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Self-directed workplace learning in technology-based work

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JYU dissertations
Authors
Lemmetty, Soila
Date
2020

 
This study focuses on the nature of the self-directed learning (SDL) at work. The aim of this study was to develop a sociocultural understanding of the concept of self-directed workplace learning (SDWL) by examining the nature of the SDWL phenomenon in technology-based work. The study examined SDL in Finnish technology organizations through three research questions: How self-directed learning is described in the context of technology-based work? How does self-directed learning as sociocultural phenomenon emerge in technology-based work? What kinds of sociocultural frames are linked in self-directed learning in technology-based work? This study utilizes an ethnographic research strategy based on observations and interviews. Three Finnish technology organizations participated in the study. Data were collected due fieldwork. Observations were written in a field diary and interactions recorded as field recordings. In addition, interviews were conducted with 46 employees in the target organizations. Discourse analysis, thematic analysis and ethnographic analysis tools were used as analytical methods. The results showed that SDWL is a sociocultural and paradoxical phenomenon. Although the role of the individual is important in the sociocultural context, the possibility for and nature of SDWL depends on situational, contextual, collective, cultural and structural factors in organisations. SDWL can produce creativity and manifest as a productive phenomenon but it can also be a burden and thus a problematic phenomenon. A key issue is how SDWL is enabled and supported in organizations from a sociocultural perspective. The study contributes theoretically, as the results question the utility of examining SDL as individual phenomenon. SDL is based not only on the abilities of individuals, but on the environment in which it is expected to occur. Moreover, the positivity of the phenomenon of SDL can also be questioned, as it seems that SDL can, at worst, manifest as a stressful and problematic phenomenon. For practice, the findings can help workplace actors, managers and supervisors to address the opportunities and challenges of SDL in working life, and thereby develop organizational structures, cultures and practices that support the positive benefits of SDL in organizations. Societal level, this study offers new understanding to the challenges of individualism. ...
 
Tämän väitöskirjatutkimuksen kohteena on aikuisten itseohjautuva oppiminen työelämässä. Tutkimuksen tavoitteena on lisätä ymmärrystä itseohjautuvan työssä oppimisen sosiokulttuurisesta luonteesta. Tähän pyritään tarkastelemalla itseohjautuvaa oppimista teknologia-alan työssä kolmen tutkimuskysymyksen kautta: Miten itseohjautuvaa oppimista kuvataan teknologia-alan työssä? Miten itseohjautuva oppiminen sosiokultturisena ilmiönä ilmenee teknologia-alan työssä? Millaisia sosiokulttuurisia raameja kiinnittyy itseohjautuvaan oppimiseen teknologia-alan työssä? Tutkimuksessa on hyödynnetty etnografista tutkimusstrategiaa, jonka mukaisesti aineisto koostuu kolmesta kohdeorganisaatiosta kerätystä havainnointi- ja haastatteluaineistosta. Kenttätyön aikana tehdyt havainnot kirjattiin kenttäpäiväkirjaan ja vuorovaikutustilanteita tallennettiin kenttätallenteiksi. Haastattelut (N=46) toteutettiin puolistrukturoituina teemahaastatteluina. Aineistot analysoitiin diskurssianalyysin, teema-analyysin sekä etnografisten analyysimenetelmien avulla. Tulokset osoittivat, että itseohjautuva työssä oppiminen on sekä sosiokulttuurinen että paradoksaalinen ilmiö. Yksilön rooli sosiokulttuurisessa kokonaisuudessa on huomionarvoinen, mutta mahdollisuudet itseohjautuvalle oppimiselle sekä oppimisen luonne riippuvat useista tilannekohtaisista, kontekstuaalisista, kollektiivisista, kulttuurisista sekä rakenteellisista tekijöistä organisaatioissa. Itseohjautuva työssä oppiminen voi edistää luovuutta ja ilmetä tuottavana, mutta se voi myös muodostua kuormittavaksi ja ongelmalliseksi ilmiöksi. Oleellista itseohjautuvan oppimisen luonteen osalta on se, millä tavalla oppimista mahdollistetaan ja tuetaan organisaatioissa. Tutkimus tarjoaa teoreettisesti uutta ymmärrystä itseohjautuvan oppimisen luonteesta monipuolisena sosiokulttuurisena ilmiönä sekä tuottaa uudenlaisia analyyttisiä lähtökohtia itseohjautuvan oppimisen tutkimiseen. Tutkimuksen tuloksia voidaan hyödyntää käytännön työelämässä kehitettäessä oppimista tukevia käytäntöjä, johtamistoimintaa, rakenteita ja kulttuuria. Tutkimus tarjoaa lisäksi ymmärrystä ja keskustelua itseohjautuvuudesta laajempana yhteiskunnallisena ilmiönä. ...
 
ISBN
978-951-39-8196-9
Contains publications
  • Artikkeli I: Lemmetty, S. & Collin, K. (2019). Self-directed learning as a practice of workplace learning. Interpretative repertoires of self-directed learning in ICT work. Vocations and Learning, 13, 47 - 70. DOI: s12186-019-09228-x
  • Artikkeli II: Lemmetty, S. & Collin, K. (2020). Self-directed learning in creative activity: An Ethnographic study in technology-based work. Journal of creative behaviour, early online DOI: 10.1002/jocb.438
  • Artikkeli III: Lemmetty, S. (2020). Employee opportunities for self-directed learning at technology organisations: Features and frames of self-directed learning projects. Studies in Continuing Education, early online DOI: 10.1080/0158037X.2020.1765758
Keywords
itseohjautuvuus työssäoppiminen itsensä johtaminen johtaminen oppiminen työelämä teknologiayritykset työyhteisöt oppiva organisaatio luovuus luova toiminta havainnointi aikuiskoulutus etnografia teemahaastattelut haastattelut andragogiikka self-directed learning andragogy workplace learning creative activity ethnography technology-based work
URI

http://urn.fi/URN:ISBN:978-951-39-8196-9

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