Abstract
Each year, newly appointed first lieutenants from the RDAF Officers School face their first occupation in the Air Force. Along comes the task of getting properly integrated into their new units, and though this might at first glance seem as simple as just getting to work, there are several dynamics at play determining whether a new first lieutenant can successfully complete this integration.
Building upon three semistructured interviews with newly appointed first lieutenants in the RDAF, this paper seeks to uncover these dynamics through the theoretical lenses of self efficacy, psychological contracts and situated learning with legitimate peripheral participation. This combination of theories help determine how motivation and the ability to become a full participant in a community of practice interplay.
It is concluded through the analysis of the empirical data gathered, that not only is there a connection between the motivation of a new first lieutenant and his ability to become a participant in his new unit’s community of practice, but the two concepts are actually intertwined. This is to be understood in the sense that it is difficult to learn what is needed to be accepted as a member in a community of practice if general motivation is lacking, but gradually moving towards becoming a participant in the unit’s community of practice is also a motivator in itself. The two mechanisms are thus self-reinforcing both positively and negatively. The theoretical and methodological approaches of the paper are also discussed, and determine that the combination of theories and the methodology used provide a sound enough picture of reality to reach this conclusion.
The results of this paper are relevant not only to newly appointed first lieutenants, but also to the leaders taking them in. Several questions do, however, arise from this research, which could be researched further. These include to what degree one can really determine whether a person is integrated into a community of practice or not, and whether the units in the RDAF are actually equipped to facilitate the transition of a first lieutenant from newcomer to member of their community of practice. Further research could likewise look into why it was difficult to gather empirical data from one of the units approached and whose responsibility it really is that the process of integration works in a unit.