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Browsing by Subject "jaettu asiantuntijuus"

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  • Nurminen, Kamilla (2022)
    The research task of this master's thesis is to describe shared expertise in a distributed team during the corona pandemic. The thesis is based on the theory of distributed work. It is examined from the perspective of shared expertise, taking into account the impact of the corona pandemic on the work of experts. The research questions of the thesis are 1) how has the corona pandemic affected experts' experiences of working in a distributed team and 2) which factors support shared expertise in a distributed team? The thesis focuses on experts' experiences of the phenomenon. The material for the thesis was collected through semi-structured thematic interviews of six experts. The interviewees worked in the HR team of a large corporation, which has operated distributed work before the corona pandemic. The analysis of the data was carried out using a theory-driven content analysis. The results of the study showed that the corona pandemic has affected the work of an already distributed team. The work became even more distributed and this seemed to increase the efficiency of work, task-orientedness and independence. In distributed work, the versatile use of communication technology supports team cooperation and reduces experiences of the challenges brought by physical distance. Shared roles and the competence based on them, as well as jointly shared operating methods and communication practices, increased interaction and cooperation in a distributed team and promoted shared expertise. However, in a distributed team, spontaneous ideation and sharing tacit knowledge was perceived as challenging, so sufficient time must be arranged for this. Good team spirit and trust also emerged as important factors for the success of the work.
  • Laitinen, Kiti (2015)
    The aim of this study was to describe and analyse the notions and experiences ageing employees have about the development of expertise as well as collaboration with fellow experts. The research questions were firstly, how does expertise develop, secondly, for what purposes are shared expertise and networking used at work, and thirdly, how do ageing and experience manifest themselves at expert work? This topic is relevant, because the changes in information work and the more complicated work environments require development from employees in their own as well as in cooperative work. According to previous studies a shared, aim-specific course of action develops collective acquisition of information, which in turn results in growing collective expertise. However, ageing has not been sufficiently recognised or profited from in the previous studies about the development of expertise. This provides a motive for this study. The theoretical framework of the study focuses on examining the development of shared expertise from the viewpoint of building information by combining cognitive, unshared expertise and the kind of expertise that arises from sociocultural theory. The data were gathered through thematic interviews with ten employees between 50 and 64 years of age. With the help of content analysis the answers were divided into three categories: the development of expertise, cooperation and networking, and age and experience at expert work. In addition to these, the theme of changes in expertise arose from the data. In accordance with theoretical framework, the results highlighted the fact that expertise was not seen merely as an unshared characteristic, but instead its development required interaction with others. Usually this development coincided with a change that caused a push forward. Aim-specific actorship, networking, and the sharing of skill and information helped the experts to reach better results. Expertise was seen as something developing through age and experience, but varying ages proved to be an advantage when different strengths and experiences could be profited from as a part of shared expertise. As a conclusion it is advisable to support, share, and make use of the skills and knowledge of people of varying ages more than before in order to develop shared expertise.
  • Tolvanen, Kaija (2016)
    The aim of this study was to describe shared expertise and its challenges in an expert organization. The intent was to analyze the knowledge sharing practises, working environment and the related challenges in the target company from the perspective of shared expertise and knowledge creation. The research questions were: how do the knowledge sharing practises reflect shared expertise in the target company and how does the working environment enable and/or limit the development of shared expertise in the target company. Working life has become more complex with a growing emphasis on continuous development and organizational knowledge. This change has created a demand for a new, collective perspective on the research of expertise. In the theoretical framework of this study the collective, shared expertise is viewed first and foremost as collective knowledge creation. Previous studies have shown that co-operation and collaborative problem solving contribute to the formation of new knowledge, which supports the development of expertise and the whole organization. In this study, knowledge creation is approached from the viewpoint of a knowledge creation model presented by Nonaka and Takeuchi. In this model new knowledge is created through interaction between tacit and explicit knowledge. The target company of this qualitative study was a medium-sized private employment agency and an expert organization. The data was collected through thematic interviews. Twelve experts, working in various positions in the head office of the target company were interviewed. With the help of content analysis, the data was divided into four main themes: knowledge sharing practises, social relationships in the workplace, work-related management practises and physical working environment and tools. The results of the study show that the knowledge sharing practices as well as the working environment both enable and limit the development of shared expertise and knowledge creation in the target company. The practices were somewhat indicating the realization of knowledge creation, although the activities leading to it were not very systematic. The limitations and possibilities created by the working environment were somewhat consistent with the previous studies being related to e.g. general atmosphere, trust and physical environment. Based on this study, conclusion can be made that organizations are able to contribute to the development of shared expertise and knowledge creation by improving the social and physical working environment of the company. By utilizing the results of this study, the target company can be developed into an innovative knowledge community supporting knowledge creation and shared expertise.
  • Heinonen, Ida (2021)
    Class teachers collaborate substantially with classroom assistants. However, teacher education does not include information about this kind of collaboration, and whether the students gain this type of collaboration experience is up to their own work life experiences. Yet collaboration with class assistants can be extremely helpful, both at the beginning of a teacher’s career and later on. There is little research on collaboration between class teachers and classroom assistants. In Finland Marjatta Takala has done the most research on this collaboration form. There is no research on collaboration between class teachers and classroom assistants in the context of primary education. The objective of this master’s thesis is to discover what kinds of views class teachers and classroom assistants have on collaboration in primary education. Additionally, this thesis’ objective is to discover how class teachers and classroom assistants would develop this collaboration in primary education. The objective of this thesis is to produce new information and thus support the researcher’s own teacherhood and the collaboration that will take place in work life. This thesis was conducted between March and August in 2021 by using qualitative methods. Five class teachers and five classroom assistants were interviewed as part of the thesis by using semi-structured interview method. The interviews were carried out remotely through Zoom. The data from the interviews was analysed with data based content analysis method. Class teachers and classroom assistants interpret collaboration in primary education as an extensive entity that consists of the class assistants’ role in primary education, factors that enable the collaboration and the specific qualities of collaboration in primary education. The issues needing further development in primary education’s collaboration are the time required for collaboration, education, working culture and the class assistants’ competence. According to this thesis’ results collaboration in primary education is multiprofessional collaboration with indications of shared expertise. It is possible to elaborate the study of collaboration with ethnographic methods by studying the significance of different grades or how shared expertise manifests itself in collaboration.