Tuesday, September 29, 2009

Livingston's Oral History of Internet Use

Overview

This interview took place with John Livingston Reynolds in his apartment on Sunday, September 27th. Per the participant’s request, he will be called Livingston in the summary of our interview. Interestingly, during our conversation, the participant could not resist leaving the interview site to use the internet. When asked what site he was on, his response was “fantasy baseball.”

Interview Protocol

(Follow up questions were asked based on the participant’s responses.)
Do you remember a time without the internet?
When you first started using the internet, how did you use it? How often?
How does this differ from the way you use the internet now?
How often do you use it now?
How has the internet changed the way you interact with people/friends/family?
How did you use the internet in college?
How has the internet enhanced your life?
How does it detract from your life?
Which do you value more – your cell phone or internet? And, why?
What would you do without the internet?
Where do you see the future of the internet going?

Summary

Currently, Livingston considers the internet part of his “daily routine.” In the morning, after he makes coffee, he immediately checks his email. After reading his email, he views ESPN.com, his fantasy baseball team, NYtimes.com, and political blogs. Usually, he noted during the interview, he flips from site to site in a matter of 30 seconds. If he finds a particularly long article interesting, he’ll save it to read during downtime at work. Since Livingston has recently relocated, he also uses the internet to communicate and share photos with friends and family. The internet behavior of Livingston, however, has changed since he first began to use it.

In addition to the types of internet sites Livingston visited, his internet behavior was different in his childhood compared to present day. Livingston started using the internet when he was around 11 years old. His family was one of the first family’s among his friends to use the internet. His parents paid for America OnLine by the hour so his usage was limited to a couple hours a week. During this time he dialed into America OnLine to follow sports, instant message with friends, and chat with other people in common interest chat rooms. He did not use the internet as a source of information during his childhood. Instead, he explained, “you had to ask your parents or look it up on an encyclopedia.”

Although Livingston reported spending more time on the internet in college than during his childhood, he admitted that the internet was still not as engrained into his daily routine like it is now. In contrast with his current behavior, he explained that he didn’t go to sites without thinking about it; he had to make a conscious thought about what he wanted to see or read. While Livingston was in college, America OnLine instant messaging (AIM) was popular among his friends but during his senior year, he disengaged from AIM completely. He reported that he was surprised that many people were shocked by his decision, but he had his reasons. He explained, “I was tired of having conversations with people that I never saw.”

The internet, for Livingston, enhances and detracts from his life. Livingston values the internet for connecting him to people who have different opinions than his own. He explained, “I think it helps you understand where other people are coming from without having to engage with other people.” While it enhances Livingston’s life, he also believes it deters face-to-face communication. The ability to read the news and catch sports headlines online, he explained, discourages him from going to the store and engaging with people “from the outside world.”

Wednesday, September 16, 2009

Project Proposal: The Organizational Experience of Nursing Assistants

This purpose of this study is to describe how nursing assistants make sense of organizational experience in a nursing home. This study will examine how nursing assistants in a nursing home understand, interpret, and describe their work. Caring for the elderly exists on a spectrum from informal care (family care) to formal care (nursing home care). The formal care for the elderly is provided mostly by nursing assistants in nursing homes. The occupation of nursing assistants consists of mostly women (91 percent), a disproportionate number of minority groups (30 percent are African American, and 55 percent are white), and in 2000, were paid an average annual income of $15,751 (Montgomery et al., 2005). Due to the demanding nature of the work (physically and emotionally), odd and long hours, and an unattractive salary, it is not a surprise that high levels of stress, burnout, and turnover is common among nursing assistants. As an organization, the nursing home has bureaucratic requirements reward and penalize nursing assistants for certain behavior. This study specifically analyzes nursing assistants experience as a worker in a nursing home, and how they interpret their occupation.

Research questions

RQ1: How do nursing assistants make sense of their work experience?

RQ2: How do nursing assistants make sense of their occupation?

Proposed sites and artifacts

Golden Living is a for-profit nursing home in Moorhead, MN, and is the proposed site for this study. The research participants for this study will be the nursing assistants who work there and their reflections on their work experience will be the basis for analysis.

Method

Semi-structured, in-depth interviews with 10 nursing assistants will be used to collect data. Interview questions will be probed based on broad categories (i.e., resistance and control, feminine and masculine roles, sexism in the workplace, social and economic class, and emotion). Probing questions that address the broad categories will be determined later in the research process. Follow-up questions will be asked during the interview based on how participants respond to the broad categories. Once the interviews have been transcribed, data will be analyzed using thematic analysis.

Contribution

A recent study funded by the National Institute of Health found a significant difference in the quality of care provided to the elderly between for-profit nursing homes and non-profit nursing homes, with non-profit nursing homes provided better care. The quality of care, or output of a nursing assistant’s care, is the primary attention of health researchers. Therefore, by interviewing the people who provide care in a for-profit nursing home, this study is an opportunity for nursing assistants to reflect on their work experience without taking in account their quality of care.

Annotated Bibliography

1) Aronson, J. & Neysmith, S. M. (1996). ‘You’re not just in there to do the work’: Depersonalizing policies and the exploitation of home care workers’ labor. Gender & Society, 10, 59-77.

This study depicts the care for the elderly workforce as a low-status, and exploited group of workers. This research will be used to describe work for the elderly.

2) Lopez, S. H. (2006). Emotional labor and organized emotional care. Work and Occupations, 33, 133-160.

This study is an exemplary qualitative study done at three nursing homes, and describes emotional labor in a care organization. This study will be used to define a care organization and will be used to describe the method section.

3) Jervis, J. L. (2002). Working in and around the ‘chain of command’: Power relations among nursing staff in an urban nursing. Nursing Inquiry, 9, 12-23.

This research focused on the power relations among the nurses and nursing assistants in a nursing home. It used ethnographic methods to uncover class conflict and power struggles in the work environment. The study will be used as a potential direction for my research study.

4) Stacey, C. L. (2005). Finding dignity in dirty work: The constraints and rewards of low-wage home care labour. Sociology of Health & Illness, 27, 831-854.

This qualitative research study used interviews to uncover how home care workers found their work with the elderly as both demanding and rewarding. The study will be used in the method section to show how qualitative interviews can uncover information about the work experience. It will also be used to show the abundance of research on home care workers, and the lack of research on nursing assistants.

5) Mumby, D. K. (2005). Theorizing resistance in organizations. Management Communication Quarterly, 19, 19-44.

In this article, Mumby reviews and critiques resistance in the workplace. He promotes a dialectical approach to research control and resistance in an organizational setting describes. Control and resistance is a potential direction for my study.

6) Buzzanell (1994). Gaining a voice: Feminist organizational communication theorizing. Management Communication Quarterly, 7, 339-383.

In this article, Buzzanell promotes for, outlines and describes how the use of feminist theories can be used in organizational research. The theoretical lens she provides is a potential perspective to take in my research.

7) Mumby, D. K. and Ashcraft, K. L. (2006). Organizational communication studies and gendered organization: A response to Martin and Collinson. Gender, Work and Organization, 13, 68-90.

Mumby and Ashcraft argue gender in organizational communication “is enacted in a complex field of discursive and nondiscursive relations of power, accommodation and resistance” (p. 75). This article is a possible direction for the analysis of my research.

8) Foner, N. (1994). The caregiving dilemma: Work in an American nursing home. Berkely, CA: Unversity of California Press.

Foner’s ethnographic research study provides a detailed description of a nursing assistant’s place within a regulated and bureaucratic organization. Her work will be used to describe the work, and organizational experience of nursing assistants.

9) Farmer, B. C. (1996). A nursing home and its organizational climate. Westpoint, CT: Greenwood Publishing Group.

Farmer describes the organizational climate in a nursing home in her ethnography. Her historical overview of the nursing home in the United States and her description of the nursing home as an organization will be used in this study.

10) Diamond, T. (1992). Making gray gold. Chicago: The University of Chicago Press.

This ethnographic study describes the work of nursing assistants, and depicts how their work is situated in a political, economic, and cultural context. His description will provide an overview of nursing assistants’ work. The theoretical perspective he uses may be used for this study.

11) Preidt, R. (2009, August 5). Not-for-profit nursing homes fare better in studies. Retrieved September 10, 2009 from the National Instituted of Health website, http://www.nlm.nih.gov/medlineplus/news/fullstory_87774.html

This study funded by the NIH compared the quality of care between for-profit and not for-profit nursing homes. The article will be used to justify the use of qualitative methods in nursing homes.

12) Ashcraft, K.L. (2004) Gender, discourse, and organizations: Framing a shifting relationship. In Grant, D., Hardy, C., Oswick, C., Phillips, N. and Putnam, L.L. (eds), Handbook of Organizational Discourse, pp. 275–98. Thousand Oaks, CA: Sage.

Ashcraft describes how discourse analysis can be used in organizational research. This is a potential methodological approach to the research study.

13) Ashcraft, K.L. and Mumby, D.K. (2004) Reworking Gender: A Feminist Communicology of Organization. Thousand Oaks, CA: Sage.

This article promotes a framework to researching gender in organizations. This is a potential area to focus on and framework for my research study.

14) Oglensky, B.D. (2008). The ambivalent dynamics of loyalty in mentorship. Human Relations, 61, 419-448.

This article uses a dialectical approach to studying mentoring. Dialectics, specifically resistance and control, is a potential area of research in this study.

15) Ashcraft, K. L. (2005). Resistance through consent? Management Communication Quarterly, 19, 67-90.

This article describes how resistance and power are played out in an organizational setting. Again, this is a potential area of research in this study and would be used in the methodology section.

16) Ashcraft, K. L. (2007). Appreciating the ‘work’ of discourse: Occupational identity and difference as organizing mechanisms in the case of commercial airline pilots. Discourse & Communication, 1, 9-36.

Ashcraft provides a feminist and critical perspective on the airline pilot occupation. Her theoretical perspective is a potential theory that could be used to interpret data in my research study.

17) Montgomery, R., Holley, L., Deichert, J., and Kosloski, K. (2005). A profile of home care workers from the 2000 census: How it changes what we know. The Gerontologist, 45, 593-600.

This article provides a nice overview of working with the elderly. It will be used to describe the nursing assistant profession.

18) Gass, T. E. (2004). Nobody’s Home. Ithica, NY: Cornell University Press.

Gass provides a rich description of the care giving provided in a for-profit nursing home. His experience of working in a nursing home will be used to describe the demanding, and sometimes downright gross, work provided by nursing assistants in nursing homes.

19) Anderson, R. A., Ammarrell, N., Bailey Jr., D., Colon-Emeric, C. Corazzini, K. N., Lillie, M., Piven, M. L. S., Utley-Smith, Q., McDaniel Jr. R. R. (2005). Nurse assistant mental models, sensemaking, care actions, and consequences for nursing home residents. Qualitative Health Research, 15, 1006-1021.

This qualitative research study analyzed observation and interview data to describe two mental models of nurses in a nursing home. The study will be used in the method section to show how interview techniques has been used to examine work experience in nursing homes.

20) Mumby, D. K. (2001). Power and politics. In F. M. Jablin and L. L. Putnam The New Handbook of Organizational Communication, pp. 585-623. Thousand Oaks, CA: Sage.

Mumby outlines methodological implications for researching power in organizations. This is a potential area in my research study, and his suggestions for methodology may be used in the methodology section.


Sunday, September 6, 2009

Project Timeline: Waterford Retirement Community

Week 1: September 2nd
Project timeline – Think/write/edit schedule for the semester
IRB amendment – Write amendment to my open IRB form

Week 2: September 9th
Project timeline – Post on my course blog (DUE DATE)
IRB amendment – Submit amendment to Dr. Platt for review (DUE DATE)
Project site – Schedule meeting with Kari Dick (Executive Director) at Waterford (DUE DATE)
Literature review – Begin searching and gathering literature
Paper proposal – Think/write/edit

Week 3: September 16th
IRB amendment – Submit to IRB for approval (DUE DATE)
Literature review – Post annotated bibliography on my course blog & start writing (DUE DATE)
Paper proposal – Post final paper proposal on my course blog (DUE DATE)
Project site – Discuss and plan (new) project with Kari Dick at Waterford (DUE DATE)

Week 4: September 23rd
Project site – Waterford/Kari Dick revises or approves focus group dates and times
Literature review – Think/write/edit

Week 5: September 30th
IRB amendment – (hopefully approved)
Literature review – Think/write/edit
Data collection – Begin collecting data at Waterford (focus group #1)
Data transcription – Start transcribing audio from FGs
Methods section – Think/write/edit

Week 6: October 7th
Literature review – Post on my course blog (DUE DATE)
Data collection – Continue collecting data at Waterford (focus group #2)
Data transciption – Continue transcribing audio from FGs
Methods section – Think/write/edit

Week 7: October 14th
Methods section – Post on my course blog (DUE DATE)
Data collection – Continue collecting data at Waterford (focus group #3 & #4)
Data transcription – Continue transcribing audio from FGs

Week 8: October 21st
Data collection – Complete data collection (DUE by 5:00 p.m. on Friday, October 23rd)
Data transcription – Continue transcribing audio from FGs

October 23rd
Data transcription – Complete transcribing audio from FGs
Data analysis – Start analyzing & coding transcriptions from FGs

Week 9: October 28th
Data analysis – Continue analyzing & coding transcriptions from FGs

Week 10: November 4th
Data analysis – Continue analyzing & coding transcriptions from FGs
Contribution/limitations – Think/write/edit
Functional outline of final paper – Think/write/edit

Week 11: November 11th
Data analysis – Continue analyzing & coding transcriptions from FGs
Contribution/limitations – Think/write/edit
Functional outline of final paper – Think/write/edit

Week 12: November 18th
Data analysis – Complete analyzing & coding transcriptions from FGs (DUE DATE)
Contribution/limitations – Post on my course blog (DUE DATE)
Functional outline – Post on my course blog (DUE DATE)
First draft of final paper– Think/write/edit

Week 13: November 25th
First draft of final paper– Think/write/edit

Week 14: December 2nd
First draft of final paper – Submit electronically (DUE by 5:00 p.m. on Friday, December 4th
Classmate papers – Review & write letters to the journal editor

Week 15: December 9th
Classmate papers – Submit letters to the journal editor (DUE by 5:00 p.m. on Friday, December 11th)

Week 16: December 16th
Final draft of paper – Submit (DUE by 5:00 p.m. on Friday, December 18th)
Waterford presentation – Discuss presentation date/time with Kari Dick at Waterford

Week 17: December 23rd
Waterford presentation – Think/write/edit
Waterford presentation – Present findings of my research project to Waterford residents & staff by end of March, 2010