© Seppo Helakorpi Change and context. Crisis of world and work as a challenge to develop work and...
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Transcript of © Seppo Helakorpi Change and context. Crisis of world and work as a challenge to develop work and...
© Seppo Helakorpi© Seppo Helakorpi
Change and context
Crisis of world and Crisis of world and workwork as a as a challenge to develop work and challenge to develop work and
expertiseexpertise
Crisis of world and Crisis of world and workwork as a as a challenge to develop work and challenge to develop work and
expertiseexpertise
KNOWLEDGE, ORGANIZATION AND EDUCATIONKNOWLEDGE, ORGANIZATION AND EDUCATIONKNOWLEDGE, ORGANIZATION AND EDUCATIONKNOWLEDGE, ORGANIZATION AND EDUCATION
Fundamental basis: theories and -Fundamental basis: theories and -premisespremises
Fundamental basis: theories and -Fundamental basis: theories and -premisespremises
• Socio-constructive learning - learning is continously formulative, individual constraction of knowledge in the whole time of life, (metacompetencies)• Learning organization –teams and networks - learning is team-learning and network-learning, it’s learned also tacit knowledge, subconscious knowledge• Communities of practice – collaborative knowhow - learning is collaborative development and socially distributed, also by virtual context• Culturally mediated knowledge - learning is cultural ”tools” (models, practices) utilizing collaborative knowledge, common meanings, learning by work• Reflective and developing expertise - learning is continous and critical reflection, researching, innovative and developing expertise
Towards the dispersed organizationTowards the dispersed organizationTowards the dispersed organizationTowards the dispersed organization
TRANSFORMATION OF ORGANIZATIONSTRANSFORMATION OF ORGANIZATIONSTRANSFORMATION OF ORGANIZATIONSTRANSFORMATION OF ORGANIZATIONS
CHANGE OF ORGANIZATIONS:CHANGE OF ORGANIZATIONS:From functional to net organizationFrom functional to net organizationCHANGE OF ORGANIZATIONS:CHANGE OF ORGANIZATIONS:From functional to net organizationFrom functional to net organization
Paradigms of professionalism and expertiseParadigms of professionalism and expertiseParadigms of professionalism and expertiseParadigms of professionalism and expertise
Vocational skills, qualification and Vocational skills, qualification and competencecompetence
Vocational skills, qualification and Vocational skills, qualification and competencecompetence
Knowhow of expert
Expert, specialistExpert, specialist
Skilled workerworker
Worker
Designer,Developer
Innovator,Collaborator
PRACTICALKNOWHOW
CREATIVEKNOWHOW
KNOWLEDGE AND EXPERTISEKNOWLEDGE AND EXPERTISEKNOWLEDGE AND EXPERTISEKNOWLEDGE AND EXPERTISE
KNOWHOW, EXPERTISE AND SKILLSKNOWHOW, EXPERTISE AND SKILLSThe mind map of conceptionsThe mind map of conceptions
KNOWHOW, EXPERTISE AND SKILLSKNOWHOW, EXPERTISE AND SKILLSThe mind map of conceptionsThe mind map of conceptions
Basis of work change: CONCEPTIONS OF Basis of work change: CONCEPTIONS OF KNOWLEDGE, ORGANIZATION AND EXPERTISEKNOWLEDGE, ORGANIZATION AND EXPERTISE
Basis of work change: CONCEPTIONS OF Basis of work change: CONCEPTIONS OF KNOWLEDGE, ORGANIZATION AND EXPERTISEKNOWLEDGE, ORGANIZATION AND EXPERTISE
CONCEPTION MODERN SOCIETY POSTMODERN SOCIETY
KNOWLEDGE Positivism, scientific view of world (objectivity); fact knowledge
Relativism, world view is founded on many truths (subjectivity); tacit knowledge
ORGANIZATION Taylorism, scientific management, divided work, slideband, bureaucracy
Learning and lean organization, common knowledge, communities of practice, team and network organization
EXPERTISE Knowhow is propositional knowledge, personal expertise and personal work, stable expertise
Knowhow is practical and experimental knowledge, common expertise, collaborative team work, dynamic expertise, development of own work and work society
PARTS OF KNOWHOWPARTS OF KNOWHOWTechnicalknowledge
Skills to actin work community
Psycho-cognitivereadiness
Psycho-motoricreadiness
Psycho-socialreadiness
Developing readiness
KNOWHOW DIMENSIONSKNOWHOW DIMENSIONSKNOWHOW DIMENSIONSKNOWHOW DIMENSIONS
Subdivisions of the domains Subdivisions of the domains of a professional specialist, expertof a professional specialist, expert
Subdivisions of the domains Subdivisions of the domains of a professional specialist, expertof a professional specialist, expert
example of a questionnaire
Questions can change for the professional field
Previous 8 subsectors are base of the questinnaire. Each block has 10 questions.
After the expert has self-evaluated his/her own expertiseby this measuring instrument, it is possible to draw an ”expertise-diamond”. It demonstrates the specialist’s strong areas and needs of development.-Remind, that the result is not the absolute truth of expertise, but it shows developing areas.
””Expertise-diamond”Expertise-diamond”””Expertise-diamond”Expertise-diamond”
What kind of conception of knowhow WorldSkills –competition tasks represent?
Seppo Helakorpi – Tauno Tertsunen
Study –case in Helsinki Competition 2005:
The study design and The study design and research tasksresearch tasks
Research tasks: We evaluated WorldSkills –competition tasks and measuringmethods. We evaluated both content and knowhow criterion of competion tasks . We evaluated, how the tasks and methods met the requirements in question knowhow in working life. The study consisted of 17 competition events.
Change ofWorkingLife
The theoryof vocationaleducation
Instrumentof knowledge measurement Observed
WorldSkills tasks
Aims and instructions
of WorldSkills competition
Criterion of professional
degrees
Open and closed knowhow demonstration
Task type
Demonstrationenvironment
Open task
Closed task
Closed environment
Open environment
II I
III IV
Traditionaltest case;exact tasks andevaluation criterion
Test case inworking life;client based tasks and evaluation criterion
Results and summary
- By competition tasks were evaluated mainly knowledge and skills of substance knowhow (with a few exceptions)
- This kind of evaluation represents very narrow concepts of knowhow
- Some competition tasks gave very narrow views of knowhow of occupation in question
- Evaluation method must be developed from monitoring and observating to active part and dialogical evaluation
- Some evaluators favoured the competitors of their own country (legally disqualified)
Results and summary- With the competitions is made well known
professional knowhow and vocational education -> The question: did a part of the competiton events disservice to the profession in question, if competition tasks give even distorted images about the knowhow of the profession in question
- Making a product to millimetre
places is centrally knowhow in
some professions, but usually
activity in profession involves
other knowhow too
Conclusions and suggestions to developingThe Skills competitions are a big happening to young people, when they decidethe own future. It is very important to show a favourable impression, what kind of choice is the profession field. Therefore it is important to fix attention on circumstances of competition tasks and environment.
Competition tasks will represent a true reflection of the field work and showcomprehensive visions of expertise of professional field. Work and expertise inworking life is more than only manual making. As well includes customer service, team work,networking, metacompetencies(generic knowledge), planning and developing…
More information More information and the expert knowhow and the expert knowhow questionnaire:questionnaire:
More information More information and the expert knowhow and the expert knowhow questionnaire:questionnaire:
© Seppo Helakorpi© Seppo Helakorpi
http://www.elisanet.fi/seppo.helakorpi/
http://openetti.aokk.hamk.fi/seppoh/(here you can find this presentation, too)