Purpose -Exploring experiences of participants on an Irish active labour market programme, the purpose of this paper is to examine accounts of everyday forms of resistance to the subject positions offered in the dominant discourse of "doing employment" espoused on such schemes. Design/methodology/approach -Employing narrative research, the process of individual opposition to established work routines is illustrated at the level of meaning, identity and selfreflection by using the three-dimensional narrative inquiry space to chronicle three participants' stories. Their newly formed subjectivities (created by changes encountered in their past lives and the situations they are experiencing in their present realities) challenge the power of the dominant discourse of 'doing employment' on these schemes. The paper illustrates how the individuals respond when confronted with feelings of difference between the subject positions offered within the dominant discourse and their own preferred interest. Findings -Their stories suggest different forms of micro-political resistance, from subtle acts and behaviours through to contesting subjectivities and meanings. The article describes how they exercise power in imposing their own meanings through challenge and reinscription, thus rendering the dominant discourse less robust. This creates space for further challenge and reinscription, possibly enabling others to think differently, such as the author, who has moved from unquestioning acceptance of the dominant discourse to an emerging micro-political resistance to "doing employment". Originality/value -These accounts highlight the relevance of using narrative research to reveal, heretofore, silent stories of how individual work routines disrupt prevailing institutional discourse, depicting situations where a story by challenges a story of.

No abstract

The chapter researches theoretical positions and practical applications that enable educationalists to equip students with the knowledge and skills to self-manage their careers and develop professionally, thus facilitating the successful transition of students from the academic environment to the workplace. It locates the discussion within a context which recognises the different models that business schools can adopt when providing learning and talent development generally, and career and professional development specifically. The main focus of the chapter relates to three inter-related themes that underpin career management and professional development. First, situating career management and professional development within a contextualising discourse. Second, exploring the contemporary career concepts that influence career management and professional development. Third, considering career management and professional development from three varying perspectives. Issues and solutions are offered to educationalists through the integration of theory and practice.

No abstract

Caption: Take time out to evaluate [A] Learning OutcomesBy the end of this chapter you should be able to:• Explain the concept and purpose of HRD evaluation• Know why it is important to evaluate• Discuss the different philosophical approaches to evaluation and the associated models • Explain when evaluation should take place• Identify what can be evaluated in HRD• Describe how evaluation can take place• Outline how learning transfer can occur in the workplace [A] IntroductionIn this chapter we look at the concept of evaluation. Without realising it, we evaluate events all of the time. Before a potentially difficult encounter we may consider what to say and do, and anticipate the possible reactions of the other person. During the interaction we try to remember our pre-planned objectives so as not to become too involved in the actuality of the occurrence. After the experience we reflect on what happened, what was said and by who, how it was stated, and why the incident unfolded as it did. We also deliberate on whether we achieved what we set out to accomplish and consider the implications for our future dealings with the individual.Evaluating HRD programmes in a company is similar to how we gauge the interpersonal relationships in our own lives. We focus on the "5 W's and 1 H" (who, what, when, where, why and how), that is, questions whose answers are deemed essential in preparing for, participating in, and then assessing the outcome of a situation. Despite this apparently logical approach to evaluation many organisations do not evaluate their HRD activities. They put forward a host of reasons for not evaluating, including that it is overly time consuming, excessively costly and unnecessary as everyone has to have some training for their job. Given the time and money involved in HRD, however, providing evidence of the value of this activity to the organisation is important from a return on investment perspective. This chapter commences with the "where" of evaluation by locating it within an organisational setting, and then relating the "what" and the "why" by explaining the concept and the basis for its use. We then discuss "when" evaluation should occur and "who" may be concerned with the information emanating from the process. We place a strong emphasis on the "how" of evaluation by detailing the main models available and their associated measures. The chapter ends with a discussion of how to create a culture of effective evaluation. [A] Explaining the Concept of Evaluation (Where, What and Why)We begin by explaining what evaluation is and outline the background to evaluation, thereby linking it in with strategic HRD [MAKING LINKS: See Chapter 2]. We also explore the purpose of evaluation by summarising the rationale underpinning the process of assessing HRD interventions. Figure 10.1 Process of HRD CycleIn the previous three chapters, we discussed how to identify HRD needs and then design and deliver a programme to satisfy those requirements [MAKING LINKS:See Chapters 7, 8 and 9]. There should be a strong and...