Jonna Koponen
I am Academy Research Fellow at the University of Eastern Finland, Business School, and Adjunct professor at the University of Tampere. My research focuses on e-leadership with digital communication. I also investogate B2B customer relationship development in international B2B sales, cultural aspects in international B2B sales, online communication in B2B and B2C sales, effective sales pitches and communication education. I serve on the Editorial Review Board of one academic journal and have been a peer-reviewer in several academic journals and conferences.I teach personal selling and sales management, cross-cultural communication, negotiation skills and conflict management skills, intercultural customer relationships development and presentation skills. I finished my PhD 2012 (University of Tampere). My thesis focused on professionally-oriented communication education in the field of medicine: http://urn.fi/urn:isbn:978-951-44-8816-0 During my PhD studies I was an associate member of the Doctoral School of Communication Studies (CORE). I have a Postgraduate Certificate in Education (University of Jyväskylä, 2003).During past 17 years I have been teaching speech communication and drama education at public and private sector both undergraduate and postgraduate levels.Specialities: Speech communication, presentation skills, negotiation skills, group/team communication and management, conflict management, sales communication, customer relationships management, professional relationships development, intercultural communication, leading virtual teams, flipped classroom.
Supervisors: Professor Pekka Isotalus, Docent Eeva Pyörälä, Professor Anu Puusa, and Professor Raija Komppula
Supervisors: Professor Pekka Isotalus, Docent Eeva Pyörälä, Professor Anu Puusa, and Professor Raija Komppula
less
InterestsView All (6)
Uploads
Papers by Jonna Koponen
Artificial intelligence (AI) is a significant part of digital transformation that signifies new requirements for middle managers in AI- integrated work contexts. This is particularly evident in financial service industries. Given the significance and rapidity of this technological transition, this case study investigated how middle managers perceived the impacts of AI system integration on their work characteristics. Interview data were gathered from 25 middle managers of a company providing financial services. The data were analyzed using the Gioia method. The findings showed that the AI systems applied in the case company were perceived as technical tools (mechanical AI) or coworkers (thinking AI and feeling AI), which had different impacts on middle managers’ work characteristics and the relationship between humans and AI systems. The middle managers’ work characteristics included contextual, task, competence, social, and relationship characteristics. Regarding the relationship characteristics, this study shows theoretically distinct human–AI relationship types. The findings are organized into a conceptual framework. AI system integration in service teams is a complex phenomenon that makes middle managers’ work more demanding and requires balancing and managing multiple challenges and dialectical tensions. The findings inform the selection and training of managers according to changing work characteristics in the digital age.
Artificial intelligence (AI) is a significant part of digital transformation that signifies new requirements for middle managers in AI- integrated work contexts. This is particularly evident in financial service industries. Given the significance and rapidity of this technological transition, this case study investigated how middle managers perceived the impacts of AI system integration on their work characteristics. Interview data were gathered from 25 middle managers of a company providing financial services. The data were analyzed using the Gioia method. The findings showed that the AI systems applied in the case company were perceived as technical tools (mechanical AI) or coworkers (thinking AI and feeling AI), which had different impacts on middle managers’ work characteristics and the relationship between humans and AI systems. The middle managers’ work characteristics included contextual, task, competence, social, and relationship characteristics. Regarding the relationship characteristics, this study shows theoretically distinct human–AI relationship types. The findings are organized into a conceptual framework. AI system integration in service teams is a complex phenomenon that makes middle managers’ work more demanding and requires balancing and managing multiple challenges and dialectical tensions. The findings inform the selection and training of managers according to changing work characteristics in the digital age.
In 2006 a pilot course in communication for second-year medical students was developed in co-operation with a speech communication lecturer and clinical lectur- ers. In this study we explore Finnish second-year medical students’ perceptions of three experiential learning methods, their attitudes to learning communication skills and their self-reported learning outcomes in three groups using different experiential methods: SPs, role-play, and Theatre in Education (TIE). The methods were intro- duced on a pilot course in communication. Students (N = 132) were randomly as- signed to three groups where TIE method (n = 43), SPs (n = 44) and role-play (n = 45) were used. Data were collected by questionnaire, three focus group interviews and a translated version of the Communication Skills Attitude Scale (Rees et al. 2002). Data were analyzed using SPSS version 17.0. Open-ended questions and focus group interviews were analyzed using qualitative content analysis and cross- case analysis.
The results showed that the most students (84 %) in each group found these methods suitable for learning interpersonal communication competence. There were no statistically significant differences in students’ perceptions. According to the students, these three methods had five special elements in common: the doctor’s role, the patient’s role, reflective participation, emotional reactions and teachers’ actions. The students’ self-reported learning outcomes were communication skills, knowledge of doctor-patient communication, patient-centeredness, and becoming aware of interpersonal communication competence. A few students’ reported no learning outcomes. These self-reported learning outcomes were similar in the three groups. The medical students’ attitudes to learning communication skills became more positive during the pilot course. There were no significant differences in stu- dents’ attitudes in the three groups before or after the course. The aims of the pilot course were achieved.
Reflection of the results showed that these experiential learning methods offer three different participation levels for learning interpersonal communication compe- tence. These are 1) observing and analyzing doctor-patient interaction, 2) reflecting on problematic interaction with peers during the exercise and reflecting on the ac- tion after the exercise, and 3) being in the doctor’s role. In addition, a safe learning atmosphere supported learning with these experiential methods.