“Exploring the perspectives of Māori university students on the … 2014/TNeedhamCDANZ... · 2014. 12. 1. · CDANZ e.g. Ezine articles Nielsen (2012) Report WIPNZ (2009) Report

Reflecting on Professional Practice – Career Development (A Research Paper),

MASTER OF CAREER DEVELOPMENT

Auckland University of Technology

Presented by Tui Needham

“Exploring the perspectives of Māori university students on the use of Social

Networking Sites (SNS’s) for job search & career development.”

Design by www.maori.org.nz 1

http://www.maori.org.nz/

Social Media apps are more about content uploads Social networking sites are all about engagement Many apps allow you to do both.

Definitions



1. Introducing & Justifying the Study Topic

2. Outlining the Literature Review

3. Describing the Research Methodology

4. Presenting Data Findings

Presentation Outline


5. Summarising Implications for Career Practice


Introduce & Justify Topic



The use of SNS’s for Job Search & Career Development is promoted as essential for the modern job seeker...

New Zealand Universities – career centre resources

CareersNZ e.g. Facebook posts

CDANZ e.g. Ezine articles

Nielsen (2012) Report

WIPNZ (2009) Report

Kelly (2011) Research

NZ Herald (2013) Article

Promoted as Essential




Increases Opportunities


Ellison et. al. (2007) asserts that it is clear that the internet facilitates new connections and provides people with an alternative way to connect with others.

Hooley, (2012) discusses how the internet has changed career, how it provides a market-place of opportunity and how SNS’s provide a space for building social capital.

SNSs have the potential to increase the visibility of job seekers; the functionality and design of SNSs create opportunity.

(Strenhlke, 2010)



Transitional process of Maori communication systems, (Lemon, 2001): Māori culture has traditional foundations for operating successfully using ‘new media’ Expertise and know-how for building relationships is an essential skill for Māori in the knowledge economy Networking or whakawhanaungatanga is a traditional and contemporary strength for Maori.

Parallels to a Māori Way

Designs by www.maori.org.nz 7

Influence of cultural values on career processes for Maori, (Reid, 2011): Relationships are viewed as a navigational tool to the bigger picture of life purpose...and how Maori have extended interrelationships beyond blood ties in adapting to changing cultural milieu




Whanau capability and wellbeing is enhanced by SNSs, (O’Carroll, 2007):

Whanau capability is increasing through the use of SNSs, where whanau maintain a form of communication despite distance...

Whanau wellbeing is contributed to by the use and adoption of SNSs from Maori families.

http://www.youtube.com/watch?v=cBukL1KE_9k

Parallels to a Māori Way


http://www.maori.org.nz/http://www.youtube.com/watch?v=cBukL1KE_9k

Emphasis not only on formal skills/qualifications, but also on motivation and skills to learn, (OECD, 2001a).

Ongoing learning is the only way for individuals to keep pace with change..., (Patton & McMahon, 1999).

Lifelong learning is a critical component of the knowledge economy, (Patton & McMahon, 2006).

Promotes Lifelong Learning


Pursuit of Māori knowledge by Tane; the need for resilience and the lifelong quest for knowledge, (Lemon, 2001).



Neilsen, (2012) figures

2.8 million New Zealanders visited social media sites in the month of October 2012

80% of the online NZ population visit Facebook compared to Australia 74%, US 69%, and UK 68%;

• blogging ranks the next highest, then Twitter, Tumblr and Wordpress;

• remaining top 10 in NZ are Google+, YouTube, LinkedIn, Wikia, Squidoo, and Pinterest.

What the Statistics Reveal




1. YouTube

2. Facebook

3. WordPress

4. Tumblr

5. LinkedIn

6. MySpace

7. Twitter

8. Instagram

9. Pinterest

10. Flickr

Top 10 Social Media Sites in NZ, Oct 2013, (Adcorp, 2013)

Statistics



WIPNZ, (2009)

80% of people in NZ under the age of 30 claim membership to social media sites

Approx 43% of Pakeha and Māori are members compared with over 70% of Asians and Pasifika

Of all social networking users in New Zealand; 45% participate daily.

Statistics



According to the Kelly survey:

Many Kiwis believe being active online is essential for their career development;

27% of men and 21% of women use their social networks to improve their job prospects

Younger workers rely more heavily on social networking;

Gen Y respondents say it is essential to be active in social media in order to advance their careers.

Statistics



Literature Review



What young people do and talk about online is very close to their non-virtual lives, (Larsen, 2007).

Heidemann et. al. (2012) suggests that ‘identity management’, is a major motive to use online social networks.

Online Identity Construction


Participants discussed there being a blur between offline and online relationships, (O’Carroll, 2007)

Different contexts and audiences in SNSs draw out different notions of identity, (O’Carroll, 2007).

Literature Review


Strehlke (2010) also identified conflict of self presentation

in relation to an individual’s personal and professional lives;

As Doyle, (n.d.) asserts, this is a dilemma for those who want to keep personal life separate from their work life.

Online Identity Construction


Continued...

According to Athavaley, (2007), what we do in the real world and what we do online are melding.


Rangatahi identities and representations are articulated through:

how they perceive themselves, how they would like to see themselves, and how they want others to see them

Relationships must be negotiated and carefully navigated to fulfil their own and others expectations.

Māori Experiences


Literature Review

The online/offline confusion or blur is not helped with the architecture of Facebook.

(O’Carroll, 2007)


The transitional process of Māori communication systems from the oral to written, and into ‘new media’ Three frameworks provide a strong cultural base from which Māori can operate in ‘new media’:

Whakawhanaungatanga - Networking Kaitiakitanga - Guardianship Arikitanga - Self determination

(Lemon, 2001)

Māori Experiences


Literature Review


Digital Career Literacy


1. Changing Adapt to changing online career contexts and learn to use new technology for career building.

2. Collecting Source, manage and retrieve career information and resources.

3. Critiquing Analyse the provenance and usefulness of online career information and resources.

4. Connecting Build relationships and networks online that support career development.

5. Communicating Understand genre and netiquette of different interactions and use them in the context of career.

6. Creating Create online content that effectively represents the individual, their interests and career history.

7. Curating Reflect on and develop a digital footprint and online networks as part of career building.

(Hooley, 2012)

Literature Review


Social Capital


Literature Review

Ellison, Steinfield & Lampe, (2007) explores...

the relationship between the use of Facebook and the formation and maintenance of social capital.

As cited by Ellison et. al. (2007), social capital...

...broadly refers to the resources accumulated through the relationships among people, (Coleman, 1988).

...is the sum of the resources, actual or virtual, that accrue to an individual or group by virtue of possessing a durable network, (Bourdieu & Wacquant, 1992)


Social Capital


Literature Review

Bonding Social Capital – found between individuals in tightly-knit, emotionally close relationships, such as family and close friends, (Ellison et. al., 2007).

Bridging Social Capital – loose connections who may provide useful information or new perspectives but typically not emotional support, (Granovetter, 1982)

Maintained Social Capital – speaks to the ability to maintain valuable connections as one progresses through life changes,

(Ellison et. al., 2007)


Potential Uses of SNS’s In HR Decision Making

Recruiting – Engage in targeted marketing to reach the desired applicant pool

Screening & Selection – Correlate measures of job relevant traits with measures of job performance

HR Decision Making


Disciplinary Action – Access and monitor employee SNS’s for inappropriate postings.

(Davison, Maraist & Bing, 2011)

Literature Review


Research Methodology



Participant Criteria

Māori students from the University of Waikato

8 Participants

Aged 18-29 years 19 x 4 21 x 2 22 x 1 23 x 1

Engaged in undergraduate or post-graduate study.


Although this was not the criteria, those who volunteered to participate in this study were:

all female, and all had experience in employment, voluntary work or extramural activities.




Programme of Study Final Year

P1 Masters in Political Science, major in Public Policy; 2014

P2 Bachelor of Science, double major in Biology & Environmental Science

2014

P3 Bachelor of Teaching (Primary) 2015

P4 Bachelor of Social Science, major in psychology 2015

P5 Bachelor of Management Studies & Arts (Conjoint), majors in international management, languages & culture

2014

P6 Bachelor of Science, double major in animal behaviour and biological sciences.

2015

P7 Bachelor of Arts & Social Science (Conjoint), double major in philosophy and psychology

2015

P8 Bachelor of Social Sciences, double major in organisational psychology and HR management

2014


Iwi Affiliations


1. Ngati Toa, Tainui

2. Ngati Kahungungu ki Wairoa, Ngati Pakeha

3. Ngati Kauwhata, Ngati Raukawa, Ngaiterangi

4. Ngati Pourou ki Gisborne

5. Nga Puhi, Te Rarawa

6. Ngai Tuhoe, Ngati Tuwharetoa

7. Ngati Maniapoto, Nga Puhi, Ngati Pakeha

8. Ngaiterangi




Kaupapa Māori & Mainstream

Artwork by www.raewynharris.nz

RESEARCH AT THE INTERFACE

The interface between science and indigenous knowledge as a source of inventiveness.

Research that aims to harness the energy from two systems of understanding

Accessing both systems and using the insights and methods of one to enhance the other.

(Durie, 2004)


http://www.maori.org.nz/http://www.raewynharris.nz/


Kaupapa Māori Research


Encapsulating Māori ways of knowing and a distinctively Māori way of organising knowledge, (Durie, 1998)

“...clues to meaning are found less in an examination of component parts and more in imagery, higher order comparisons, and long memories (Durie, 2002, p. 23).”

..by applying principles of whakapapa, te reo, tikanga, rangatiratanga, and whanau.

(Mead, 1996; Rangahau, n.d.).




Māori Research Principles


4. Rangatiratanga – Addresses critical questions about the research

5. Whanau – collaborating, connecting and maintaining positive relationships

(Mead, 1996; Rangahau, n.d.)

5 Fundamental Principles of Kaupapa Māori Research: 1. Whakapapa – how we see ourselves in relation to everything

else; re: participants’ and the researcher

2. Tikanga Maori - not taken for granted by Maori researchers

3. Te Reo – Maori worldviews are embedded in the language




Exploratory Case Study

Exploratory Case Study – 3 Stage Process, (Zuker, 2009):

1. Describing experience – informal interviews and impressions.

2. Describing meaning – social, situational, cultural and macro findings

3. Focusing on analysis – noting patterns, comparing, seeing relationships more abstractly etc.

Qualitative Research




Exploratory Case Study

Transcribing, organising and analysing data from informal interviews and noting impressions.

Exploring initial (micro) themes and (macro) perspectives i.e. social, cultural and situational context.

Analysing data by noting patterns, clustering, counting, comparing, partitioning, seeing relationships etc.

Analysing data (literally and intuitively) to describe experience and meaning.



Data Collection


Semi-structured, informal interviews with each person individually. Defined as ‘conversations’ when introducing the interview format to each person. Informal conversational interviews rely on spontaneous generation of questions and conversations, (Patton, 1990).

Audio recordings were then transcribed (word for word) soon after each interview to ensure impressions were captured and noted.



Data Analysis


All data was considered in view of or in context with the question asked.

Interviews provided the majority of the data and I was the sole researcher and collector of information. Data was systematically organised and charted by noticing word frequencies, dominant themes and meanings etc. Impressions from interviews were also noted soon after each interview, during the transcribing phase.




Case Study Analysis

P1 – “Maori mentors use face book and emails, people (employers/recruiters) tell them and they post it up.” P2 - “Our Maori support group post scholarships, job opportunities and workshops.” P4 - “Te Aka Matua, have a lot of career advisors there and they are really good.” P5 - “....and seek help from Maori mentors.”

P7 - “(person’s name), Māori student mentor, he’s really helpful even when applying for scholarships and things.” P8 - “Probably my first point of call would be Te Aka Matua, they helped me so much so far, they’re fantastic.”

How will you go about seeking a job or opportunities in your field of interest once you graduate?



Research Findings



Initial Themes Overall Theme Macro Perspectives

Māori Perspectives

• manners • etiquette • formal vs casual • work and

pleasure • personal and

professional • social and

professional

managing online identity for career building

• career readiness and timing

• social, situational, and cultural influences

• lifelong learning

skills/attitudinal strengths.

• dual competencies to navigate world of work

mohiotanga

maramatanga

whanaungatanga

matauranga

• parents • whanau • significant other • friends • maori mentors • extracurricular

networks • wider

connections

developing social capital for career building


Māori Perspectives

Whanaungatanga

Māramatanga

Mōhiotanga Mātauranga Māori

Research Findings

http://www.maori.org.nz/http://www.google.co.nz/imgres?imgurl=http://media-cache-ak0.pinimg.com/736x/7c/8e/78/7c8e78207b0e97909ef57a11e0bd6991.jpg&imgrefurl=http://www.pinterest.com/explore/maori-symbols/&h=500&w=500&tbnid=FKOGmhCCIL6jBM:&zoom=1&docid=gnh9uoaHzUG1BM&ei=HP1zU_3uNcu5uATx8YKYDw&tbm=isch&ved=0CDAQMygoMCg4ZA&iact=rc&uact=3&dur=807&page=5&start=111&ndsp=33


Whanaungatanga

... relates to kinship links and wide-ranging connections in a person being part of a larger whole of acquaintances that provide support.

“... is kinship in its broadest sense and concerns itself with the process of establishing and maintaining links and relationships (Te Pou, n.d., p. 6).”

Research Findings


P1 - “I have an aunty who was an MP..., (aunty says) oh yep, just come up (P1) and do some .. stuff”

P2 - “I know some people in my whanau that might be able to help me out.”

P3 - “You could ... just talk to other graduate teachers and ask them where they go and what they do.”

P4 - “I know a lot of people, oh I need a job, here you go then, just go and apply for this a couple of jobs back home.”

P5 - “...going to apply for maybe 2 graduate positions in NZ via Mainfreight and Fonterra. I have friends that work at Fonterra and Mainfreight”

P 6 - “I can pursue people I know in the industry.”

P7 - “I’d also probably talk to my friends in high places, I’ve got a lot of contacts who are already drug and alcohol counsellors.

P8 - “I have a couple of people overseas that could possibly lead me to these positions.


WHANAUNGATANGA | WHANAU - FRIENDS


P2 - “There’s this group called; um it’s like an Australian conservation group, and I would become a member, there might be a social way of getting to know people and networking and stuff. ”

P5 - “I’ve done a lot of extracurricular things, like Rotary, that’s who I went on my exchange with... I know people from there and people from the organisation I was in at uni.”

P6 - “I was hoping to do some volunteering ... I was hoping that maybe through post graduate I can get those connections....” “I went to a biodiversity day a couple of weeks back ....I got details and contacts.”

P7 - “My friend I was talking to last night said I should volunteer and slot myself into the atmosphere.”

P8 - “I’m joined with the HR association for Waikato University, there’s meetings we can attend to meet somebody or occasionally they post jobs.”


WHANAUNGATANGA | EXTRA-CURRICULAR



Māori Perspectives

Whanaungatanga

Māramatanga


Research Findings



Mohiotanga

“When a person understands both in the mind and in the spirit, then it is said, that person truly ‘knows’ (mōhio), (Royal, 2005, p. 5).”

Mōhiotanga is also a principle of practice that promotes the building up of knowledge and acknowledges how (mōhio) influences new learning, (Rangatahi Tu Rangatira, n.d.).

Research Findings



Mohiotanga Responses to questions about the use of social media to find a job or advance one’s career?

I know for a fact my mum looks at facebook before she employs someone. So that is always in the back of my mind. Everyone uses it and if it gets enough likes or if it gets enough shares ... like when you put this one up, how would I know, somebody on my friends list liked it and it popped up on my news feed.


I went to a career workshop and the guy that ran it wouldn’t stop going on about it. LinkedIn is a professional way to connect to real people, whereas facebook, its more social and casual.

Research Findings



Mohiotanga

When asked about job seeking once you graduate? I did some internships and got a little feel for it, so I’ll send CV’s back to those people and their friends. I went to a biodiversity day a couple of weeks back and there were a whole bunch of people that came and taught us and through that I got details and contacts and things.

When asked who do you seek help from when it comes to your career?

You wouldn’t really know much of that stuff that’s happening if he (Maori Mentor) didn’t post it up... Probably my first point of call would be Te Aka Matua, they helped me so much so far, they’re fantastic.

Research Findings



Māori Perspectives

Whanaungatanga

Māramatanga


Research Findings



Mātauranga Maori

Māori students and the researcher brought with them Mātauranga Maori (Maori knowledge).... close ties to whanau, whakapapa, te reo Māori me ngā tikanga Mātauranga Māori provides a way for Māori to view the world that reinforces positively on his or her identity as Māori, (Mead, 2012)

Royal, (2005) Mātauranga Māori ...looking to the wisdom of the past to inspire responses to challenges of the present and future.

Research Findings



Mātauranga Maori

When asked where are you from? No hea koe?, and

What main Iwi do you affiliate with?

1. East Coast, Gisborne, Ngati Pourou

2. Nga Puhi and Te Rarewa, very far north.

3. I come from the East Coast, Ngaiterangi is my Iwi

4. Tuhoe on my mum’s side and on my dad’s side Ngati

Tuwharetoa

5. Mum side Ngati Maniapoto, dad is Ngati pakeha.

6. Ngati Kauwhata, Ngati Raukawa-Whakatane, Ngai Te Rangi

on my mum’s side.

7. Ngati Toa and Tainui

8. Ngati Kahungungu ki Wairoa

Research Findings



Mātauranga Maori

When asked do you speak Te Reo (Kōrero Māori)?

1. I was indeed brought up speaking Te Reo from both kohanga and whanau.

2. My nanny would sing and sometimes speak to us in Maori but I have never been fluent.

3. Spoke Te Reo Maori all through school, but loosing it a bit now

4. I attended Kura Hauraki, did all things Maori at school, kapa haka, Te Reo

5. I was brought up with only basic knowledge of Maori, taught through school as well as whanau.

6. I was brought up around the language and speak some, understand more

7. No, did not learn Te reo, grew up on farms

8. I was not brought up learning Te Reo but I understand the basics

Research Findings



Mātauranga Maori

Close ties with whanau:

I stay in contact with whanu via everything, facebook, skype, phone, email, text.

I go to the mount to see my nani and all of them, I try to go as often as I can

Nuclear whanau all in Paeroa..we commute when there is a visit to the marae

I stay in close contact with whanau, at least once a week.

Occasionally go over [East Coast, home], but not as much as I’d like to.

Research Findings



Māori Perspectives

Whanaungatanga

Māramatanga


Research Findings



Māramatanga

Māramatanga relates to degrees of understanding on a spectrum where one end indicates no understanding and the other end illumination, (Royal, 2005)

depicts the quality or experience of understanding that takes place in the receiver of knowledge.

Māramatanga as defined by (MOJ, n.d.) is also about discovering the authentic self, transcending cultural ties and participating on a universal viewpoint.

Research Findings

‘dual competencies’ for navigating one’s career in two worlds (mainstream and Te Ao Maori)



Māramatanga

When asked have you used or been exposed to social media for job search or career development?

Not necessarily to find a job, no not really.

Yes, used social media to find information about courses

I’m joined with the HR association at Waikato and this is on facebook.

I’m pretty sure that some employers do look at peoples facebook pages.

My good friend is a professional photographer and she uses facebook for that a lot.

Research Findings



Māramatanga When asked what do you think about the idea of social media for professional use?, and what do you think might be the perspectives of your peers?

For my age group I think they are all at that stage where they are looking for jobs or study, and I think they would all benefit.

I think it’s an awesome idea, most of my life is completed through networking in person, so having it at my hands would be fantastic, it’s so easy.

It’s a good idea to use social media, but they don’t use it as much as they could, like LinkedIn, no information on profiles.

Research Findings

It’s a great idea, mostly everyone in the world is on social media. If you want to find employment

or find an employer they are on there.



Quantitative data What SNSs (if any) are you familiar with or have used?

0 1 2 3 4 5 6 7 8

Facebook

YouTube

Instagram

SnapChat

Pinterest

Twitter

Tumblr

Viber

LinkedIn

Personal Use of Social Media Apps

• all 8 mainly use mobile technology • skill level, 4 ‘advanced’, 2 ‘above average’, and 2 ‘average’. • average of 3 hours a day on social media, not including games

Research Findings


Implications for Career Practice



Digital Career Literacy (DCL)

Career workers need to master DCL and be able to support the development of others.


Pic found on Blog by James De Chavez - http://springboardcap.wordpress.com/tag/social-capital/ 56

http://springboardcap.wordpress.com/tag/social-capital/http://springboardcap.wordpress.com/tag/social-capital/http://springboardcap.wordpress.com/tag/social-capital/


Digital Career Literacy (DCL)

The internet offers individuals

A career resource An opportunity marketplace A space for the exchange of social capital A democratic media channel

(Hooley, 2012)




Practical Tips Increase students’ exposure to SNSs for professional use:

→ provide practical workshops at key points of time in student life

→ on all SNS’s being used; establish boundaries between public and private (settings).

→ help students to create a professional profile on LinkedIn and understand the pro vs casual self

→ find ideal employers on facebook, twitter and linkedIn.

→ learn how to use facebook and twitter as a JS and CD tool.




Practical Tips

Like Follow Watch Connect Pin Recruit




LinkedIn Tips for Grads.

1. Headline – Political Science Graduate, specialising in Public Policy

2. Appropriate photo

3. Industry-relevant keywords

4. Relevant jobs – Internships, projects, voluntary work, extracurricular activities

5. A personalised summary

6. Highlight what you can do...

Info Source: http://theundercoverrecruiter.com/all-star-graduate-linkedin-profile/


http://www.maori.org.nz/http://theundercoverrecruiter.com/all-star-graduate-linkedin-profile/http://theundercoverrecruiter.com/all-star-graduate-linkedin-profile/http://theundercoverrecruiter.com/all-star-graduate-linkedin-profile/http://theundercoverrecruiter.com/all-star-graduate-linkedin-profile/http://theundercoverrecruiter.com/all-star-graduate-linkedin-profile/http://theundercoverrecruiter.com/all-star-graduate-linkedin-profile/http://theundercoverrecruiter.com/all-star-graduate-linkedin-profile/http://theundercoverrecruiter.com/all-star-graduate-linkedin-profile/http://theundercoverrecruiter.com/all-star-graduate-linkedin-profile/


Practical Tips

Explore several areas with clients i.e.

Awareness of privacy issues and comfort in negotiating public and private boundaries

Online presentation and how to manage personal and professional information

Applying networking best practices to SNSs

In addition to these practical approaches...

Career professionals need to stay current with technology changes that influence SNSs for career development

(Strenhlke, 2010)



Practical Tips

Initiate conversations regarding the use of SNSs for job search and career preparation. Discuss the client’s current social network? → bonding → bridging → Maintained


With your current networks on SNSs are there any that might be helpful for your career?


Practical Tips

Integrate the work of Maori Mentors with the university career centre, and, career personnel.

Deliver career services that recognises and utilises the potential of (online and offline) blended support. Actively promote the value of extracurricular activities in the student life; for building social capital etc.




Further Research

Recommendations for further research

Exploring the influences on one’s adoption or rejection of SNSs as a job search or career building strategy

Further studies on Māori students online identity construction and management

Identifying the success rate for organisations using SNSs for recruiting.

Expanding on Hooley’s study on how to effectively develop a career in the online context

Documents

“Exploring the perspectives of Māori university students on the … 2014/TNeedhamCDANZ... · 2014. 12. 1. · CDANZ e.g. Ezine articles Nielsen (2012) Report WIPNZ (2009) Report