Browsing by Subject "osaamisen kehittäminen"
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(2019)The research focuses on the views and experiences of professional youtubers and about where they have acquired their knowledge and skills. Also, how they develop their expertise is at the heart of the review, as there is no actual training in the profession of a youtuber. The aim of the study is to outline the different dimensions of knowledge and the areas that a person needs in his / her work. The context of the research is competence, competence development and new work. The labor market of the future requires updating skills, and through this research it is possible to look at the demands of the skills of such a new work represented by the youtubers in this study. The material consists of four interviews in which the most successful tubers in Finland tell about their own work and describe the related skills and areas of expertise. The analysis proceeds according to content analysis, where I summarize the categories of different competencies emerging from the interviewees' stories. On the basis of the analysis, four top classes describing the skills of professional youtubers were gathered: Technical skills, self-management skills, professional skills and networking skills. Under these four upper classes, there are even more sub-categories that define the skills required in the work of youtubers. The categories of competence are not intended to cover the skills and requirements of the entire profession, but to gain access to the individual's own expertise and development. Through the results, it is also possible to get more information on about the youtubers work, that represents new manifestations of worklife. The results show how new ways of working have come to stay and there is no return to the old bureaucratic organization style of work in these young people's expectations. Expertise and its development were seen as a self-contained factor. The future as a professional youtuber was seen as unstable, but still unlimited and bright. New forms of work and the changing attitudes of young people towards work require more research at a single level. New larger phenomena are often formed through micro-phenomena and when these micro-phenomena can be accessed early enough, greater changes could be better anticipated.
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(2020)Background: The purpose of this study is to bring understanding of what elements enable experts' knowledge sharing in digital service organizations. In digital service organizations the organizational structure is often project-based. Customer projects start and end throughout the calendar year, and the employees working within them may change along with the new projects. In addition, digital service companies have been actively hiring new employees. Rapidly grown number of new employees and the fact that the closest co-workers change throughout the year may cause challenges to the employees’ knowledge sharing within projects and beyond them to the wider organization. The elements which interrelation with employees’ knowledge sharing is examined in this study are self-determination theory’s three basic psycholog-ical needs, empowering leadership, and psychological safety. The theoretical framework is based on the concepts of knowledge and expertise, and on the previous research about the basic psychological needs and autonomous motivation, empowering leadership, and psychological safety at work. Problem: The aim of this research is to gain more understanding of what elements enable employees’ knowledge sharing in digital service organizations. The viewpoint is in the conditions where the employees operate at work. Methods: The nature of the research is qualitative interview study. The research material was collected by interviewing eight employees in one digital service company in spring 2020. Empirical data was analysed by theory- and data-driven content analysis. Results: The results of this study imply that the informants’ views on knowledge sharing at work were in line with the previous studies. All the elements examined interrelated with employees’ knowledge sharing as enabling it. Significance: The results bring understanding of what elements in organizations can enable employees’ motivation, ability, and opportunity to share their knowledge at work.
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(2015)Aims. The aim of this qualitative study was to examine conceptions of competence and competence development and well-being at expert work from the employees' perspective. The aim was also to examine how the phenomena are attached to each other. Previous studies have shown that competence is a key factor in well-being, and competence development has positive effects on well-being, especially at knowledge-intensive work. The topic is important since expert work is more and more common. The research questions were: What kind of conceptions of competence and competence development and well-being at expert work the target organization's employees have, and how are the phenomena attached to each other according to the conceptions of the target organization's employees. Methods. The study was conducted by interviewing 12 employees from the selected target company. The target company is an expert organization and its employees are considered as experts. The research approach in this study was phenomenography. Results. According to the results, competence in expert work was extensive and complex, and the most essential way of learning was learning on the job. The results highlighted, that competence development took place in discomfort zone and required reflection and self-awareness. According to the results, well-being at work was based on meaningful, challenging, developing job with reasonable work load as well as open and collaborative atmosphere. Based on the results of the study, competence, competence development and well-being at work were attached to each other through work tasks that match one's competence, opportunities that develop one's competence, and competence in managing one's work, i.e. time management, organization and balance between the different areas of life. Work tasks are key elements of competence, competence development and well-being at expert work. Work tasks are a channel in applying and developing competence, and work tasks that match one's competence also serve as a basis for well-being. Work tasks require special attention when planning and managing expert work. Work management skills help in everyday work situations and support comprehensive life management, and these management skills should be taken into account in education and employment training. Work management skills and other potentially relevant well-being related skills would require further research.
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(2023)Tiivistelmä - Referat – Abstract The purpose of the research is to find out whether agency appears during the years of study of classroom teacher students, what kind of alternative education choices students have and how social relationships and the social environment appear in education-related choices. In addition to this, I examine limitations that slow down or prevent the realization of the student's agency. Previous studies have shown that strong initiative is an important necessary skill in a changing and uncertain society, both in the labor market and in other areas of an individual's life. Studies have also shown that the realization of agency in a teacher's work contributes to the development of one's own work, enjoyment at work and commitment to work, as well as active learning and stronger agency of students. The research is part of the University of Helsinki's BAT project (2017─2022), which aims to obtain research information on the functionality and effects of the 2017 degree reform and the relevance of the development process of student teachers. Student classroom teachers (N=12) from the University of Helsinki who started their studies in 2017 participated in the semi-structured thematic interviews. The interviews were analyzed using material-based content analysis. The interviewees' own growth and the development of future work, as well as agency and its practices, were strongly present throughout the interviews. Noticing one's own development was also strongly related to meaningful learning experiences. The interviewees' speech also revealed several factors that limit and slow down the agency, such as structural restrictions, problems related to course content and scheduling. Based on the results of the research, it can be stated that the agency of classroom teacher students should be supported even more by creating more spaces for opinions during classroom teacher training, the opportunity to implement their own style of teaching during internships, and to receive constructive feedback on their own actions and the opportunity for dialogic reflection with the teaching teacher. It is also important to recognize the limitations of agency that appear during the course of student teacher studies, so that students can be supported in a timely and affirming way.
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(2015)Objectives. Competence management has been a recent topic in public debate. However, it has not been researched so much in primary education. The purpose of my master's thesis is to describe how competence management and teachers' competence development takes place in primary schools. The focus of my master's thesis is on studying the practices that support school teachers' competence development. Through research on the practices that support competence development, the practices can be shared with other work communities. This is how primary schools can learn the competence development of each other. Methods. The data was collected by focused interview of the five primary school principals and school leaders in Southern Finland. The interviewees were selected for research by snowball sampling and according to interest in the subject. The results were analyzed using content analysis. Results and conclusions. The results show that competence management in the primary school principals' work was determined by identification, maintenance, development, and acquisition of skills. Primary school principals felt that their role as the competence leader was in directing competence development and setting objectives, enabling competence development, supporting learning, motivating and inspiring, creating frameworks and structures, creating co-operation between teachers, and controlling the development of competence. Primary school principals guided the competence development of class teachers with regular development discussions, continuing education and diverse workplace learning. Class teacher competence development in primary schools was supported by discussion and interaction, collaboration, and instruction-based practices. The practices that support class teachers' competence development are co-operation, organizational teaming, pair working, teaching together and co-teaching, learning from students, networking, pedagogical discussion, reading professional literature, sharing expertise in the work community, briefing, highlighting and use of teachers' strengths, giving different roles to teachers, and teacher guidance in the everyday life of education and teaching. The requirements and challenges of successful skills development are, looking from different aspects, related to class teachers themselves, resources and school culture. In the future, principals should help class teachers recognize the practices that support competence development as opportunities for their professional growth. Other schools can take ideas from these practices and further develop them to suit the needs of their own working environment. The practices brought on by this study should be a part of principal training, so that they could spread to other schools with various possible implementations. In addition, principals in basic education should be guided to realize the benefits and significance of vision in competence management.
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(2021)Target: In the future, working life requirements change the competence needs where multiexpertise is often emphasized. The purpose of this study was to examine professional experts’ views and experiences about multiexpertise. In addition, the aim of this study was to examine what kind of skills do experts consider to be essential in their experience to work as a multiexpert. Lastly, this study examined factors that challenge and support multiexpertise based on professionals’ experiences. This study was made in collaboration with a media- and marketing organization where a multiexpertise competence development project had been started. The theoretical framework of multiexpertise in this study was defined based on different expertise theories. Multiexpertise is defined as a model of relational, horizontal and collective expertise that develops in different expertise networks. Method: This research was a qualitative case study. The research data consisted of nine half-structured thematic interviews. Research participants worked as experts in the target organization and they had expanded their expertise to multiexpertise. Thematic interview questions focused on themes of professional’s core competence, learning new skills, participation on learning and multiexpertise. The research data was analyzed with theory-guided content analysis. Findings and conclusions: According to the results experts experienced that multiexpertise brought them deep understanding and ability to work more flexibly between different stakeholders. Multiexpertise also required strong core knowledge and demanded explicit multiexpertise skills. These skills were self-leadership, solution orientation, ability to change and continuous learning. The factors that challenged multiexpertise were lack of time, lack of organizing and following up the training, the lack support in training and the distributed and unavailable knowledge in the organization. On the contrary, the factors that supported multiexpertise were the work community, encouragement to competence development and the sharing of knowledge and know-how. The most significant result was the experts need to be heard and understood in the target organization within the multiexpertise competence development project. Significance: This study offers new and significant scientific information about multiexpertise. In addition, this study gives valuable knowledge to the target organization about multiexpert’s experiences. The multiexpertise model that was developed in this study describes practice-base modern expertise and gives a good base for future research.
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(2019)The importance of competence development has grown, especially in expert organizations, because of the rapid pace of change in working life and the need for continuous learning. The aim of this study is to examine competence development in an expert organisation that provides business services. The first research question examines what conceptions experts have about competence development. The purpose of the second research question is to deepen the previous question by studying the role of managers in the competence development of junior experts. The data consisted of nine semi-structured individual interviews. All were collected from the same organisation. Six of the experts worked as associates/senior associates and three of them as managers. The first research question was put through a phenomenographic analysis in order to make it easier to tackle competence development as a phenomenon. The second research question was analysed through databased content analysis. The phenomenographic analysis resulted in three abstract categories, which describe the concepts of competence development in the target organisation: 1) competence development as an assumption and aspiration, 2) the contradiction between the necessity of competence development and its actual implementation and 3) learning at work and knowledge sharing. Thus, it can be stated that the experts of the target organisation consider competence development to be an important and necessary part of the organisation’s operations. Everyone in the organisation is expected to develop and want to develop their skills towards deeper expertise. At the same time, there is a challenge in terms of the amount of available time and the demands of client work, which limit opportunities to participate in training. However, the largest source of competence development was found not to be training itself but learning at work and sharing knowledge with colleagues and managers. When studying the manager’s role, the databased content analysis resulted in three different managerial roles: 1) instructor, 2) supporter-enabler and 3) sounding board-advisor. To sum up, the role of manager emphasises providing guidance, enabling developmental paths and acting as a sounding board and advisor. Based on the results of this study, it can be stated that competence development is at centre stage and is seen as being at the core of the expert organisation operations. However, ensuring that this is accomplished requires time in addition to the motivation of individuals and the opportunities offered by the organisation. Managers also play a particularly important role in ensuring that the needs of the organisation and the competence levels of the experts meet.
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(2020)Based on practical theoretical openings, this study examines the development-oriented agency of social workers working in public sector and actively involved in the development activities provided by the organisation, and their perceptions of the changing expertise of social work regarding the transformational challenges and development needs generated by the changing working life. The change in expertise is examined in relation to examinees’ personal work and development goals, perceptions of organisational citizenship behaviour and opportunities of competence development offered by the organisation. By examining the employees who welcome development, the aim of the study is to provide practical information on ways in which all social workers can be inspired and supported to develop their own skills and work, even though social work is demanding, working environments and conditions are constantly changing and opportunities for vertical career development are limited. The study relied on qualitative methods and the data was collected using semi-structured interview and the method of empathy-based stories (MEBS). The sample consisted of individual interviews of social work¬ers (N=6) – working for the City of Helsinki, in Social Services and Health Care Division and who have participated in career model program provided by the division – empathy-based stories collected upon interviews and of final reports on development projects social workers in question implemented as a part of the career model program. The data was analyzed by using qualitative theory-driven content analysis as well as interpretations characteristic for semiotic analysis. The results suggested that social workers perceive developing not only as an inherent way to act but also part of one’s work and professional identity as a matter of course. Hence, transformative agency can be perceived as an active means of responding to change, that appeared to have consolidated to a professional practice as a result of successful development initiatives and transactive processes as well as self-recognition of activities, i.e. by experiencing development as meaningful. Ambition to develop and pursue high-quality and ethically sustainable, research-based and customer-oriented work has also encouraged social workers to overcome potential organisational barriers. Based on this study, social workers’ transformative agency should primarily be supported by communal and organisational means, because it is crucial that development work is recognized as significant also at a collective level. The possibilities for horizontal career development should be expanded and diversified, employees’ self-recognition of activities, development-related skills and positive mindsets strengthened, the core aspect of social work and associated values clarified, and time for development be set aside. In addition, structures enabling professional learning and reflection, the accessibility of research knowledge, as well as practices supporting the dissemination and consolidation of innovations should be safeguarded.
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(2023)The aim of this study was to deepen understanding of utilizing coaching to support competence development. The theory part briefly introduces competence development and coaching. The purpose of this study was to find out in what kinds of situations coaching can be utilized to pro-mote competence development. In addition, this study aimed to find out what prevents compe-tence development during coaching process and how the effect of coaching can be evaluated. Six work life coaches were interviewed for this study. The interviews were half-structured theme interviews, and they were carried out during spring 2023. The material was transcribed and analyzed by themes that arouse from the material. The results were presented with sugges-tions for future research. One of the main findings of this study was that in working life coaching is utilized mainly to de-velop management or leadership. However, this study also shows that coaching is not used as much as it could be in Finnish business life. One of the main obstacles that prevents compe-tence development during coaching process according to this study is the organization; if the organizational culture or management does not support development, it cannot happen. Anoth-er main barrier was the individuals themselves. Especially self-leadership skills like time and own motivation were seen as things preventing competence development. All the interviewed coaches thought that it is important to evaluate the impact of coaching. The main form for eval-uation was feedback. However, some of the coaches expressed that the evaluation is difficult. In the future it would be beneficial to have a unified framework for the evaluation of coaching.
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(2018)Verme is a tailor-made peer-group mentoring method for Finnish educational thinking. It sup-ports the professional development of teaching and education professionals. In this study, a similar methodology was tested as a supportive activity for the development of the kid’s min-istry volunteer team at Suhe church. The study adopted an action research approach. The field research lasted from October 2017 to May 2018, during which the first cycle of action research was carried out and the next cycle was started. The team’s peer-group met three times and the activity was evaluated and further developed based on the participants’ expe-riences and views. The entire team-of-six participated in the study. Qualitative data collection methods such as particapatory observation, research journal and feedback inquiries were used as part of the research. The main research material was obtained using a focus group method and that da-ta was supported by the feedback received during the research process. Focus group and feedback materials were both analysed with the inductive content analysis and the SWOT analysis. SWOT analysis was considrered as the theory based approach in the study. The research concluded that the method is sensible to support the team’s work. The benefits of the method were more diverse than those related to the professional development alone. The team voted for the continuation of the method in the autumn term 2018. Based on the participants' experiences and views, the research identified the strengths and weaknesses of the group and the opportunities and threats involved in participating in the group. Based on these, the group's activities were further developed and the next cycle of activity research was primed but not carried out within the framework of my Master's thesis.
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