{"id":{"repo_id":"brunel","oai_identifier":"oai:bura.brunel.ac.uk:2438/5761"},"canonical_url":"https://search.dev.ndltd.org/etd/brunel/oai:bura.brunel.ac.uk:2438/5761","repository":{"repo_id":"brunel","name":"University of Brunel","base_url":"https://bura.brunel.ac.uk/oai/request"},"display":{"title":"Construction of personal work-theory in the young administrator","abstract":"Statistical predictive validity has regularly been demonstrated for the complex selection procedure by which young high-potential administrative entrants are recruited to the Civil Service. There is, however, a largely unexplored qualitative aspect to recruitment as well. For most successful candidates, taking up appointment as trainee administrators represents a major life-transition - from full-time education to full-time employment. What is that experience like? How do they go about making sense of their new circumstances? Six trainees took part in the enquiry, which centred on a series of interviews carried out over the course of their first year at work. The focus in this ideographic study is on the individual as learner In a natural setting. Analysis of the accounts produced is set in a social cognition framework, and something of the approach of the ethnographer is also brought to bear. Particular attention is paid to the status of narrative as knowledge. A simple model is outlined for narrative-based reflection as a means to development, with the prospect of the individual acting as his or her own mentor in the process.","abstract_html":"Statistical predictive validity has regularly been demonstrated for the complex selection procedure by which young high-potential administrative entrants are recruited to the Civil Service. There is, however, a largely unexplored qualitative aspect to recruitment as well. For most successful candidates, taking up appointment as trainee administrators represents a major life-transition - from full-time education to full-time employment. What is that experience like? How do they go about making sense of their new circumstances? Six trainees took part in the enquiry, which centred on a series of interviews carried out over the course of their first year at work. The focus in this ideographic study is on the individual as learner In a natural setting. Analysis of the accounts produced is set in a social cognition framework, and something of the approach of the ethnographer is also brought to bear. Particular attention is paid to the status of narrative as knowledge. A simple model is outlined for narrative-based reflection as a means to development, with the prospect of the individual acting as his or her own mentor in the process.","abstract_has_math":false,"creators":["McLeod, Donald"],"institution":null,"degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":1988,"date_issued":"1988","date_published":"1988","updated_at":"2026-07-24T01:23:26Z","subjects":[],"languages":["en"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://bura.brunel.ac.uk/handle/2438/5761","outbound_label":"Repository record","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["McLeod, Donald"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2011-09-12T09:40:04Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2011-09-12T09:40:04Z"]},{"key":"dc:date.issued","label":"Date","values":["1988"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://bura.brunel.ac.uk/handle/2438/5761"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["This thesis was submitted for the degree of Doctor of Philosophy and awarded by Brunel University."]},{"key":"dc:description.abstract","label":"Abstract","values":["Statistical predictive validity has regularly been demonstrated for the complex selection procedure by which young high-potential administrative entrants are recruited to the Civil Service. There is, however, a largely unexplored qualitative aspect to recruitment as well. For most successful candidates, taking up appointment as trainee administrators represents a major life-transition - from full-time education to full-time employment. What is that experience like? How do they go about making sense of their new circumstances? Six trainees took part in the enquiry, which centred on a series of interviews carried out over the course of their first year at work. The focus in this ideographic study is on the individual as learner In a natural setting. Analysis of the accounts produced is set in a social cognition framework, and something of the approach of the ethnographer is also brought to bear. Particular attention is paid to the status of narrative as knowledge. A simple model is outlined for narrative-based reflection as a means to development, with the prospect of the individual acting as his or her own mentor in the process."]},{"key":"dc:title","label":"Title","values":["Construction of personal work-theory in the young administrator"]}]}],"canonical_facts":{"dc:creator":["McLeod, Donald"],"dc:date.accessioned":["2011-09-12T09:40:04Z"],"dc:date.available":["2011-09-12T09:40:04Z"],"dc:date.issued":["1988"],"dc:description":["This thesis was submitted for the degree of Doctor of Philosophy and awarded by Brunel University."],"dc:description.abstract":["Statistical predictive validity has regularly been demonstrated for the complex selection procedure by which young high-potential administrative entrants are recruited to the Civil Service. There is, however, a largely unexplored qualitative aspect to recruitment as well. For most successful candidates, taking up appointment as trainee administrators represents a major life-transition - from full-time education to full-time employment. What is that experience like? How do they go about making sense of their new circumstances? Six trainees took part in the enquiry, which centred on a series of interviews carried out over the course of their first year at work. The focus in this ideographic study is on the individual as learner In a natural setting. Analysis of the accounts produced is set in a social cognition framework, and something of the approach of the ethnographer is also brought to bear. Particular attention is paid to the status of narrative as knowledge. A simple model is outlined for narrative-based reflection as a means to development, with the prospect of the individual acting as his or her own mentor in the process."],"dc:identifier.uri":["http://bura.brunel.ac.uk/handle/2438/5761"],"dc:language.iso":["en"],"dc:title":["Construction of personal work-theory in the young administrator"],"dc:type":["Thesis"]},"updated_at":"2026-07-24T01:23:26Z"}