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Browsing by Subject "sosiomateriaalisuus"

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  • Pekkarinen, Otto (2017)
    This study analyzed the workplace learning processes of Non-commissioned officers (NCO) in the companies of the Finnish Defence Forces (FDF). Workplace learning was studied using the theoretical tools provided by cultural-historical activity theory and knowledge-creating trialogi-cal learning. The theoretical framework was summarized in the concept of sociomaterial learn-ing-network, defined as the set of relations between the individual, his/her community and the material artefacts formed around the common object of activity. The aim of the study was to understand how the NCOs learn through their work and how the learning is guided. The sub-questions approached workplace learning through the concepts of agency, networks and tools. The study was conducted as a case study in three companies of one brigade-level unit of the Finnish Army. The data was gathered from the unit-commanders (n=5) and the NCOs (n=10) of the studied companies with semi-structured interviews consisting structured interview parts. Additionally an egocentric network interview was conducted with the NCOs. The interview data was analyzed with abductive content analysis. The egocentric network-data was visualized with Cytoscape-software. The results suggest, that despite certain expansive features, the studied companies were mainly restrictive learning environments. The workplace learning of the NCOs was based on their own active agency and the support of their personal learning-networks. Additionally the material aspects of the activity, such as different standardized written documents and learning-materials, had a major influence on the NCOs’ learning processes. A distinctive feature of the guidance of learning was the aim to standardize and unify the learning processes. A contradiction in the goal-setting of workplace learning was identified. The activity guiding standard operating pro-cedures of the FDF emphasize comprehensive development, but the learning-practices in the unit are primarily guided by the obtaining of certain licences needed in activity.
  • Pekkarinen, Otto (2017)
    This study analyzed the workplace learning processes of Non-commissioned officers (NCO) in the companies of the Finnish Defence Forces (FDF). Workplace learning was studied using the theoretical tools provided by cultural-historical activity theory and knowledge-creating trialogical learning. The theoretical framework was summarized in the concept of sociomaterial learning-network, defined as the set of relations between the individual, his/her community and the material artefacts formed around the common object of activity. The aim of the study was to understand how the NCOs learn through their work and how the learning is guided. The sub-questions approached workplace learning through the concepts of agency, networks and tools. The study was conducted as a case study in three companies of one brigade-level unit of the Finnish Army. The data was gathered from the unit-commanders (n=5) and the NCOs (n=10) of the studied companies with semi-structured interviews consisting structured interview parts. Additionally an egocentric network interview was conducted with the NCOs. The interview data was analyzed with abductive content analysis. The egocentric network-data was visualized with Cytoscape-software. The results suggest, that despite certain expansive features, the studied companies were mainly restrictive learning environments. The workplace learning of the NCOs was based on their own active agency and the support of their personal learning-networks. Additionally the material aspects of the activity, such as different standardized written documents and learning-materials, had a major influence on the NCOs' learning processes. A distinctive feature of the guidance of learning was the aim to standardize and unify the learning processes. A contradiction in the goal-setting of workplace learning was identified. The activity guiding standard operating procedures of the FDF emphasize comprehensive development, but the learning-practices in the unit are primarily guided by the obtaining of certain licences needed in activity.