Browsing by Subject "Ymmärtämispystyvyys"

Many work-related goals can only be achieved when people communicate with each other. For the actualiza-tion of communication, it is advantageous that people believe in their competence to communicate. Person’s beliefs about their own capabilities have been sought as one the most vital factors that affect one’s behav-iour. In the center of this bachelor’s thesis is the term self-efficacy. It is one’s personal beliefs about their own competence. In this thesis, there are two self-efficacies that are being examined: the capability to understand and capability to tell. The agenda of this thesis is to bring forth knowledge about how these self-efficacies ap-pear in a social setting where work colleges communicate work-related knowledge to each other. The appearance of the capability to tell and understand have been surveyed from the perspective of self-efficacy sources. Self-efficacy sources that have been examined in this study are mastery experience, vicari-ous experience and affective & somatic states. Alongside these sources, the capability to tell and understand has been surveyed from the viewpoint of factors that affect these capabilities. This is meant to produce in-formation about the complex nature and structure of the examined self-efficacies. In this study five people who work in the same service consulting firm were interviewed. The interviews lasted from 30 – 60 minutes and they were produced as half-structured interviews. These interviews created the re-search material which was analysed with content analysis. The goal of this method was to indicate the similar-ities and differences in the research material and between this and other studies. According to the research’s results the content of knowledge, work college and preparing affect the capability to tell and understand work-based knowledge in a face-to-face situation. In the study mastery experience transpired as diverse know-how of the field, ability to comprehend the opposing person holistically and the ability to ask follow-up questions. Vicarious experience appeared in the study as work-colleges with better ca-pability to tell and understand knowledge. These intertwined with transmitting a visual, asking follow-up ques-tions and giving difficult feedback. Affective and somatic states were externalized in the study as hinders in receiving and transmitting knowledge.