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Browsing by Subject "branschbyte"

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  • Hur ska vi få dem att stanna kvar? : en studie om den finländska daghemspersonalens arbetsengagemang och dess inverkan på personalens planer på att byta bransch 
    Forsius, Maria (2018)
    At the time of writing this thesis, in spring and fall 2018, the field of early childhood education in Finland is characterized by turbulence, dissatisfaction and disagreements between the early childhood professionals. Issues such as large child groups, lack of personnel, high rates of sick leave and turnover intentions have been reported in recent national projects as well as in media. The problematic situation is mainly a result of the extensive reform that the Finnish early childhood education has undergone in the last five years, and that has resulted in significant changes on most levels within the field. With this as foundation, and with the Job-Demands Resources model (JD-R) as point of departure, this thesis aimed to investigate how engaged daycare employees in Finland are, to explore the variables related to engagement as well as to analyze if the level of engagement had an impact on the employees’ turnover intentions. Engagement was studied in relation to six variables: workload, emotional demands, work autonomy, relations to colleagues and the supervisor as well as sense of coherence. This thesis was a pilot study in the research project Enjoy your work!, conducted at the Faculty of Educational Sciences at the University of Helsinki. Data was collected in May 2018 with an electronic survey that was sent to the trade unions Talentia, SuPer and the Kindergarten Teachers Union in Finland (LTOL), and then forwarded to a total of N = 3635 daycare employees. In this study, N = 545 of the responses were analyzed. The material was processed and analyzed with the statistical program SPSS. The results showed that the Finnish daycare employees are highly engaged in their work but that a large percentage still had intentions of leaving their job. Four variables explained the engagement: work overload, emotional demands, work autonomy and sense of coherence. The level of engagement differed significantly between those who intended to leave and those who intended to stay, so that those who intended to stay reported higher levels of engagement. However, all employees were highly engaged in their work, even those who intended to leave.
  • På jakt efter yrkesidentitet : konstruktion av yrkesidentitet bland branschbytare 
    Paro, Anni (2020)
    Since the nature of work is constantly changing, many people might have to educate them-selves again or even change their career. Up to 60% of Finland’s working population has changed their profession or branch of industry during their career and about half of those have re-educated themselves. When changing the career or work, one has to acquire a new professional identity. Construction of a new professional identity is a long process and is affected by many different factors. Since the change of career is common and the construction process of professional identity long and complex, it is important to study this topic. The aim for this study is to examine how career changers can acquire a new professional identity. In addition, I will examine how education provider and workplaces can support the development of a new professional identity among career changers. The data was collected by using qualitative research methods and a phenomenographic approach was used. The data was collected between December 2019 and January 2020. The sample consisted of seven interviewees, who all had changed careers and participated in a short training within IT- industry. The data was collected through semi-structured interviews and was analyzed through thematic analysis. The results showed that the interviewees could easily acquire their new professional identity after changing their career. Affecting factors were weak engagement with the previous career, motivation for and engagement in the new career as well as support from both the edu-cation provider and workplace. The education provider was able to support the identity pro-cess through offering an education with clear structure and aim, a comfortable atmosphere and activities which prepared the participants for working life. Furthermore, the education provider was able to support participants in recognizing their own strengths and weakness-es, which supported the construction of the new professional identity. Workplaces could support the process by providing opportunities for discussion, a supportive team and a clear structure in the work. Colleagues attitudes played a big part as well.

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