© Seppo Helakorpi Change and context. Crisis of world and work as a challenge to develop work and expertise.

© 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

[email protected]

http://www.elisanet.fi/seppo.helakorpi/

http://openetti.aokk.hamk.fi/seppoh/(here you can find this presentation, too)