Browsing by Subject "osaamisen johtaminen"

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  • Suorsa, Hilkka (2007)
    Osaamisen johtamisen tulee lähteä liikkeelle yrityksen strategiasta, visiosta ja tavoitteista. On mietittävä strategisia tulevaisuuden menestystekijöitä ja mitä se tarkoittaa osaamisen suhteen eli millaista osaamista tulevaisuudessa tarvitaan. Tänä päivänä osaamisen systemaattisen kehittämisen merkitys muuttuvassa toimintaympäristössä korostuu. Apteekkilaisten on pidettävä ammattitaitonsa laadukkaana ja kyettävä vastaamaan muuttuviin osaamistarpeisiin, koska henkilökunnan osaaminen on asiantuntijatyössä keskiössä. Projektityön tavoitteena oli saada Oriveden apteekin osaamisen kehittämiseen suunnitelmallisuutta ja tavoitteellisuutta laatimalla prosessimalli osaamisen johtamiseen. Osaamiskarttojen laadinta yhdessä henkilökunnan kanssa ja osaamiskartoituksen toteutus itsearviointina nykyosaamisen selvittämiseksi olivat keskeisiä prosessin vaiheita. Osaamisen kartoittamismenetelmänä käytettiin yksilön työtehtävään perustuvaa kartoittamismenetelmää. Työn tuloksena syntyneiden kehittymissuunnitelmien avulla toteutetaan henkilökunnan kehittäminen. Projektityön tuloksena apteekissa on osaamisen johtamisen prosessimalli. Farmaseuteilla ja teknisellä henkilökunnalla on osaamiskartat, joilla osaamiskartoitus toteutettiin tässä projektissa. Työn tuloksena työntekijöillä on henkilökohtaiset kehittymissuunnitelmat, lisäksi laadittiin ryhmä- ja yrityskohtainen kehittymissuunnitelma. Osaamisen kehittämisessä johto on tärkein osaamisen johtamisen taso. Johto antaa resurssit ja mahdollistaa kehittämistoimenpiteet. Yhteistoiminnallisuuden korostaminen prosessin alusta alkaen antaa hyvät lähtökohdat osaamisen kehittämiselle. Osaamisen kehittämisessä suunnitelmallisuus ja tavoitteellisuus korostuvat. Osaamisen arviointimenetelmänä prosessi on käyttökelpoinen juuri siinä apteekissa mihin se on laadittu. Apteekin on aina itse määriteltävä lähtökohdat ja tavoitteet osaamisen kartoittamistyölle. Siksi prosessi ei ole suoraan siirrettävissä toiseen apteekkiin.
  • Vuori, Jaana (Helsingin yliopisto, 2019)
    There is currently a lively public debate about change in working life and future skills needs. When working life changes, it is important that knowledge and leadership should also change. The aim of my thesis was to examine changes in work and skills in the restaurant industry from the perspective of the restaurant manager. The goal was to describe and add to the understanding of the restaurant manager's work and role through their experience and vision. Knowledge management is an integral part of the competence, which is part of the work of the restaurant manager. The thesis examines what knowledge management means for supervisors and how competence development is reflected in work and practice. The theoretical framework of the thesis is made up of literature related to knowledge, leadership, competence management and managerial work, as well as a brief overview of the nature of the hospitality industry and the future. The empirical part of the thesis was carried out with semi-structured theme interviews and the results were analyzed by theory-driven content analysis. The data was collected between May 2018 and December 2018. Ten restaurant managers working at Fazer Food Service were interviewed in the study. As a result of the study, it became clear that the work of a restaurant manager in that organization was interdimensional and consisted of many different tasks and roles. It was important for the restaurant managers to act as superiors and to encourage their staff. Interaction with staff, customers, supervisor and colleagues was important. Knowledge management was one of the tasks that was performed as part of daily management. As a future challenge, restaurant managers saw problems with the availability of skilled labor. The availability and commitment of the workforce can be influenced by good leadership, competence development and employee appreciation. The study found that leadership should change in a more human-oriented direction.
  • Lehtimäki, Hanna (Helsingfors universitet, 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.
  • Pyykönen, Riikka (Helsingfors universitet, 2013)
    Lastensuojelun asiakkaiden, sosiaalityöntekijöiden ja lähijohtajien arkinen toimintaympäristö on nopeassa muutoksessa muun muassa talouden globalisaation asettamien vaatimusten vuoksi. Lastensuojelun asiakasmäärät ovat kasvaneet viimeisten viidentoista vuoden aikana kolminkertaiseksi. Osaamisen johtaminen on ajankohtainen aihe, koska sen avulla etsitään ratkaisua sosiaalipalveluiden säilyttämiseksi nykyisellä tasolla. Tutkimuksen tarkoituksena on tutkia osaamisen johtamiseen liittyvien taitojen ja toimintatapojen erittelyä lastensuojelutyössä sellaisena, kuin johtavat sosiaalityöntekijät ne kokevat ja näkevät. Tämä tutkimus on laadullinen aineistolähtöinen tutkimus. Tutkimusmenetelmänä on sisällön analyysi. Aineisto on kerätty teemahaastatteluin. Teemahaastattelu valikoitui aineiston hankintatavaksi, koska osaamisen johtamista on tutkittu sosiaalityössä vähän. Tutkimuksessa haastateltiin seitsemää sattumanvaraisesti valikoitunutta eteläsuomalaisen kunnan lastensuojelun johtavaa sosiaalityöntekijää. Johtavat sosiaalityöntekijät kertovat omasta arkisesta, ajoittain kaaottisesta toimintaympäristöstään luoden kontekstia omalle toiminnalleen. Lastensuojelun johtavien sosiaalityöntekijöiden työotteessa oli havaittavissa systemaattinen pyrkimys luoda uutta osaamista ja uutta tietoa arkityössä yhdessä sosiaalityöntekijöiden kanssa. Johtavat sosiaalityöntekijät rakensivat työarkeen sellaisia refleksiivisiä vuorovaikutusrakenteita, jossa uusien taitojen oppiminen oli mahdollista. Johtavat sosiaalityöntekijät kuvasivat paljon kokemuksellisia oppimisprosesseja. Refleksiivisten kokousrakenteiden lisäksi johtavat sosiaalityöntekijät pyrkivät rakentamaan työyhteisöönsä turvallista ja luottavaista psyykkistä ilmapiiriä, jossa oppiminen on mahdollista. Johtavat sosiaalityöntekijät kertoivat seitsemästä työssään käyttämästään taidosta, joista kuutta tarkastellaan tässä tutkimuksessa. Nämä taidot ovat: eettiset- ja orientaatiotaidot. sosiaaliset taidot, kokemusosaaminen, uuden tiedon luomisen taidot ja itsensä johtaminen. Lopuksi yhteenvetona rakennetaan neljä mahdollista johtavan sosiaalityöntekijän työotetta: Kyyninen työote, Sattumanvarainen työote, Byrokraattinen työote ja Refleksiivinen työote.Tutkimuksen mukaan johtavat sosiaalityöntekijät käyttivät työssään sekä byrokraattista että luovaa refleksiivistä työotetta mahdollisuuksien mukaan.
  • Jussila, Jaana (Helsingin yliopisto, 2019)
    This thesis studies the views of managers working in specialist organizations regarding leadership and emotional intelligence. The purpose of this study is to form an understanding of what views and concepts of the managers in specialist organizations have regarding emotional intelligence and its significance in managerial work. The purpose is to build an understanding of what the challenges are in managing specialist knowledge and to form an understanding of what the understanding and experience of emotional intelligence is in relation to leading an organization with specialist knowledge. The theoretical framework of the study was formed around three concepts: emotional intelligence, leadership and leadership of specialist knowledge. Theories of emotional intelligence, especially the concept of emotional intelligence by David Goleman and concepts of emotionally intelligent leadership were used as a theoretical framework. Concepts and definitions related to leadership and knowledge and theories in leadership of knowledge - such as the concept of transformational leadership presented by Bernard M. Bass – that have been combined with management that furthers learning by Riitta Viitala and Pirjo Kolari were also used in the study. The empirical research material was gathered by interviewing eight people who work or have worked in managerial positions in the specialist organization. The interviews were conducted as theme interviews. The methodological approach of the study was content analysis through which the research material was analyzed. Based on the material of the research, the challenges of managerial emotional intelligence in the specialist organization were the expectations and broad range of tasks related to managerial positions, substance knowledge, the management of strategic specialist knowledge, motivating, supporting and interaction. According to the study, the most important competences of emotional intelligence were emotional self-awareness, good selfassessment, self-control, transparency, ability to perform, empathy, service orientedness, inspirational leadership, ability to develop others and teamwork and collaboration skills. The conclusion of the study is that in the management of specialist knowledge in specialist organizations, matters such as interaction, individual attentiveness, empathy, ability to motivate and support, being present and enabling are highlighted. In a specialist organization a manager needs sufficient substance knowledge, purely emotional leadership is not sufficient. In specialist organizations, succeeding in knowledge management requires emotional intelligence, substance knowledge and transformational leadership. When these are combined by competent managers, they are able to motivate, focus on individuals and enable development.
  • Koski, Olivia (Helsingin yliopisto, 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.