TAKK Tampere arranged it’s final (dissemination) event at the end of February. The event was an online webinar, since the Covid-19-situation made it impossible to organize face-to-face events.
The title of the event was “Boosting competitiveness & well-being by developing digital competence“.
The focus of the webinar was to introduce the Path-models created during this project to outside stakeholders, more specifically to people working in Human resources. The Path-models include both the organizational path (road map) as well as the individual path (teacher’s path). Although the Path-models in this project were developed specifically to educational organizations, the models are easily adapted to any type of organization.
The first part of the webinar concentrated on the organizational path. TAKK’s Administrative Director, Ms Maria-Liisa Korolainen, introduced the organizational strategy and discussed the importance of digital capacity/competence to the competitive advantage of the organization. Reacting fast to the changes in the operational environment is a key factor for any organization and as technology develops rapidly, an organization must have the skills and competences to keep up. Or even one step ahead. Furthermore, the digital capacity of an organization includes the adequate competence of its employees. TAKK is a big and versatile organization, which means that it requires different types and levels of digital competence. It is not reasonable to try to have everyone on the same level, but instead to ensure that every employee has the skills and competences that best support their working roles and objectives. As a result, the organizational path includes a definition of minimum organizational competence requirements. These minimum requirements include the core skills and competence that are needed to support the core operations of the organization. On top of the minimum requirements, each employee develops their individual learning paths.
During the second part of the webinar, TAKK’s teachers introduced their individual learning paths and discussed the development of their digital competences during the project. Both emphasized small steps – it is not reasonable to try to set too ambitious goals, but instead proceed with small steps that are rather easily achieved. This creates feeling of success and accomplishment, which in turn motivates to learn more. The individual learning path is created based on the individual’s needs and interests, and the path is build from the organizational minimum requirements on. The competence development activities may include trainings, self-learning, experimentations or personal mentoring.
TAKK’s teachers also emphasized the role of the manager. The manager enables, supports and provides resources, the manager is something of a coach. The manager also encourages their employees to support and help each other, understanding the importance of peer-to-peer mentoring. TAKK has created a Digital mentor -concept, where anyone can be a mentor, all staff members are encouraged to assist each other, share experiences and knowledge and therefore boos cooperation. Learning together and from each other is part of the organizational culture.
The Path models are regarded very suitable for competence development. The individual learning paths with their step-by-step progression generates well-being as employees reach their goals and see their competence growing. And as their competence develops, they feel more confident, more capable and more eager to try out new tools and methods. By succeeding in learning a new digital tool or programme, they are more and more confident in trying out new tools also in the future. An organization is as successful as its employees. By investing in the development of employee’s competence, the organization invests in its competitiveness and general well-being.