Browsing by Subject "Asiantuntijuus"

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  • Rissanen, Nenna (Helsingin yliopisto, 2020)
    The purpose of this study was to examine how HR professionals working in private employment sector view and experience their own expertise. Expertise is a phenomena that can be interpreted in many ways and it has been studied a lot from different perspectives. In this study the focus was on professional expertise and on experience of having expertise. My research question was: What kind of perceptions HR professionals have of their own expertise? With this research question I wanted to find out how the HR professionals view their own expertise, what are the main elements of it and what kind things and experiences affect the development of their expertise. This research was a qualitative case study. The research data was collected by interviewing eight HR professionals working for a private employment company WorkPower Oy. I used thematic interviews as a data collecting method. The research data was analysed with a phenomenographic analysis. The phenomenographic analysis focuses on individuals’ perceptions and experiences on certain phenomena. The results of this study show that the expertise of the HR professionals consists of many different elements. Wide enough knowledge, capacity to act, social skills and ability to reflect one’s actions and know-how are key elements of HR professionals’ expertise. Also the ability to find the right words in different situations is vital, since the work in human resources is mainly based on interaction with different people. In addition, this study showed that constant learning and development of one’s skills and knowledge is also important to the expertise of HR professionals. There are several different challenges to the development of expertise, such as a busy working schedule, constant changes in one’s daily work and insufficient support. According to this study, practical experience and work-based learning are crucial for the development of expertise for the HR professionals working in private employment sector.
  • Uutela, Elina (Helsingin yliopisto, 2020)
    Tutkimuksen aiheena ovat verkkokeskustelijoiden tavat arvioida asiantuntijuutta terveyden ja hyvinvoinnin kysymyksissä. Tämä on ajankohtaista, sillä vaikka asiantuntijatieto toimii niin yhteiskunnallisen kuin yksilöidenkin päätöksenteon tukena, yleisöjen tavat arvioida asiantuntijuutta ovat alitutkittuja. Perinteisesti asiantuntijuus on ollut tiede- ja professiokeskeistä, mutta instituutioiden kritiikin, yksilöllistymisen ja muuttuneen mediaympäristön vuoksi sen laajentumisesta käydään symbolista kamppailua julkisuudessa, myös verkkokeskusteluissa. Asiantuntijoiksi hyväksytään myös muita kuin tieteen edustajia, kun yksilöitä palvelevalle asiantuntijuudelle on kasvavaa kysyntää. Maria Nordinin Eroon oireista -kurssista käydyssä keskustelussa kohtaavat asiantuntijuuden laajentuminen, verkkoympäristön rooli ja terveyden ja hyvinvoinnin kysymykset. Tutkimuskysymykset ovat, miten verkkokeskustelijat arvioivat terveyden ja hyvinvoinnin asiantuntijuutta Maria Nordinin Eroon oireista -kurssiin liittyvissä keskusteluissa sekä miten tämä keskustelu kytkeytyy asiantuntijuuden laajentumiseen ja miten se mahdollisesti laajentaa asiantuntijuuden määrittelyä edelleen. Aineistona on käytetty kahta vauva.fi-keskustelufoorumin ketjua aiheesta syksyllä 2019. Analysoitavan aineiston koko oli 237 kommenttia. Menetelmänä on käytetty laadullista kehysanalyysia, jolla haettiin vastauksia siihen, mitä näkökulmia verkkokeskustelijat nostavat keskeisiksi asiantuntijuutta arvioidessaan. Aineistosta on löydettävissä neljä kehystä. Kehys 1, Kuluttajan asiantuntijuus, korostaa kokemusten merkitystä sekä yksilön omaa vastuuta ja asiantuntijuutta terveydestään. Kehys 2, Tiede- ja professiokeskeinen asiantuntijuus, pitää koulutusta asiantuntijuuden takeena ja suhtautuu kriittisesti itseoppimiseen ja kokemusten selitysvoimaan. Kehys 3, Perinteisen asiantuntijuuden kyseenalaistaminen, suhtautuu kriittisesti perinteisiin tiedollisiin auktoriteetteihin, ja näkee, että asiantuntijuutta voi kartuttaa itse ja kehittyä samalla edelläkävijäksi. Kehys 4, Vaihtoehtoasiantuntijuuden moraalittomuus, pitää perinteisiä tiedollisia auktoriteetteja arvossa, mutta moraalisin perustein. Tulokset osoittavat, että tiedettä ja professioita pidetään edelleen laajasti asiantuntijuuden takeena. Näiden rinnalle ovat nousseet myös uudet asiantuntijuuden muodot, ja tiedollisen arvioinnin lisäksi asiantuntijuuden arviointiin yhdistyvät kokemusten merkitys ja moraaliset painotukset. Kehysten välillä on jännitettä: tiede- ja professiokeskeistä asiantuntijuutta korostavat kehykset 2 ja 4, kun taas asiantuntijuuden laajentumista ilmentävät kehykset 1 ja 3. Asiantuntijuuden laajentumista ilmentävät kehykset korostavat yleisön vastuuta ja roolia suurempana kuin perinteistä asiantuntijuutta puolustavat. Tutkimuksen tulokset ovat hyödynnettävissä esimerkiksi tiedeviestinnän ja viranomaisviestinnän parantamisessa, sillä ne avaavat kaivattua yleisönäkökulmaa asiantuntijuuden arviointiin.
  • Kivilahti, Jenni (Helsingin yliopisto, 2020)
    Objective of the study. Learning as an expert and skills development are one of the themes of a change-oriented and constantly evolving organization in modern times. The financial field is currently undergoing a major transformation and facing changes due to the development of technology. The nature of work is changing, which imposes new kind of competence needs on staff. Therefore, understanding the required skills and learning processes from the experts’ perspective is important. The purpose of this study was to determine what are the skills needs of financial experts and how they learn in the workplace. The study also examines the ways in which the expert’s learning can be supported. New research on the learning needs of experts is needed to identify what expertise the financial sector currently has, what environment supports competence, and what is needed and what should possibly be given up. This study aims to answer the above questions. Methods. The data consisted of eight semi-structed theme interviews with eight financial experts from the human resources department of a financial institution. The experts interviewed were asked, among other things, about the important knowledge and skills required in the expert’s work, in what situations they felt they were learning in their work, and about the factors that promote and hinder learning. The interview data were qualitatively content analyzed by using an abductive strategy. The competencies the experts felt were important in their work, in what kind of environment they felt they were learning most efficiently, and what kind of support they felt they needed to support their learning were analyzed. Results and conclusions. The research results showed that the skills financial experts consider important for their work are professional skills, digital skills, willingness to commit to change, self-development in spare time, interpersonal skills, and financial skills. Experts learn in their work communally and through experiences, with the support of colleagues, and through mentoring, but communal and experiential learning were considered most relevant. The results suggest that the factors that promote experts’ learning are willingness of colleagues to commit to change and a community-oriented and development-friendly organization. On the contrary to positive experiences, the negative learning environment and lack of time were considered especially negative and barriers to learning.
  • Virtapuro, Anni (Helsingin yliopisto, 2021)
    The purpose of the study was to examine the professional expertise and it’s development in the field of health care, which is an operational environment characterized by daily rush and ever-changing professional requirements. The study analyzed the importance of continuing professional education in the development of expertise. The study also examined the challenges resulting from the COVID-19 for nurses’ competence development. The study was carried out in collaboration with a company offering web-based courses for customer companies in the social and health care sector. The aim of this study was to provide practical information, based on nurses’ experiences, of how the professional development of nurses can effectively be improved by continuing professional education - how should the trainings be planned and built to be relevant in developing health care expertise? The study relied on qualitative methods and the data was collected using a semi-structured theme interview. The research material consisted of individual interviews of eight (N=8) health care workers of which seven work as nurses and one works as urotherapist. They were from four different Finnish hospital districts. The interviews were carried out remotely. The data was analyzed by using qualitative content and theme analysis. The results suggested that continuous development of expertise in the health care sector is essential for coping with work, as the operational environment changes every day and one have to keep up with the change. Expertise was perceived to develop in daily work but the importance of continuing professional education was also recognized. The results suggested that attending training is often difficult due to urgency, and more training opportunities were needed. The daily rush was also perceived to affect one’s own coping, especially in terms of training – attending continuing professional education was considered important, but the challenges of work itself reduced the enthusiasm to participate training. The ubiquity of COVID-19 was perceived as stressful and it was felt to have brought even faster and greater changes to the work environment, which was perceived to require an even faster ability to adapt and learn new things.