Browsing by Subject "yhteistoiminta"

Environmental problems are usually complex in nature, encompass uncertainties and affect multiple actors and groups of people in multiple ways. Hence, managing these problems requires transparent decision making that takes into consideration diverse values, perceptions and knowledge of those groups. Decisions that are made in a participatory decision-making process are more likely to express public values and local knowledge than decisions made in top-down management processes. Collaboration has become a ubiquitous concept within the context of participatory planning and environmental management. It is used in describing a wide array of participatory approaches and it is often used as a tool in managing wicked problems. However, participatory approaches do not guarantee better success in solving environmental problems. Hence, it is crucial to deliberate what kind of approach is used and what kind of situations it suits. This master’s thesis examines Metsähallitus’ participatory natural resource planning (NRP) process through the concept of collaboration. The study encompasses two mutually supporting parts: a case study about Metsähallitus’ natural resource planning process for Southern Finland 2017-2022 and an equality analysis encompassing altogether four cooperation groups from natural resource planning processes. The aim of the study is to find out how trust building, commitment, social capital and stakeholders’ opportunities to influence decision-making were realized in the NRP process of Southern Finland. In addition, aspects of equality in natural resource planning are examined. Data of the case study consists of seven qualitative semi-structured interviews. Data is analyzed according to the principles of qualitative content analysis. Data of the equality analysis consists of six NRP cooperation groups’ participant lists and the data is analyzed with quantitative content analysis. Based on the results, opportunities to participate actualize most efficiently in the operational level of the cooperation group. The methods used and facilitator’s contribution enhance the realization of equality within the cooperation group. Stakeholders reported a few defects concerning equal processing of values and interests. For example, topics regarding forestry overweighs other topics. The representativeness of stakeholders was considered good. Representatives of public agencies are most frequently participating of all stakeholder groups. Every fifth participant was a woman. What comes to social capital, one of the main results was increased mutual understanding among stakeholders that resulted from learning from each other in the process. Stakeholders’ perceptions of their opportunities to influence decision-making were labeled partly by contentment and realism, but partly by a low level of expectations. Opportunity to influence in decision-making is a remarkable factor for commitment and motivation to participate. The context of NRP-process also affects the planning and its results, but further research on this topic is needed and I propose this as one future research topic. More research is also needed to evaluate on how one of the main principles of collaboration, sharing decision-making power, affects natural resource planning and its results, if adopted.

The aim of this study is to investigate emerging leadership in children's collaborative group work. Previous studies have shown that leadership pivotally affects the group process and its outcomes; however, the study of children's leadership has been limited. This study uses a theoretical framework based on Barron's (2003) model wherein problem solving is divided into content space and relational space. The research questions are: What kinds of leadership moves appear in children's work? What forms of collaboration are associated with these leadership moves? Data was gathered by videotaping children's work in a new collaborative learning environment. The analysis consisted of five collaborative groups working on a problem solving task. Four students worked in each group. Leadership was analyzed by identifying leadership moves in the children's work. The analysis continued by examining forms of collaboration and their relationship to leadership moves. The results indicate that most of the observed leadership moves concerned planning and organizing the group's work. The way in which these leadership moves were presented either advanced or inhibited the regulation of problem solving relational space. Successful regulation of relational space seemed to advance success in problem solving content space. Additionally, leadership moves that concerned the control and development of ideas could be detected in the children's work. These leadership moves advanced the development of problem solving content space. The appearance of these moves seemed to be connected to reciprocity of interaction and equal relationships between participants in the group. Reciprocity of interaction and symmetrical roles in the children's work were regulated by various leadership moves. In some groups, more than one leader emerged. Reciprocity of parallel leadership moves seemed to advance collaboration and the construction of shared meaning. Leadership is a pivotal part of children's collaborative work. Effective leadership sometimes requires support from a teacher. Carefully considered teacher interventions should be used to provide support for children's leadership.

Tutkielman aiheena on yhteistoimintaa koskeva kansallinen sääntely Suomessa ja Ruotsissa. Yhteistoiminnan voidaan hahmottaa käsittävän erilaisia menettelyjä, joiden tarkoituksena on toteuttaa työnantajan ja henki-löstön välistä vuorovaikutusta, tietojenvaihtoa ja neuvottelutoimintaa. Tutkielmassa vertaillaan Suomen yh-teistoimintalaista ja Ruotsin myötämääräämislaista johtuvia yhteistoimintavelvoitteita. Tutkielmassa selvite-tään, miten yhteistoimintavelvoitteista säädetään YTL:ssä ja MBL:ssä ja mikä on velvoitteiden sisältö sekä miten velvoitteet eroavat toisistaan. Tutkielmassa pyritään myös löytämään syitä vertailussa ilmi tulleille sei-koille. Aiheen valintaan on vaikuttanut Suomen yhteistoimintalain kokonaisuudistus. Uusi yhteistoimintalaki astui voimaan 1.1.2022. Tutkielmassa selviää, että Suomen yhteistoimintalaissa säädetty vuoropuheluvelvollisuus on omalaatuinen velvoite, jolle ei löydy vastinetta Ruotsin myötämääräämislaista. Työnantajan tulee Suomessa käydä säännöl-listä vuoropuhelua henkilöstön edustajan kanssa YTL 8 §:n mukaisista asioista. Sen sijaan sekä Suomessa että Ruotsissa säädetään muutostilanteisiin liittyvistä yhteistoimintavelvoitteista, Suomessa muutosneuvotteluista ja Ruotsissa myötämääräämisneuvotteluista. Ruotsissa myötämääräämisneuvottelut tulee lisäksi käydä työn-antajaa sitovan työehtosopimuksen osapuolena olevan ammattiliiton aloitteesta myös muulloin, kun työnan-tajan harkitessa muutoksia. Näihin yhteistoimintavelvoitteisiin liittyy lisäksi molemmissa vertailumaissa tie-donantovelvollisuuksia. Molemmissa vertailumaissa säädetään lisäksi työnantajan tiedottamisvelvollisuudesta. Suomessa työnantajan tulee antaa työntekijöille YTL 11 §:ssä säädetyt tiedot kerran tai kahdesti vuodessa. Ruotsissa puolestaan työnantajan on pidettävä häntä sitovan työehtosopimuksen osapuolena oleva ammattiliitto tietoisena toimin-tansa tuotannollisesta ja taloudellisesta kehityksestä sekä henkilöstöpolitiikan suuntaviivoista.

Objectives.This study is part of a research project, Taikava. The purpose of the study is to examine how the pedagogy of teaching art can support the collaboration and inclusion of children between the ages of 3–5 years. The aim was to find out how the children are taken into account as individuals. It was also examined how the children's interaction can be supported. In addition, the aim was to find out the interaction situations in which the pedagogy of teaching art is used in kindergarten. It was also studied what kind of changes about the collaboration of the children appeared when the pedagogy of art was used in kindergarten. Methods. This study was conducted as a qualitative research. The material was collected by observing and interviewing. The observation happened in day-care centres in Vantaa. The aim was to observe the interaction between children and adults. In addition, four kindergarten teachers and four art pedagogues were interviewed to this study. The material was analyzed by using material-based analysis. Results and conclusions. The participants felt that children's needs and their co-operation can be supported by using the pedagogy of teaching art. They felt that the presence of an adult, a child-oriented perspective and a positive and supportive atmosphere was important when try to increase children's collaboration. They also valued the fact that adults increase children's participation and encourage them to work together. Art education was carried out as a planned or spontaneous activity in small-group sessions and the everyday interaction in other situations. The first year of Taikava brought some positive changes when it comes to children's collaboration and inclusion. Children's social skills, team spirit and the sense of belonging among others increased. Also the inclusion between children developed. Children made new friends. In addition, the bullying was decreased. It was felt that art became part of the everyday life.

Objectives. According to the socio-constructivist understanding of learning, the child is seen as an active participant in his group, who learns by building knowledge based on his previous experiences in different social contexts and interactions (Kauppila 2007, 47). Finnish early childhood education is based on a learning concept, according to which children’s active and social activity in group-based institutional education is recognized as a significant factor in a child’s learning, growth, and development (Core curriculum of ECEC 2022, 21–22). The purpose of this thesis was to deepen the understanding of the sense of community built in kindergarten groups in Finnish early childhood education, which requires an understanding of the interactive and social dimensions of learning. Methods. The research data for this thesis was collected using a narrative literature review as the method of data acquisition. The research data consisted of a total of eight dissertations and two research articles, in which the research had been carried out in the context of Finnish early childhood education. The data included studies that touched on the sense of community, solidarity, cooperation, agency built in peer relationships and interaction between children in early childhood education. The search was targeted at research on Finnish early childhood education. The data was analyzed using the six analysis steps of Braun & Clarke’s (2022) thematic analysis. Results and conclusions. Based on the research data, a three-level structure could be created about the sense of community built up in the early childhood education group. According to the three-level structure a sense of community is built at the level of the framework of early childhood education, operating culture, and the child’s activities. At the level of the framework of early childhood education, the guiding documents of ECEC, the rules imposed by the structures and the physical learning environment affected the sense of community. At the operational culture level, especially the role of the early education teacher, the everyday routines and the atmosphere influenced the formation of the group’s sense of community. At level of the child’s activity, on the other hand, significant factors were peer relationships, and children’s cooperation. The teacher’s role as a key factor in the sense of community and cooperation of a group of children should be studied more in the future. At the same time, this thesis opened reflections about the importance of high-quality teacher training and the economic pressure on the cooperation of the group of children.

Tässä tutkimuksessa tarkastellaan nuorten vuorovaikutuskokemuksia yhteistoiminnallisesti toteutetussa sosiaalityössä. Tutkimuksen tehtävänä on selvittää, millaisia piirteitä nuoren ja sosiaalityöntekijän välisessä vuorovaikutuksessa esiintyy. Lisäksi tavoitteena on jäsentää sitä, miten ja kenen toimesta tietoa tuotetaan sosiaalityön vuorovaikutustilanteissa. Tutkimus on luonteeltaan laadullinen tutkimus ja se on toteutettu yhteistoiminnallisessa sosiaalityön tekemisen tavassa mukana olleita nuoria haastatellen. Aineiston analyysi on toteutettu teoriaohjaavan sisällönanalyysin periaatteiden mukaisesti. Nuorten vuorovaikutuskokemuksia sosiaalityöstä ja tiedonrakentumista sosiaalityön vuorovaikutuksessa tarkastellaan tietokäytännöille keskeisen vaihtoalueen käsitteen avulla. Tulosten mukaan sosiaalityöntekijän ja nuoren väliseen vuorovaikutukseen rakentuu kolme erilaista vaihtoalueen tyyppiä. Yksisuuntaiseksi vuorovaikutuksen vaihtoalue määrittyy silloin, kun vuorovaikutukseen osallistujilla on valmiita ennakko-oletuksia toisista osapuolista, toimijoilla ei ole yhteistä kieltä ja sosiaalityön työskentelyä ohjaa järjestelmästä kumpuava velvoite. Yksisuuntaisella vaihtoalueella tieto määrittyy asiantuntijan omistamaksi ja nuori asemoituu sosiaalityön toimien kohteeksi. Vaihtoalue rakentuu sen sijaan vuorovaikutteiseksi silloin, kun osallistujat tulevat sosiaalityön vuorovaikutustilanteeseen ilman ennakko-oletuksia omasta tai toisen osallistujan rooleista, jakavat keskenään ymmärryksen käytetystä kielestä ja käsitteistä ja tämän yhteisen kielen avulla pyrkivät oppimaan toisiltaan ja synnyttämään yhdessä uudenlaista tietoa. Vuorovaikutteisella vaihtoalueella tieto on toimijoiden yhdessä rakentamaa. Rajaobjektien myötä rakentuva vaihtoalue liittyy tilanteisiin, joissa sosiaalityössä käytetään erilaisia menetelmiä tai välineitä. Esimerkiksi kuvakorttien käyttö tai yhteinen ruuanlaitto rentouttaa sosiaalityön työskentelyn ilmapiiriä ja tuo osallistujia lähemmäksi toisiaan. Tällainen rajaobjektien myötä rakentuva vaihtoalue voi toimia siirtymänä kohti vuorovaikutteista vaihtoaluetta ja tukea toimijoiden yhteistoiminnalliseen työskentelysuhteeseen asettumista. Yhteistoiminnallinen, kumppanuuteen perustuva sosiaalityön tekemisen tapa tuottaa nuorille positiivisia kokemuksia sosiaalityöstä, kokemuksen oman itsen arvostuksesta sekä vahvistaa merkityksellisyyden tunnetta omaa itseä koskevissa asioissa. Sosiaalityössä tulee vahvistaa sellaisia toimintatapoja, jotka tukevat kohtaamistilanteeseen tulevien toimijoiden aitoa tasavertaisuutta sekä osallistujien halua tulla tilanteeseen ilman valmiita ennakko-oletuksia omasta tai toisten asemasta tai osaamisesta. Sosiaalityön vuorovaikutustilanteissa tulee kiinnittää erityistä huomiota siihen, että kaikki tilanteen osallistujat jakavat samanlaisen ymmärryksen käytetystä kielestä ja käsitteistä. Mahdollistaakseen vuorovaikutteisen vaihtoalueen synnyn sosiaalityöntekijän tulee asettua vuorovaikutussuhteessa oppijan rooliin ja yhteiseen ihmettelyyn asiakkaan kanssa. Sosiaalityöhön rakentuvia ammattikäytäntöjä tulee kehittää yhteistoiminnalliseen suuntaan siten, että toimijoiden yhteiset tiedonmuodostuksen prosessit mahdollistuvat.

The amount of carbon dioxide in the atmosphere continues growing and the ecological crisis increases even though people should be able to change quickly the direction of the development. Due to the Climate Report of the IPCC there has arisen a need for the humankind to understand a method how to develop the practices and cultures systematically and speed up the activity for securing the ecological sustainability. In this thesis, I am going to examine Yrjö Engeström’s theorizing and cultural-historical activity theory because the framework offers theoretical and practical tools for change and helps to structure the conceptual factors which humane collaboration consists of. The Activity theory’s research findings have confirmed dynamism, multivoicedness and contradiction in coexistence; practices are not fixed but they carry historical and contradictionary social voices and they too can change. The ecological crisis is a manifestation of the need for change. The need for change is rising from the environment due to the local practices around the world, which are inconsistent with the sustainability of the earth. My research data consists of articles in the newspaper Helsingin Sanomat during the period September - November 2018. I collected 78 articles that were linked to the IPCC-report, climate change or the ecological crisis in general. I did a theory-based content analysis to my data, which was based on the model of activity system and the cultural-historical activity theory. The main purpose of this thesis was to explore in a hypothetical way whether the theoretical frame of reference is a useful tool in understanding the collaboration concerning the ecological crisis. My research findings supported the theory’s suitability for the challenge. People as agents need to understand the meaningfulness of fighting against the ecological crisis and to understand the contradictory nature of the collaboration. The humankind requires cooperation as well as accelerating and spreading the innovations based on sustainable development globally. This research method offers tools for that direction.