Browsing by Subject "työura"
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(2015)The purpose of this study is to find out why adults with a profession change career into teaching. This study also aims to find participates motives to perceive a career in teaching, their perceptions about teacher's profession and the reasons behind the career change. The research approach of this study was qualitative. Ten subjects, teachers and teacher students, participated in this study. Three of them were primary school teachers, one secondary school teacher and one vocational teacher. Five of the participates were teacher students, four of whom studied to be a special education teacher and one a primary school teacher. Nine of the participates were women and one man. The data was collected between years 2014-2015 using open, electric questionnaire. Questionnaire included background information about participates and eleven open questions. The data was processed using content analysis. Results that came up from this study were processed in regard to theories and earlier studies. According to this study the most important motives to become a teacher were the participates strong respect for teacher's profession. They felt that teacher's profession is significant and important in the society. Important motives were also the desire to work with children and adolescent and the possibility as a teacher to influence positively in children and adolescent's future. In this study the inner motives to perceive teaching as a career were more significant than the outer motives. As outer motives the participants mentioned benefits of the profession such as a long summer vacation, regular, family friendly working hours and academic education. Much more positive aspects were linked to teachers profession than negative aspects. Teachers profession was seen as important and significant in the society. Humanity, variability, diversity, creativity and the possibility to work with children and adolescents were seen as positive sides in teachers profession. Negative aspects in teachers profession were the society's demands for teachers, hurry, intensity and lack of resources. Participants changed career for many reasons. Student teachers motives to become a teacher have been studied for many decades. This study brings new, positive aspects to why older career changers with more life experience perceive career in teaching.
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(2016)This study examines the views on careers of white-collar employees and organization of Fiskars. The study answers two questions: what kind of views on careers the white-collar employees have, and what kind of views on careers the Fiskars organization has. The theoretical foundation of white-collar employees' views on careers is based on the concept of subjective career and Schein's career anchors theory. The theoretical foundation of the organization's view on careers consists of the concepts of psychological contract, career planning and career management. Previous research has shown that careers are increasingly variable and that they have become more versatile and flexible. This study generates knowledge on careers from both individual's and organization's perspective. The target is to create an overall picture of careers. The concept of view in this study is defined as the perception of the research subject of the interviewed persons formed through experience and thinking. The target organization of the study is Fiskars and ten white-collar employees of Fiskars and three persons from management and human resources department of Fiskars were interviewed for the study. The research methodology is qualitative and the research data was collected using theme interviews method. The research data was analyzed with content analysis method. The interviewed employees experienced the concept of career in a positive way and described a career mostly using the career path metaphor. Employees from different age groups also had different views of careers. For younger employees work is no longer the center point of life or a separate part from other aspects of life but rather a natural part of it. Employees' and organization's views were the same when asked who is responsible for career. All the interviewees had strong opinions that the party ultimately responsible for a career is the individual her/himself and that the role of the organization is to provide career opportunities and the role of the manager is to support the employee in career development. White-collar employees' and organization's thoughts of career direction and career moves were horizontal but both groups emphasized that the idea of vertical career moves continues to exist. Career planning and career management were weak in the target organization and both white-collar employees and the organization hoped that career planning and career management would be improved in the future. Challenges of future careers also affect the target organization. The target is that the results of this study will help Fiskars organization to better support employees' careers and career development and also create career management and career
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(2014)Aims. The aim of this study was to investigate how the victims of workplace bullying see its effects on their professional identity and career. Earlier findings from this field have shown that there might be connection between workplace bullying and professional identity. In this study the analysis was extended to the careers of the bullied. Methods. The data for my research consisted of 33 stories, which were collected using an e-form questionnaire via three different forums. These forums were Työpaikkakiusatut.net, Kiusatut.net and Narsistien uhrien tuki ry. Respondents were asked to write a description of their experiences of workplace bullying and how they think bullying has affected their professional identity and career stages. The methods of analysis were quantitative content itemization (the forms of workplace bullying) and qualitative content analysis (professional identity and career). Findings and conclusions. The respondents described of being targeted of multiple forms of workplace bullying. The main categories were subjection, isolation and discrimination, lying, aggression, and hindering work. The connection between workplace bullying and professional identity could be formed as a continuum. In the other end of the continuum the respondents described very serious consequences to their professional identity. In the other end of the continuum the respondents could see their negative experiences as strengths. Four main categories described connection between workplace bullying and career. These categories were: unemployment or sick leaves, stagnation, decreasing work positions, and attempt to change career. The study showed that according to the victims, workplace bullying effects on professional identity and career development. The information can be utilized in supporting adult education by focusing on the critical parts of professional identity and career.
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