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Osaamisen kehittämisen haasteet IT- konsultoinnissa
(2024)
Opinnäytetyön tavoitteena oli selvittää osaamisen kehittämisen haasteita IT-alan yrityksessä. Tarkoituksena oli tunnistaa nämä haasteet ja kehittää ratkaisuehdotuksia, jotka hyödyttävät toimeksiantajayritystä henkilöstön osaamisen ja työhyvinvoinnin...
Mentorointiohjelman suunnittelu : näkökulmana motivoituminen
(2020)
vapaaehtoistyön näkökulmasta. Toimivan mentorointiohjelman suunnitteluun on haettu tukea niin kirjallisuudesta kuin Benchmark- mentorointiohjelmiin tutustumisestakin. Mentoroinnin ja motivoitumisen päätöksentekoon vaikuttavia ajatusharhoja on pohdittu teorian...
The aim of this thesis was to create mentoring program to Service Design Network, which is a non-profit organization in the field of service design. This thesis focuses on studying the motivational aspects in volunteerism and mentoring. The theoretical framework is formed around mentoring, motivational developments and the angle of behavioral economics. The essence of mentoring is reviewed from the perspective of its benefits and volunteerism. Support for designing the effective mentoring program was sought both from the literature and from getting acquainted with the benchmark mentoring programs. The misconceptions influencing on decision-making in mentoring and motivation have been discussed in the section on behavioral economics. The empirical research part of the study was carried out as a survey and as a content analysis of materials compiled from online materials. The aim of the survey was to find out the reasons that would motivate mentors and mentees to participate in the mentoring program. In addition, the goal of the survey was to find out what would be the most preferred mentoring methods for the respondents themselves. Based on the responses to the survey, the desire to help others makes mentors give their time for mentoring on a voluntary basis. Mentees are driven by the desire to learn new things, and learning new things was also emphasized in the mentors' responses. Based on the results of the content analysis of the online materials, mentors are guided by the pursuit of meeting spiritual goals and building the future. Regarding the mentees, the answers were quite unanimous, mentoring was a way to develop their own future. The developed mentoring program and its guidelines can be used by associations interested in mentoring and especially by non-profit organizations....
The aim of this thesis was to create mentoring program to Service Design Network, which is a non-profit organization in the field of service design. This thesis focuses on studying the motivational aspects in volunteerism and mentoring. The theoretical framework is formed around mentoring, motivational developments and the angle of behavioral economics. The essence of mentoring is reviewed from the perspective of its benefits and volunteerism. Support for designing the effective mentoring program was sought both from the literature and from getting acquainted with the benchmark mentoring programs. The misconceptions influencing on decision-making in mentoring and motivation have been discussed in the section on behavioral economics. The empirical research part of the study was carried out as a survey and as a content analysis of materials compiled from online materials. The aim of the survey was to find out the reasons that would motivate mentors and mentees to participate in the mentoring program. In addition, the goal of the survey was to find out what would be the most preferred mentoring methods for the respondents themselves. Based on the responses to the survey, the desire to help others makes mentors give their time for mentoring on a voluntary basis. Mentees are driven by the desire to learn new things, and learning new things was also emphasized in the mentors' responses. Based on the results of the content analysis of the online materials, mentors are guided by the pursuit of meeting spiritual goals and building the future. Regarding the mentees, the answers were quite unanimous, mentoring was a way to develop their own future. The developed mentoring program and its guidelines can be used by associations interested in mentoring and especially by non-profit organizations....
Osaamisen kehittäminen rekrytoivassa työvoimakoulutuksessa
(2023)
Opinnäytetyö tehtiin yhteistyössä koulutuspalveluita tarjoavan yrityksen kanssa (myöh. toimeksiantaja). Tavoitteena oli tutkia rekrytoivia F.E.C (Further educated with companies) työvoimakoulutuksia sekä selvittää niissä ilmeneviä kehittämiskohteita...
This thesis was done in cooperation with an educator company that offers training services. The purpose was to research F.E.C. (Further educated with companies) training programs and to clarify their areas for development concerning the orientation of a new worker to the workplace, mentoring and developmental discussions in order to upskill the trainees, since based on our research upskilling rose as the most significant reason for seeking into F.E.C training programmes. The trainees’ satisfaction and employment rates were also examined upon the commissioner’s wish. This thesis is a research and developmental work with an activity analysis approach, also including elements of case study. The data were gathered with method triangulation, utilizing questionnaires and interviews. The material gathered from them was analysed with qualitative (material-based content analysis) and quantitative methods (cross tabulation), making it a combination of qualitative and quantitative research. The results were presented to the commissioner. A summary of the results and a developmental guide were done based on the results in order to be able to utilize the results for the upskilling of the trainees in the future. Based on the results, the means of upskilling should be further developed especially during the on-the-job learning phase. Classroom teaching was found to be the most effective way of learning (67%). Only 33% chose on-the-job learning as the most effective way of learning even though employees’ learning usually happens whilst working. The trainees hoped that on-the-job learning, mentoring and development discussions would be further developed upon their preparation phase. Also, their content was addressed on being improved with specific tailoring to match each trainees’ existing know-how and so that it would follow a scheduled structure. In terms of interaction and encounters, the trainees hoped that they would be developed so that they would take better account of inclusivity and that the mentor would be more present. Upskilling was highlighted as a developmental target, since mere content know-how was not seen adequate, thus capabilities for support were needed as well. Reflection, feedback, the support of the organisation and accountability rose as crucial areas of development. In order for upskilling to become possible in general, the trainees thought it should be developed in terms of resources and monitoring. Without this, the means of upskilling may be endangered and they may be left out of use. According to the data, the trainees were mostly satisfied with the F.E.C training. 72% were employed; by their partner company (61%) or elsewhere (11%). 28% remained unemployed. Had the partner company been found on the behalf of the trainee, the employment rate was 100%. If the partner company was found by the educator, the employment rate was 61,5%. From this group a total of 46% were employed within the partner company. The educator company should therefore choose the partner companies more carefully, hence lifting the employment rates. Some of the partner companies had no intention of employing anyone, even though the further educated with companies (F.E.C)-training programme’s mission is to connect the job seeker and the labour force seeking employer. F.E.C. training program (further educated with companies), upskilling, orientating a new worker to the workplace, mentoring, development discussion....
This thesis was done in cooperation with an educator company that offers training services. The purpose was to research F.E.C. (Further educated with companies) training programs and to clarify their areas for development concerning the orientation of a new worker to the workplace, mentoring and developmental discussions in order to upskill the trainees, since based on our research upskilling rose as the most significant reason for seeking into F.E.C training programmes. The trainees’ satisfaction and employment rates were also examined upon the commissioner’s wish. This thesis is a research and developmental work with an activity analysis approach, also including elements of case study. The data were gathered with method triangulation, utilizing questionnaires and interviews. The material gathered from them was analysed with qualitative (material-based content analysis) and quantitative methods (cross tabulation), making it a combination of qualitative and quantitative research. The results were presented to the commissioner. A summary of the results and a developmental guide were done based on the results in order to be able to utilize the results for the upskilling of the trainees in the future. Based on the results, the means of upskilling should be further developed especially during the on-the-job learning phase. Classroom teaching was found to be the most effective way of learning (67%). Only 33% chose on-the-job learning as the most effective way of learning even though employees’ learning usually happens whilst working. The trainees hoped that on-the-job learning, mentoring and development discussions would be further developed upon their preparation phase. Also, their content was addressed on being improved with specific tailoring to match each trainees’ existing know-how and so that it would follow a scheduled structure. In terms of interaction and encounters, the trainees hoped that they would be developed so that they would take better account of inclusivity and that the mentor would be more present. Upskilling was highlighted as a developmental target, since mere content know-how was not seen adequate, thus capabilities for support were needed as well. Reflection, feedback, the support of the organisation and accountability rose as crucial areas of development. In order for upskilling to become possible in general, the trainees thought it should be developed in terms of resources and monitoring. Without this, the means of upskilling may be endangered and they may be left out of use. According to the data, the trainees were mostly satisfied with the F.E.C training. 72% were employed; by their partner company (61%) or elsewhere (11%). 28% remained unemployed. Had the partner company been found on the behalf of the trainee, the employment rate was 100%. If the partner company was found by the educator, the employment rate was 61,5%. From this group a total of 46% were employed within the partner company. The educator company should therefore choose the partner companies more carefully, hence lifting the employment rates. Some of the partner companies had no intention of employing anyone, even though the further educated with companies (F.E.C)-training programme’s mission is to connect the job seeker and the labour force seeking employer. F.E.C. training program (further educated with companies), upskilling, orientating a new worker to the workplace, mentoring, development discussion....

