Towards strengths-based professional learning: a multiple case study of the implementation of strengths-based human resource management practices in schools

Schools are increasingly inspired by a strengths-based Human Resources Management (HRM) philosophy, referring to the idea that by investing in the identification, use, and development of their strengths, teachers will be inspired to engage in learning activities. However, there is limited knowledge about the process by which this philosophy is implemented in the HRM practices at schools and whether this has the effects that are intended. Based on the HRM process model, we investigated how strengths-based HRM takes shape in six Vocational Education and Training schools. Our results showed that although only one school explicitly intended to implement a strengths-based philosophy in their HR policies, all team leaders were somehow engaged in the implementation of strengths-based HRM practices. However, this implementation was suboptimal since team leaders experienced a lack of skills and clear guidelines. Moreover, although teachers did show some initiatives to identify, use, or develop their strengths, they were only moderately aware of the strengths-based practices that were implemented by the team leaders. We discuss the implications of our findings for schools and how alignment in the HRM process can be promoted.