Viestintäteknologian kehityksen vaikutus organisaation toimintatapoihin ja esimiestyöhön

Tutkimuksen tavoitteena oli selvittää, millä tavoin viestintäteknologian kehitys, globalisaatio sekä organisaatiomuodot ovat suhteessa keskenään sekä miten ne vaikuttavat esimiestyöhön hajautuneessa organisaatiossa. Tutkimuskohteena olivat kymmenen eri asiantuntijaorganisaatiossa esimiesasemassa työskentelevää henkilöä. Tutkimus toteutettiin laadullisin tutkimusmenetelmin. Tutkimusaineisto hankittiin puolistrukturoitujen teemahaastattelujen sekä avoimien haastatteluiden avulla. Tutkimuksen teoreettinen viitekehys rakennettiin hajautuneen organisaation määrittelyn ohella johtamisteorioista sekä organisaation viestinnän teorioista. Tutkimuksen tulosten perusteella hajautuneet organisaatiomuodot yleistyvät uusille toimialoille ja työaika ja –paikka käsitteet muuttuvat. Esimiestyö on sosiaalinen prosessi. Vuorovaikutteinen ja päätösvaltaa jakava esimiestyö on tehokkaan ja joustavan organisaation edellytys. Verkostoituminen on yleistynyt ja on organisaatioiden kannalta järkevämpi tapa saada tarvittava osaaminen käyttöön kuin rekrytoiminen. Tutkimuksen mukaan organisaatiot pyrkivät edesauttamaan verkostoitumista mahdollistamalla työajasta ja –paikasta riippumattoman työn tekemisen. Useimmat organisatioissa käyettävät sovellukset ja järjestelmät toimivat tietoliikenneverkon kautta tai pilvipalveluissa. Työntekijöitä kannustetaan voimakkaasti muodostamaan sekä löytämään omaa ja organisaation osaamista tukevia osaamiskeskuksia. Lisäksi tutkimus vahvistaa aiempien tutkimustulosten mukaisesti, että nykymuotoinen esimiestyö ei toimi työaikaja työpaikkarajoituksista vapautuneessa, hajautuneissa organisaatioissa. Tämän vaikutuksesta myös alaisten rooli muuttuu hajautuneissa organisaatioissa.

Litteracitet i fem högstadieungdomars en-till-en-datorpraktiker

The study focuses on five lower secondary school pupils’ daily use of their one-toone computers, the overall aim being to investigate literacy in this form of computing. Theoretically, the study is rooted in the New Literacy tradition with an ecological perspective, in combination with socio-semiotic theory in a multimodal perspective. New Literacy in the ecological perspective focuses on literacy practices and place/space and on the links between them. Literacy is viewed as socially based, in specific situations and in recurring social practices. Socio-semiotic theory embodying the multimodal perspective is used for the text analysis. The methodology is known as socio-semiotic ethnography. The ethnographic methods encompass just over two years of fieldwork with participating observations of the five participants’ computing activities at home, at school and elsewhere. The participants, one boy and two girls from the Blue (Anemone) School and two girls from the White (Anemone) School, were chosen to reflect a broad spectrum in terms of sociocultural and socioeconomic background. The study shows the existence of a both broad and deep variation in the way digital literacy features in the participants’ one-to-one computing. These variations are associated with experience in relation to the home, the living environment, place, personal qualities and school. The more varied computer usage of the Blue School participants is connected with the interests they developed in their homes and living environments and in the computing practices undertaken in school. Their more varied usage of the computer is reflected in their broader digital literacy repertoires and their greater number and variety of digital literacy abilities. The Blue School participants’ text production is more multifaceted, covers a wider range of subjects and displays a broader palette of semiotic resources. It also combines more text types and the texts are generally longer than those of the White School participants. The Blue School girls have developed a text culture that is close to that of the school. In their case, there is clear linkage between school-initiated and self-initiated computing activities, while other participants do not have the same opportunities to link and integrate self-initiated computing activities into the school context. It also becomes clear that the Blue School girls can relate and adapt their texts to different communicative practices and recipients. In addition, the study shows that the Blue School girls have some degree of scope in their school practice as a result of incorporating into it certain communicative practices that they have developed in nonschool contexts. Quite contrary to the hopes expressed that one-to-one computing would reduce digital inequality, it has increased between these participants. Whether the same or similar results apply in a larger perspective, on a more structural level, is a question that this study cannot answer. It can only draw attention to the need to investigate the matter. The study shows in a variety of ways that the White School participants do not have the same opportunity to develop their digital literacy as the Blue School participants. In an equivalence perspective, schools have a compensational task to perform. It is abundantly clear from the study that investing in one-to-one projects is not enough to combat digital inequality and achieve the digitisation goals established for school education. Alongside their investments in technology, schools need to develop a didactic that legitimises and compensates for the different circumstances of different pupils. The compensational role of schools in this connection is important not only for the present participants but also for the community at large, in that it can help to secure a cohesive, open and democratic society.