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Critical Competences for Adult and Lifelong Learning

MarkkuMarkkula

• Director of Lifelong Learning Institute Dipoli, Helsinki University of Technology TKK• Member of Finnish Parliament 1995-2003

- Committee for the Future- Committee for Science, Education and Culture

•Secretary General of IACEE, International Association for Continuing Engineering Education 1989-2001• Chairman of the Board of TIEKE, the Finnish Information Society Development Centre• Chairman of the Board of TEK, the Finnish Association of Graduate Engineers• Chairman of the Board of SoL-Finland, Society for Organizational Learning

© Markku Markkula

Individual

Work OrganizationUniversity

ProfessionalDevelopment

Focus of this presentation – Critical competences in developing innovative learning and teaching solutions – the triangle model

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Competence Development – Examples by EDEN 2005 So Far

??CREATING C

ONCEPTS

AND LEARNING PROCESSES

FOR COMPETENCE

DEVELOPMENT AT A

LL

NECESSARY LEVELS??

Umberto Paolucci:

Personal productivity & Business intelligence & Software development

Co

mp

eten

ces

for

Kn

ow

led

ge

Cre

atio

n Maruja Gutierrez Diaz:

Lea

rnin

g a

nd

E

mp

loya

bili

ty Competence development & Access as a personal issue

Walter Kugeman et al:

Pedagogical psychology computer-assisted assessment system

Ref

lect

ing

an

d

eval

uat

ing

ow

n

per

form

ance

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DigitalWorkstyle

Improving Improving personal personal

productivitproductivityy

Unified & integrated communication

Software will learn how we work, understand our needs, help to set

priorities

Optimizing Optimizing supply supply chainschains

Team collaboration & more effective meetings

Pattern recognition &

adaptive filtering

Spotting Spotting trends for trends for business business

intelligencintelligencee

Insights & Insights & structured structured workflowworkflow

Umberto Paolucci

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• ICT helps us to go deeper, but so far not to go wider

• Still need to increase number of learners and range of content

• Focus on jobs; little focus on personal growth, self-esteem and society

• Attitudes are important: ‘the joy of learning’• Need to support individualised learning, in a

learning society

Policy Observatory for Lifelong Learning and Employability: Access as a personal issue

European Commission DG Education and Culture

Maruja Gutierrez Diaz:

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Wal

ter

Ku

gem

an e

t al

:

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Digitalization: ”e” Is Not Just Technology

is th

e dr

ivin

g fo

rceis

the

driv

ing

forc

e

Dig

ital

izat

ion

It is people who make the change. Conclusion:

We Need to Focus on Collaboration

”e” = ?emotional and empowerment with interoperability

Focus on Knowledge Creation Processes:Development of new ”real eLearning” and ”blended learning” models… with a strong focus on collaboration!

Look at this from different perspectives:

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Collaboration between several actors

Networking

Interaction

Focusing on communities

Financial support for development projects from the government

CURRENT STAGE OF DEVELOPMENT

Innovation

Multidisciplinary processes

Value chains and value networks

An open culture of working together

Simultaneous presence of learning communities and the individuals’ passion for learning

The role of public administration in generating eLearning markets

FUTURE = NEW WORK CULTURE

Innovative social networking solutions

Change in Work Culture – Focusing on the Future

© Markku Markkula

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Individualcompetences

Renewalcapital

Processcapital

Organizationalcompetences

Types of human andstructural capital

Customercapital

Developer networks

Subcontractornetworks

Types of relations capital

Financial capital

TKK Dipolicapital types

(metaphore frame)

The growth of these types of ’capital’ is an objective having a decisive impact on organisational structure. Its materialization is followed up by means of

measurements. Task descriptions and the definition of the level of requirements is linked to the objectives set by means of the capital frame.

© M

arkk

u M

arkk

ula

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© Markku Markkula

Learning Organizationand SystemsIntelligence

Management of Processes,

Competencies and Quality

Innovation Management and

Foresight

Managementof InnovativeWorking and

LearningEnvironments

Effective CEEManagement

and Leadership

TK

K D

ipo

li: F

ou

r c

ore

co

mp

ete

nc

ies

ne

ede

d f

or

man

ag

ing

ch

an

ge

TKK Dipoli Organizational Core Competences

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The Concept for Creating Renewal CapitalEnvironment

Policy goal

Core concept

Measures

Central players

Organisation of developmental work

Normative foundation of actions

National development approach

Central means

Planning parameters

Role of regions

Global

An internationally competitive society of expertise and wellbeing

A combination of quality of life and experiences that accepts competitiveness, innovativeness, diversity and differences

Programmes specific to a network and/or problem - an issue being the common denominator

Groups organising themselves around issues - negotiating practice

Learning networks of developers

Competitiveness, learning and renewal, genuine interests, values, ethics and morale

Innovative environments, diversification and differentiation

Management of processes and networks - the management of networks originating in issues

Programmes as the strategic for a for cooperation processes and processing different approaches

Nodes or hubs in national/global networks

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Management Challenges for Self-Renewing Development

ICT as an Enabler

KnowledgeCreation

ProcessesMental

Modelling

TeamLearning

PersonalMastery

SystemsThinkingShared

Vision

Strategic and VisionaryManagement

Management of Networks

KnowledgeManagement

ResourceManagement

Management ofWork Organization

© Markku Markkula

Players

Netw

ork

s

Timing

Collabora

tion

Knowledge

Management

Leadership

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Focus Areas of Self-Renewing Development

The five basic requirements for an innovative environment, (i.e. self-renewing development of an organization) are:

1. Players: identity, sense of belonging and charisma

2. Networks: links, trust and mutual dependencies

3. Knowledge management: information flows and communication

4. Collaboration: new culture of working and learning together

5. Mastering timing: situation awareness and the courage to act

© Markku Markkula

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Learning Needs of Finnish Engineers

0 % 10 % 20 % 30 % 40 % 50 % 60 % 70 % 80 % 90 % 100%

Teaching, training

Degree related technology

Writing

Technology (not part of degree)

International skills

Sales, marketing

Applying IT in own field

Corporate strategy

Foreign languages

Present., communic., negotiat.

Business thinking

Interpersonal skills

Management

Leadership

very much

much

some

not at all

Sou

rce

: T

EK

200

4

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This is adapted from Dr. Ilkka Tuomi:Emerging Research Topics on Knowledge Society, TEKES 116/2001

Systems &Production

New Competence Areas in the Systems of Production Domain

The new organization:Knowledge management

The new economy:Environment, ethics, and social sustainability

Entrepreneurial ecologies:Networks of innovative production

Work in knowledge society: work as home, quality and nature of knowledge work

The new design:Human-centric, emotional, and resilient technology

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TYÖYHTEISÖNERILAISET

IHMISET

EMPLOYEES WITHDIFFERENT INTERESTS

Concept for Continuing Professional Development & Organizational Development

WorkProcesses

Leadership ofInnovative

Environmentsand Organizations

Motivating and Incentives forOrganizationalDevelopment

KnowledgeManagement

Developer Networks

Creative TensionInnovative Milieu

Systematic

ProfessionalDevelopment

VALUES

VALUES

© M

ark

ku M

arkk

ula

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Creative Tension as a Critical Competence

The ability of self-renewal cannot be generated or maintained by external control but rather born spontaneously of the creative tension generated by interaction and leadership:

– Tension refers to …• a state that is characterised by excitement and fascination along with

anticipation of the future bringing along something new and different, and/or

• a state of anticipation characterised by insecurity as to the consequences of future events and action.

– Tension is born …• of opposite or sufficiently diverse forces existing simultaneously and

calling into question the prevalent modes of thinking and/or operation and the status quo

• between two or more phenomena. In the development of regions, the said phenomena may include, for example, relations between organizations or the difference between present and future development with regard to a tangible matter.

– Creativeness entails …• producing unprecedented and original products, processes, ideas and

modes of operation• utilising information in a manner that creates new and diverse ways of

observing and interpreting familiar issues and phenomena.

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The role of the universities’ adult education must be enhanced in view of performing the following basic tasks:1. To develop and maintain mechanisms for the dissemination, transfer and internalisation of university-generated knowledge, and to develop and maintain knowledge management methods so as to enable the generation and use of new knowledge in all working life sectors.2. To develop and maintain professional development systematics based on collaboration between various education and training providers, so as to enable the provision of high-quality modular training for the various occupational groups in all sectors.3. To process the knowledge people produce in their own universities and knowledge generating institutions into a form suitable for practical professional use as teaching material, in a way that enables the various instructors and teaching support personnel to use it economically in their own work.

Development of European University Adult Education Answering the Lisbon Strategy:

Bologna & e-Bologna

© Markku Markkula

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My Message

SHAREDNATIONAL

VISION

Enormous human potential exists. Networking and

knowledge management are

the cornerstones for competence

development.

Besides technological

innovations, we

need social

innovations.

This can be achieved

only by creating

new combinations.

Computers and multimedia are

changing the whole

educational system from

teaching to active learning.