study data identifies this in relation to the culturing of the personal learning network (PLN)
wherein the Twitter platform's facilitation of the ability to 'check out' the approach to, and
composition of, potential links plays a contributory role. Included in that 'checking out'
process are those who might otherwise have fallen beyond contact boundaries; exampling
Twitter's levelling effect. This engagement has the potential to be turned into a marketable
career asset, although even with the acknowledged shift of the employability risk from the
organisation to the individual (Bridges, 1994; Lips-Wiersma and Hall, 2007), the HRD
practitioner may be required to play a facilitation role.
It is doubtful that any HRD practitioner would berate those they are supporting from
incorporating professional development into their day-to-day routine nor expanding their
areas of interest. Likewise it can be reasoned that the cultivating of an enhanced self-
responsibility for seeking to respond to development needs is generally positive. However
retaining the focus on purpose, minded that the learning journey has an underpinning
intention even if the chosen route may vary, is important. This may require an increased
profile amongst HRD practitioner priorities. Twitter was identified as being a potential
distraction. Since time is not an unending resource and the user can be lulled into perceiving
that all time spend engaging with Twitter is a developmental investment, the HRD
16 | P a g e
practitioner is charged with a steering role. Practically this may involve identifying Twitter
accounts with which to potentially engage, and overcoming resistance, for example that
which may manifest itself in avoidance behaviour.
Insight into elements of Twitter provision which participants find distracting may prove
useful. More generally social media has been identified as being 'a valuable tool to better
understand the audience' (Shan et al, 2015 p.106). The findings identify, for example, a
measure of 'performance' to be present. Furthermore, the 'easy route' terminology in relation
to satisfaction of development needs will inevitably ignite alarm. The number of participants
which expressed this potential suggests some risk to the integrity of career development has
the potential to arise from Twitter's presence. An immediate parallel should not be drawn
between 'easy route' and 'short cut' terms, since easy access to provision is reasoned to have
the potential to break down some of the barriers precluding development. Furthermore,
indicating some intention to engage in practical application, participants flagged up a desire
to receive innovative solutions in a ready to use format. However, where these short cuts
indicate little more than appearing to 'go through the motions' then this would, indeed, be of
concern to the HRD practitioner.
Underpinning a number of the aforementioned factors and significant to how the
personalisation effected by the Twitter platform can effectively sit alongside organisational
policies and procedures, is an awareness of the regard (or disregard) with which the platform
and its potential is held. The data provided indication that organisations have played a role in
introducing individuals to the platform but those organisations may have little say in how
those individuals subsequently make use of Twitter's potential. Furthermore, awareness of
17 | P a g e
increasing connectivity amongst the population (Stevenson and Peck, 2011; Evans, 2014),
suggests this to be an increasingly prevalent issue.
With regard to up-front investment, Twitter may well provide a cost effective development
tool. However, as elsewhere, a focus on minimising spend rather than consideration of the
value to be added presents a risk. Carton (2014) identifies Twitter as a cost-efficient means
of linking individuals, but a link alone is insufficient. The transition from an inherent
reliance on centrally planned and controlled provision, to one which embraces flexibility and
has mindedness for an immediate response, is theoretically feasible but also thwart with
contradictions which requiring redressing. The tangibility of provision is significant amongst
these.
Conclusion
This paper set out to consider the potential impact of Twitter influence on the HRD
practitioner's career management and development role, with mindedness for how this impact
has the potential to sit alongside organisational policies and procedures. The exploratory
research drawn upon has highlighted that the focus for the practitioner centres around
expectations - in summary, the expectations of change, familiarity, flexibility; as well as the
need to be proactive.
Whether or not Twitter serves the test of time, and there currently appears to be little to
suggest that it will not, there is a need to accept that social media has had a significant
influence on developmental expectations. Such expectations have an effect on the
environment in which the HRD practitioner is operating, and on the HRD role itself. Any
18 | P a g e
deflection of that effect is likely to be short lived. Thus it has been argued that there is a need
for HRD practitioners to develop competence in using the Twitter platform.
There is a need to use that competence to steer expectations, particularly in the light of the
identified (and predominantly organisational) cost-related undercurrent. Here the practitioner
may well serve as the mediator between the individual, the organisation and potentially the
adopted media. The study has highlighted how an awareness of the regard (or disregard) with
which the platform and its potential is held influences the Twitter personalisation effect; an
effect that should not be inherently dismissed as being unwelcome. This role for the HRD
practitioner is one which is challenged by their own developing expertise in an environment
where role expectations might well retain an historical framework. Of influence here is the
potential for a blurring of professional and outside work lives. On the part of the individual
there is unlikely to be a universal enthusiasm associated with the relinquishing of hard won
boundaries and, for the organisation, there is likely to be some unsettling consequent to a
need to revisit social media related practices, as exampled through site blocking.
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