Browsing by Subject "asiantuntijuus finanssialalla"

Sort by: Order: Results:

Now showing items 1-1 of 1
  • 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.