Sara Bosley

How other people shape our careers: A typology drawn from career narratives

From a constructionist perspective, we examine how non-managerial employees make sense of the part played by other people in shaping their careers. Taking as our starting point the methodological limitations of existing research into career shapers and arguing for a perspective that starts with actors’ situated understandings, we use a life story method to develop a new typology of career shapers. Grounded in our data, we distinguish and contrast the shaper categories of adviser, informant, witness, gatekeeper and intermediary in terms of their perceived impact on individuals, including their career aspirations, career enactment, and their career world-view and career self-concept. At the level of practice, locating themselves within this framework will enable line managers, human resources staff and professional careers advisers to be explicit about the career support they can offer, and to identify other potentially valuable career shapers.

The process of individual unlearning: A neglected topic in an under-researched field

In a contemporary business environment where change is often regarded as continuous, the ability of people or organizations to be able to successfully adapt and respond to change is key. Change often involves not only the learning of new behaviours, ideas, or practices but also giving up or abandoning some established ones. Despite both these elements generally being important to change, academic focus on processes of abandoning or giving up established knowledge and practices, that is, unlearning, is lacking. This conceptual article draws on a range of literature to suggest that the process of individual unlearning may have particular features. The review defines the concept of unlearning, differentiates between two different types of individual unlearning, and suggests that each type of individual unlearning may have its own distinctive features and dynamics. This article builds from this insight through developing a typology, which distinguishes between four types of individual unlearning. It concludes with an agenda for future empirical research to examine and validate the concepts presented.

Healthcare assistants in general practice : a qualitative study of their experiences

AIM To explore the experiences of healthcare assistants (HCAs) working in general practice (GP). BACKGROUND HCAs increasingly play an important role in UK GP teams. The role is relatively new and little is known about how HCAs feel about their work in GP, and the challenges that they face. METHODS Semi-structured interviews were undertaken with 14 HCAs from two Primary Care Trusts in the West Midlands, United Kingdom. Transcriptions were analysed using the framework analysis approach. FINDINGS Overall, HCAs reported that they enjoyed their work, and particularly appreciated the patient contact and positive feedback gained. Attitudes to the role were affected by previous position, experience, and length of time working within the practice. The HCAs felt accepted and supported by GP team members and valued the support they were receiving. Key sources of frustration included the poor salary, the lack of initial clarity with regard to role definition, and the constraints of their scope of practice. Role boundaries between HCAs and practice nurses were experienced as well defined, and no perceptions of role ambiguity were reported. HCAs considered their work to be of relatively low status, with its main purpose being to ease the practice nurses workload. Although many had the desire to train as nurses, few saw it as a realistic possibility. CONCLUSIONS Although HCAs appear to be satisfied overall, the elements of dissatisfaction relate to status, pay, and career progression, which may limit the retention of individuals in this role. Practices should consider the importance of recognising and valuing the work of HCAs and of providing protected time and resources for mentorship and career progression.

Online learning dialogues in learning through work

Purpose – The aim of this paper is to describe a study of online, asynchronous dialogues between tutors and nine work‐based postgraduate learners on learning through work (LtW) programmes.Design/methodology/approach – Adopting a constructivist perspective and using a qualitative approach, 670 messages were segmented into semantic units and categorised by activity and content. Analysis borrowed from content and discourse approaches and categories were grounded in the data.Findings – Online exchanges were found to mirror those of effective face‐to‐face learning encounters. Learners asked questions, reported on their progress and plans, sought and gave feedback, and disclosed personal information and feelings. Tutors gave direct answers, advised and made suggestions, explained and elaborated, offered signposting and referral and provided feedback. Dialogue content was categorised as administrative/organisational, technical, affective, social, academic or relating to programme design.Research limitations/impl...

The benefits of family literacy provision for parents in England

This article is concerned with parents’ experiences and perceptions of being involved in a family literacy programme. The research, which was conducted from November 2007 to July 2009, involved interviewing 101 parents from 74 family literacy programmes in England around 12 weeks after they had completed their courses. The aim of these qualitative interviews was to identify any short- and medium-term benefits, and to assess the impact on their lives. Previous evaluations of FL have mainly focused on children’s literacy outcomes, and the article argues that as insiders and consumers of family literacy programmes, parents have the potential to make vital contributions to policy and practice, including the design of future successful programmes. The article shows that there is a whole series of benefits for parents, their children, family and schools. Among these, parents learn to support their children’s learning; they place greater value on education and learning and gain a deeper understanding of school systems; they become more interested in developing their own literacy skills; they form social and supportive networks, which are maintained as their children move through the school; and the programmes give parents opportunities for progression to further education and training.

Why Do Speech and Language Therapists Stay in, Leave and (Sometimes) Return to the National Health Service (NHS)?.

BACKGROUND Research into recruitment, retention and return of speech and language therapists in the National Health Service (NHS) is relatively limited, particularly in respect of understanding the factors that drive employment choice decisions. AIMS To identify what factors influence speech and language therapists working in the NHS to stay, and consider leaving, but not do so. To identify what features of the NHS and alternative employers influence speech and language therapists to leave the NHS. To identify why some speech and language therapists return to the NHS after working elsewhere. METHODS & PROCEDURES A total of 516 male and female speech and language therapists, in three distinct groups (NHS stayers, leavers and returners) completed a questionnaire and gave responses to open-ended questions regarding their perceptions of the NHS and other employers. Qualitative data analysis identified reasons why individuals stayed in, left or returned to the NHS employment, and what actions could be taken by management to facilitate retention and return. OUTCOMES & RESULTS Stayers value job and pension security; professional development opportunities; the work itself; and professional support. Leavers not involved in childcare left because of workload/pressure/stress; poor pay; and not being able to give good patient care. Returners returned because of flexible hours; work location; professional development; and pension provision. Stayers and returners primarily wish to see more staff in the NHS, whereas leavers would return if there were more flexibility in work arrangements. Returners were particularly hostile towards Agenda for Change. CONCLUSIONS & IMPLICATIONS Whilst some preferences appear to require increased resources, others such as reducing bureaucracy and valuing professionals do not. The full impact of Agenda for Change has yet to be established. Predicted excess labour supply of allied health professionals and future structural changes present pressures but also possible opportunities for speech and language therapists.