Muutokset työpaikoilla ja osaamisen itsearviointi keski-ikäisten ja vanhempien insinöörien ja tradenomien vastauksissa Niina Jallinoja (Haaga-Helia) Taidot Työhön hankkeen tutkimusseminaari 10.8.2017
Työpaketti 5 tavoitteet Kehitetään Taidot Työhön valmennusohjelma oppilaitoksiin ja työpaikoille, jolla voidaan parantaa työntekijöiden valmiuksia ja motivaatiota ammatillisen osaamisen kehittämiseen ohjata työntekijöitä omien kompetenssien kartoituksen, valmennuksen ja ammatillisen kehittymissuunnitelman kautta ammatillisen osaamisen, työllistymiskyvyn ja hyvinvoinnin paranemiseen. Tutkitaan valmennusohjelman vaikutuksia valmistautuneisuuteen, oppimispystyvyyteen ja työllistymisuskoon sekä kehittymissuunnitelmiin, ts. valmennusohjelman vaikuttavuutta -> näyttöön pohjautuva toimintamalli. Salla Toppinen-Tanner Jukka Vuori Marjo Wallin 6/2017 saakka Minna Hiillos Niina Jallinoja Johanna Vuori
Toimintamalli työuran hallintaan ja osaamisen kehittämiseen Kysely helmikuussa 2017 n=599
List of content Description of respondents Recognition of globalization, automatization and changes at the workplace Importance of competence areas Self-evaluation of professional and generic competences Constraints and rationale for competence development Analysis forward
Respondents of online survey February 2017 Sample of Bachelor of Business Administration graduated from Haaga-Helia University of Applied Science, aged between 40-65 years old living in Finland: 2754 (half of the population with Finnish address and access). The register of the Union of Professional Engineers between 40-65 years old living in Southern Finland: 2401 invitations. (Random sampling among members) 5155 invitations were posted by mail in the end of January 2017. Survey by webropol, including 49 questions (first survey), the most of them focusing on intervention study. N= 599, 11.6 %. BBA higher (14.0 %, n=386) than Engineers (7.2 %, n=173) May 2017: Follow up survey, 369 responses
Gender, age and Bachelor degree 160 140 120 100 130 144 80 60 40 20 0 56 45 36 38 17 8 7 5 34 29 BE Male BE Female BBA Male BBA Female 40-44 45-54 55-65 Women Men 40-44 45-54 55-65 BBA Engineer % 61.6 38.4 37.9 44.9 17.2 69.1 30.9 Frequency 363 226 227 269 103 386 173 Gender N=589 Age N=599 N=559
Respondents title of work Technical 7,7 8 Project management Consultant Manager Among women 13,7 % Among men 27,6 % Administration HR 13,3 17 Sales Marketing Customer Service Mean 19,0 % N= 486 IT 18,1 9,9 13,2 Accounting Finance N=547 Production Logistics Procurement
Employer size % 70 64,6 60 50 50,7 40 30 20 29,2 20,4 20,1 15,0 10 0 Large over 500 Big 50-499 Small 1-49 All IT All N= 592 IT N= 147
Employer line of business % 30 25 24,8 20 20,2 18,2 15 10 12 9,9 14,8 5 0 Industry or construction Trade or logistics Information technology and communication Finance Public sector Other N=593
Globalization & automatization and changes at the workplace Pace of work is accelerating (n=553) English is increasingly working language (n=552) Rapid changes happen at the workplace (n=552) Jobs are automated (n=554) Services are trasferred to web (n=553) Work load is increasing (n=553) More employees have sales duties (n=551) Employees have difficulties to fulfil competence requirements Work is trasferred to lower cost countries (n=554) 0 1 2 3 4 5 Mean (1-5)
Importance of competence areas Mean 1-4 4,0 3,5 3,0 2,5 2,0 1,5 1,0 0,5 0,0 3,49 3,34 3,16 3,00 2,57 2,44 N=369
Professional competences I can Analyse reliability of information in different channels Take care of data security in my job Plan and manage project work Recognise opportunities and restrictions in global Present and argument for different audiences Analyse profitability of a company Create content into digital channels Develop service or product concepts 0 1 2 3 4 5 Mean 1-5 N=589-591
Generic competences I know the ethical and social norms in my work I can manage my feelings at work I can effectively work in multicultural environment I can actively develop my work I can manage my time and level of stress I can have a goal oriented and value creating discussion 0 0,5 1 1,5 2 2,5 3 3,5 4 4,5 5 Mean 1-5 N=584-591
Constraints for competence development during last 12 months Lack of suitable training options, N=586 Employer does not offer opportunities, N=578 I do not have time to develop my competences, N=577 I do not have energy to develop my competences, N=583 Problems with work community or mental load, N=582 2,59 2,46 2,45 2,37 2,36 I do not know what competences to develop, N=582 Problems in working environment or physical load, N=579 It is not economically possible, N=580 Challenges outside of work, N=583 Lack of interest to study,n=581 Problems related to health or work ability, N=582 My employer considers me too old, N=575 2,13 2,01 1,93 1,84 1,79 1,64 1,56 0 0,5 1 1,5 2 2,5 3 Mean 1-5
Rationale for competence development during last 12 months Desire to learn, N=582 3,9 Current work requirements, N=575 3,38 Desire for stimulation at work, N=574 2,79 Compulsory at work, N=574 2,51 Change of work or career, N=576 Recommendation or example of colleague, N=567 Manger initiation, N=573 Employment negotiations or insecurity at work, N=572 Training plan, N=572 Unemployment, N=576 2,11 2,05 1,99 1,98 1,87 1,63 0 0,5 1 1,5 2 2,5 3 3,5 4 4,5 Mean 1-5
Initial discussion Competences Professionals self-assess their competences relatively high related to their current work. Data reliability and security is rated high and content creation to different channels lower. How accurate those ratings are in terms of performance and competence needs at the market?
Initial discussion Competence development Triggers for competence development are individual based: own interest of learning, current work requirements and future career. Employer training offerings and possibilities to learn are expected. However, planned training and manager initiation do not trigger competence development. Some ageism related to competence development at the workplace is perceived. If employee is influenced by negative changes (unemployment) it is too late to initiate competence development.
Initial discussion Consequently, 1. Current training offerings for middle-aged and older professionals are not known or does not exist: Action point for higher education, commercial training institutions and employers. 2. Clear need for career planning, self-evaluation tools and competence development offerings related to digitalization among middle-aged and older professionals.
Next steps: Who score high who score low? Gender Globalisation Professional competences High, Medium and Low Engineer/BBA Professional area Automatisation Manager position Changes at workplace Relationship between context and selfevaluation of competences? Generic competences High and Medium Work ability Further higher education Differences between groups