Change and context
© Seppo Helakorpi
Crisis of world and work as a challenge
to develop work and expertise
KNOWLEDGE, ORGANIZATION AND EDUCATION
Fundamental basis: theories and premises
• 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 organization
TRANSFORMATION OF ORGANIZATIONS
CHANGE OF ORGANIZATIONS:
From functional to net organization
Paradigms of professionalism and expertise
Vocational skills, qualification and
competence
Knowhow of expert
PRACTICAL
KNOWHOW
Worker
Skilled worker
Expert, specialist
Designer,
Developer
Innovator,
Collaborator
CREATIVE
KNOWHOW
KNOWLEDGE AND EXPERTISE
KNOWHOW, EXPERTISE AND SKILLS
The mind map of conceptions
Basis of work change: CONCEPTIONS OF
KNOWLEDGE, 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 KNOWHOW
Technical
knowledge
Skills to act
in work community
Psychocognitive
readiness
Psychosocial
readiness
Psychomotoric
readiness
Developing
readiness
KNOWHOW DIMENSIONS
Subdivisions of the domains
of a professional specialist, expert
Previous 8 subsectors are base of the
questinnaire. Each block has 10 questions.
Questions can change
for the professional field
”Expertise-diamond”
After the expert has selfevaluated his/her own expertise
by 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.
Study –case in Helsinki Competition 2005:
Seppo Helakorpi – Tauno Tertsunen
What kind of conception of knowhow
WorldSkills –competition tasks represent?
The study design and research tasks
Change of
Working
Life
The theory
of
vocational
education
Instrument
of knowledge
measurement
Observed
WorldSkills
tasks
Aims and
instructions
of
WorldSkills
competition
Criterion of
professional
degrees
Research tasks:
We evaluated WorldSkills –competition tasks and measuring
methods. 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.
Open and closed knowhow demonstration
Task type
Open task
Test case in
working life;
client based tasks
and evaluation criterion
Closed
environment
II
III
I
Open
environment
IV
Traditional
test case;
exact tasks and
evaluation criterion
Closed task
Demonstration
environment
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 developing
The Skills competitions are a big happening to young people, when they decide
the 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 show
comprehensive visions of expertise of professional field. Work and expertise in
working life is more than only manual making.
As well includes customer service, team work,
networking, metacompetencies(generic
knowledge), planning and developing…
More information
and the expert knowhow questionnaire:
http://www.elisanet.fi/seppo.helakorpi/
http://openetti.aokk.hamk.fi/seppoh/
(here you can find this presentation, too)
[email protected]
© Seppo Helakorpi