Opinion
Using Facebook for professional networking: a modern-day essential Sarah Bodell 1 and Angela Hook 2 Key words: Facebook, networking, professional development.
Networking is a fundamental aspect in developing a strong professional identity and furthering professional development. This opinion piece asserts that networking is an essential activity for occupational therapists, and that many of the challenges involved in creating an effective network can be ameliorated by harnessing the power of the online environment. By sharing the experience of using Facebook, an online social networking platform, with the specific aim of furthering professional development, clear and tangible outcomes of this being achieved are shown in order to inspire more occupational therapists to connect online for the benefit of the profession.
Context and background
1 Senior
Lecturer, Directorate of Occupational Therapy, School of Health Sciences, University of Salford, Manchester. 2 Senior Lecturer, Directorate of Occupational Therapy, School of Health Sciences, University of Salford, Manchester. Corresponding author: Sarah Bodell, Senior Lecturer, Directorate of Occupational Therapy, School of Health Sciences, University of Salford, Allerton Building, Frederick Road, Salford M6 6PU. Email:
[email protected] Reference: Bodell S, Hook A (2011) Using Facebook for professional networking: a modern-day essential. British Journal of Occupational Therapy, 74(12), 588-590. DOI: 10.4276/030802211X13232584581533 © The College of Occupational Therapists Ltd. Submitted: 26 April 2011. Accepted: 27 July 2011.
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Since the inception of the coalition government in the United Kingdom, and the Health and Social Care Bill (2011), occupational therapists are bracing themselves for yet more change in their working environments. Delivering effective services in a fluctuating climate is notably challenging and the associated stress contributes to sickness absence, loss of motivation, decreased productivity and poor outcomes (Coffey et al 2009). In addition, occupational therapists will now, more than ever, be required to articulate the value and purpose of their role against nationally defined outcomes in order to ensure that their services are commissioned. This is a complex process due to the diversity of occupational therapy roles, but there is a need to find a way of presenting a unified professional identity, which has been defined by Ibarra (1999, p764) as ‘the relatively stable and enduring constellation of attributes, beliefs, values, motives, and experiences in terms of which people define themselves in a professional role’. To meet these challenges and seize any opportunities they may present, occupational therapists must consider the potential benefits of being an active member of a professional network. Some benefits of networking were outlined by Higgins and Kram (2001), who suggested that it can provide professional support and guidance, which are particularly valuable during professional transitions (Ibarra 1999). Dobrow and Higgins (2005) demonstrated that networking can facilitate exploration and clarification of professional identity. Despite this, networking is often a neglected activity, possibly due to the time and effort involved in creating an appropriate network (Higgins and Kram 2001).
Effective networking The most useful networks are diverse and have low density (Dobrow and Higgins 2005). A diverse network has great range, reflecting a variety of strategically chosen professions, perspectives or personalities. Network density relates to the area over which a network is spread, with high density networks having contacts placed closely together, for example in one hospital, and low density networks being more widely dispersed, for example spanning the private, public and voluntary sectors, or covering a national and international geographical area.
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Sarah Bodell and Angela Hook
Few occupational therapists will have immediate access to a diverse, low density network. This has to be created by identifying the people and organisations from whom therapists can learn and then connecting meaningfully with them for mutual benefit (Forret and Dougherty 2001). These reciprocal relationships are built on trust and require an investment of time, consideration and honesty (Baker 2000). Forret and Dougherty (2001) suggested some strategies for nurturing a network, including making oneself visible within it, engaging in extraprofessional activities to make strategic contacts, attending social events and community activities with the same aim and maintaining regular contact with network members. Developing such a network requires considerable effort in terms of time, possibly money, political and strategic awareness and self-confidence. In the current economic climate and a never-ending to-do list, it would be understandable to neglect one’s current or potential network. This is a false economy. It is strongly asserted here that networking is a necessary element of professional roles, a supportive strategy in times of flux, and a key component of personal and professional development. The power of the online environment can facilitate the development of global professional networks without the onerous burden in terms of time, cost and energy associated with traditional networking.
Using Facebook Facebook is an online social networking platform and an example of a Web 2.0 application. Web 2.0 is an ambiguous term, generally used to describe the perceived second generation of internet capability (Boulos et al 2006). The term relates not just to the technology, but to an age where internet users have a spirit of online community and interactivity and are prepared to benefit that community by collaborating and sharing openly (Bodell et al 2009). Although the value of Facebook has been articulated in education (Junco and Cole-Avent 2008), and is technologically compatible with a variety of learning styles (Saeed et al 2009), it is still seen by the majority as a social, rather than a professional, activity. There are, however, many occupational therapists embracing Facebook for professional purposes, including the authors. The British Association and College of Occupational Therapists has a robust Facebook presence, with over 5,000 members on its Page, and the American Occupational Therapy Association Page has over 15,000 members. There are over 100 occupational therapy related groups on Facebook from all over the world; however, the critical factor is that behind those groups are real people who share the view that networking will benefit occupational therapists and the profession. Some of them will be experts, academics and highly experienced practitioners, others are students and early career occupational therapists, and all can be approached or added as a ‘friend’ with a click from one’s home. By making links strategically with some of these people, and by nurturing and investing in online relationships, the
authors have secured benefits in terms of personal and professional support and guidance, and also achieved workrelated outcomes that could not have occurred through traditional networking. The time and cost involved would have been prohibitive. Fig. 1 illustrates how Facebook networks have enabled the achievement of significant outcomes in relation to research, innovation and curriculum design and development. If some of these Facebook ‘friends’ choose to formulate a similar diagrammatic representation, then the authors would also feature as collaborators. There are some challenges to using Facebook as a tool for professional networking. Although it has proven an effective networking tool for academics, other groups of occupational therapists may not have such open access to the site. Those working in the National Health Service and Social Services will experience difficulty in accessing the platform in working hours due to security firewalls and computer-usage policies. This can be overcome if practitioners are able and willing to network outside the work environment or, perhaps more crucially, if the employer can be persuaded that the potential benefits of using Facebook for professional networking will outweigh the potential risks to productivity and reputation (NHS Faculty of Health Informatics 2008). There are more personal issues in relation to risk. Boon and Sinclair (2008) suggested that some potential networkers may feel concerned about putting aspects of themselves and their lives in an online arena, and the concept of identity theft in relation to online activity is well documented (Krasnova et al 2009). In the authors’ experience, however, occupational therapists are more concerned about confidentiality and appropriate professional behaviour online. No one wants to lose their job because of something they said on Facebook! This risk is easily managed by developing an understanding of Facebook privacy settings and of netiquette (a code of online ‘good behaviour’) (Shea 1994). These should then be considered alongside both the College of Occupational Therapists’ (2010a) Code of Ethics and Professional Conduct and, if further reassurance is sought, its guidelines for members using social media for professional networking (2010b). Brown (2011) encouraged occupational therapists to consider whether clients were digital natives or digital immigrants; perhaps therapists need to ask this of themselves.
Conclusion Networking is an essential professional activity and Facebook affords a platform for developing diverse, low density networks free of charge and with reduced cost in terms of time and effort. The risks associated with using Facebook for professional purposes can be ameliorated with a developed understanding of the tool and reference to professional guidelines. The authors look forward to extending their own networks and to potential future collaborations. See you on Facebook!
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Using Facebook for professional networking: a modern-day essential
Fig. 1. Tangible outcomes from professional networking on Facebook.
COT = College of Occupational Therapists; SOTLS = Student Occupational Therapy Links Scotland; UG = undergraduate; UoS = University of Salford; VC = Vice-Chancellor; WFOT = World Federation of Occupational Therapists. References Baker W (2000) Networking smart: how to build relationships for personal and organisational success. iUniverse Incorporated/iUniverse.com Bodell S, Hook A, Penman M, Wade W (2009) Creating a learning community in today’s world: how blogging can facilitate continuing professional development and international learning. British Journal of Occupational Therapy, 72(6), 279-81. Boon S, Sinclair C (2008) A world I don’t inhabit: disquiet and identity in second life and Facebook. Proceedings of the 6th International Conference on Networked Learning. Lancaster: Networked Learning Conference Office.
Boulos MNK, Maramba I, Wheeler S (2006) Wikis, blogs and podcasts: a new generation of web-based tools for a virtual collaborative clinical practice and education. BMC Medical Education, 6(41), 26-31. Brown T (2011) Are you a digital native or a digital immigrant? Being client centred in the digital era. British Journal of Occupational Therapy, 74(7), 313. College of Occupational Therapists (2010a) Code of ethics and professional conduct. London: COT. College of Occupational Therapists (2010b) Social media strategy and guidance. Available at: http://www.cot.co.uk/strategic-plans/social-media-strategyguidance Accessed 05.12.11. Coffey M, Dugdill L, Tattersall A (2009) Working in the public sector: a case study of social services. Journal of Social Work, 9(4), 420-42. Dobrow SR, Higgins MC (2005) Developmental networks and professional identity: a longitudinal study. Career Development International, 10(6/7), 567-83.
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Forret ML, Dougherty TW (2001) Correlates of networking behaviour for managerial and professional employees. Group and Organization Management, 26(3), 283-311. Health and Social Care Bill (2011) Available at: http://services.parliament.uk/ bills/2010-11/healthandsocialcare.html Accessed 05.12.11. Higgins MC, Kram KE (2001) Reconceptualizing mentoring at work: a developmental network perspective. Academy of Management Review, 26(2), 264-88. Ibarra H (1999) Provisional selves: experimenting with image and identity in professional adaptation. Administrative Science Quarterly, 44(4), 764-91. Junco R, Cole-Avent GA (2008) An introduction to technologies commonly used by college students. New Directions for Student Services, 124, 3-17. doi: 10.1002/ss.292 Krasnova H, Gunther O, Spiekermann S, Koroleva K (2009) Privacy concerns and identity in online social networks. Identity in the Information Society, 2(1), 39-63. NHS Faculty of Health Informatics (2008) The power and perils of using social networking tools in the NHS. London: NHS Faculty of Health Informatics. Saeed N, Yang Y, Sinnappan S (2009) Emerging web technologies in higher education: a case of incorporating blogs, podcasts and social bookmarks in a web programming course based on students’ learning styles and technology preferences. Educational Technology and Society, 12(4), 98-109. Shea V (1994) Core rules of netiquette. EDUCOM Review, 29(5), 58-62.
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