A gestão dos projetos de Pesquisa, Desenvolvimento e Inovação (PD&I) tem sido objeto de preocupação das organizações em virtude da necessidade de compatibilizar objetivos estratégicos e recursos, assim como assegurar a ênfase no desenvolvimento de projetos prioritários, em virtude das crescentes demandas da sociedade. A literatura sobre gestão de projetos apresenta, de forma recorrente, além da importância da figura do líder no desempenho dos projetos como um dos principais agentes condicionantes para o alcance dos resultados, a necessidade constante de aprimoramento da capacidade de atuação desses atores. O aprimoramento da qualificação de profissionais, campo da gestão de programas de Treinamento, Desenvolvimento e Educação (TD&E), tem na etapa de Avaliação de Necessidades de Treinamento (ANT) o processo essencial para a identificação e a priorização de esforços e investimentos realizados na formação de pessoas. Apesar de sua importância, a ANT ainda é pouco desenvolvida nas organizações e possui carência de pesquisas empíricas. Nesse sentido, esta pesquisa objetivou investigar as lacunas de competências de líderes de projeto, com o intuito de conhecer a predição das variáveis características da clientela (sociodemográficas e funcionais) sobre a necessidade de treinamento, no contexto de uma instituição de PD&I. Procurou contribuir, desta forma, com elementos no campo da gestão dos projetos, com o avanço da ANT ao conduzir o processo de investigação para avaliar as necessidades de treinamento dos líderes de projeto, fornecer subsídios para a instituição-alvo, no intuito de propiciar informações para o planejamento e desenvolvimento de programa de treinamento e capacitação mais efetivo, voltado à clientela-alvo da pesquisa. Foram traçados cinco objetivos específicos: construir o instrumento de Competências de Líderes de Projeto (CompLP); verificar evidências de validade do instrumento; identificar as lacunas de competências dos líderes de projeto da Embrapa; conhecer o perfil da clientela; identificar as variáveis que influenciam a aquisição de conhecimentos, habilidades e atitudes - CHAs. A partir da identificação das competências características do líder de projeto, e da validação do instrumento, obteve-se um questionário com 25 itens. Obtidos bons índices psicométricos de validação do instrumento, a pesquisa foi aplicada na Embrapa, e contou com uma amostra de 300 indivíduos. Os índices de prioridade geral (IPG) de treinamento apresentaram valores baixos (menores que 13,8) para as 25 competências que integram o instrumento. De acordo com a auto percepção da amostra, não há necessidade de treinamento de ordem superior, no entanto com elevada divergência de opinião entre os respondentes. A partir das análises do modelo de predição com as oito competências identificadas para desenvolvimento (IPG - 10,3 a 10,86), concluiu-se que a área de atuação dos líderes de projeto na Empresa explica a necessidade de treinamento nas competências em geral, e as variáveis que mais significativamente contribuem para o modelo de predição (R2= 7%) são idade, cargo, tempo de trabalho e tempo de experiência como líder de projeto. O objetivo geral e os objetivos específicos do estudo foram alcançados. Ao final, limitações do estudo são discutidas / The management of research, development and innovation projects has been a concern of organizations due to the need to reconcile strategic objectives and resources, as well as to ensure the emphasis in the development of priority projects, in order to assure the growing demands of society. The literature on project management presents, in a recurrent way, besides the importance of the figure of the leader in the performance of projects, as one of the main conditioning agents for the achievement of results, the constant need to improve the capacity of these actors to act. The improvement of the qualification of professionals, field of program management of training, has in the training needs analysis - TNA stage the essential process for the identification and prioritization of efforts and investments made in the training of workers. Despite its importance, the TNA is still underdeveloped in organizations and lacks empirical research. In this sense, this research aimed to investigate the skills gaps of project leaders with the purpose of knowing the prediction of the characteristic variables of the clientele (sociodemographic and functional characteristics) about the need for training, in the context of a research, development and innovation institution. It sought to contribute,with elements in the field of research project management, with TNA advancing in conducting the research process to evaluate the training needs of project leaders, to provide subsidies to the target institution in order to plann and develop effectives training programes, aimed at the target clientele of the research. Five specific objectives were outlined: build the Project Leadership Competency tool (CompLP); check evidence of validity of the CompLP instrument; identify the skills gaps of Embrapa project leaders; know the profile of the clientele; identify the variables that influence the acquisition of CHAs. Based on the identification of competencies characteristic of the project leader, and the validation phases of the instrument, a questionnaire with 25 items was obtained. After obtaining good psychometric indexes of instrument validation, the research was applied at Embrapa, and had a sample of 300 individuals. The general priority-training index (GPI) presented low values (less than 13.8) for the 25 competences that make up the instrument. Thus, according to the self-perception of the sample, there are no higher-order training needs, however with a high divergence of opinion among the respondents. From the analysis of the prediction model with the eight competencies identified for development (IPG - 10.3 to 10.86), it was concluded that the area of performance of the project leaders in the institution explains the need for training in skills in general, and the variables that most significantly contribute to the prediction model (R2 = 7%) are age, position, working time, and time of experience as a project leader. The overall objective and the specific objectives of the study were achieved. At the end, study issues are discussed

The aim of this thesis is to analyze the needs of employer in the field of addictology-side. Secondary targets include: a) analysis of training needs of employees enrolled in the employer's training program for the design of educational-preventive project intended for these RIA (Railway Infrastructure Agency) employees; b) analysis of UIC recommendations addictological interventions aimed for management of safety risks associated with the use of alcohol and other substance abuse at work; c) analysis of implementation possibilities of the recommendations according to the previous point. An analysis of documents - Czech legislation, recommendations UIC - focused on measures regulating the use of alcohol and other substance abuse at work and addictological interventions proposed by UIC. Knowledge questionnaire for employees participated in employer's training program was prepared. Respondents were not informed in advance about the offer to participate in the research, they weren't informed about the addictology knowledge test. During at about 60 minutes there were completed 3100 answers from 31 respondents without training with 40 - 70% correct results (in average 53.4 %). There were differences in correct answers in some parts of questionnaire based on information knowledge of respondents. UIC...

The aim of this thesis is to analyze the needs of employer in the field of addictology- side. Secondary targets include: a) analysis of training needs of employees enrolled in the employer's training program for the design of educational-preventive project intended for these RIA (Railway Infrastructure Agency) employees; b) analysis of UIC recommendations addictological interventions aimed for management of safety risks associated with the use of alcohol and other substance abuse at work; c) analysis of implementation possibilities of the recommendations according to the previous point. An analysis of documents - Czech legislation, recommendations UIC - focused on measures regulating the use of alcohol and other substance abuse at work and addictological interventions proposed by UIC. Knowledge questionnaire for employees participated in employer's training program was prepared. Respondents were not informed in advance about the offer to participate in the research, they weren't informed about the addictology knowledge test. During at about 60 minutes there were completed 3100 answers from 31 respondents without training with 40 - 70% correct results (in average 53.4 %). There were differences in correct answers in some parts of questionnaire based on information knowledge of respondents. On the...

Statens fastighetsverk (SFV) är en förvaltarmyndighet som har i uppdrag att förvalta, vårda och utveckla det statliga kulturhistoriska arvet. SFV är i dagsläget inne en utvecklingsprocess efter att en omorganisation har ägt rum. Ett av utvecklingsområdena är byggprojekt inom fastighetsutveckling och där projektprocessen är under pågående utredning. Syftet med rapporten var att utreda hur SFV kan effektivisera projektprocessen med avgränsning till tidiga skeden. Under utredningen användes metoden benchmarking på övriga fastighetsverksamheter: Locum, Akademiska Hus, SISAB, Vasakronan, samt Fortifikationsverket, i syfte att erhålla kunskap som kan anpassas till SFV för att kunna utveckla verksamhetens befintliga arbetsmetoder. Under studien har det konstaterats att det finns utvecklingspotential hos SFV. Införande av en behovsanalys och rutiner kring denna samt implementering av strategisk styrning i tidiga skeden, är några av rapportens slutliga rekommendationer som kan leda SFV till att bli en mer proaktiv verksamhet. / The national property Board (SFV) is a managing authority which is responsible to manage, nurture and develop the State cultural and historical heritage. SFV is currently in a process of development after reorganization has taken place. One of the developments is building projects in property development and where the project process is under current investigation. The purpose of the report was to examine how SFV could streamline their project process with demarcation to the crucial early stages. During the investigation the benchmarking method was used on other real estate organizations: Locum, Akademiska Hus, SISAB, Vasakronan, as well as the Swedish fortifications Agency, with the purpose of obtaining knowledge that can be adapted to the SFV in order to develop the company's existing practices. Through benchmarking, it has been confirmed that there is potential for development in SFV. Introduction of a needs analysis, its’ surrounding procedures and the implementation of strategic management in the early stages, are some of the report's final recommendations that can lead SFV to become a more proactive organization.

Learning Analytics beschreibt das Messen, Sammeln, Analysieren und Berichten von Daten, um Lernprozesse verstehen und verbessern zu können (Siemens und Long 2011). Eng verwandt mit Learning Analytics sind die Bereiche Academic Analytics und Educational Data Mining, die mit jeweils unterschiedlicher Ausrichtung ebenso die datenbasierte Überprüfung, Vorhersage und Änderung von akademischen Prozessen untersuchen (Baepler und Murdoch 2010). In diesem Beitrag fokussieren wir entsprechende Benutzungsschnittstellen, welche die gesammelten Daten visualisieren und verfügbar machen. ... [Aus: Einleitung]

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The purpose of this dissertation was to implement a needs analysis and on the basis of the findings come up with a framework consisting of practical stages and processes, for determining the academic reading needs of teacher trainees of English, at Instituto Superior de Ciências da Educação da Huíla (hereafter, ISCED-Huíla), a higher teacher training institution in Lubango, in southern Angola. The investigation was initially prompted by the lecturers’ perceptions that the academic reading level of undergraduate teacher trainees in Angola was inadequate for the demands of tertiary level study. A scientific approach to investigating the needs of these students was thus adopted. A needs analysis was undertaken in order to determine, in a systematic manner, the academic literacy levels of the students, their attitudes towards reading, the reading strategies they claimed to use when reading academic texts, their academic reading lacks and needs, and the teacher trainers’ perceptions and opinions on the students’ reading competence in specific reading sub-skills, and on university needs analysis procedures. In all, 45 first-year teacher trainees and 5 teacher trainers were involved in the main study. The teacher trainees were required to answer the Accuplacer test, an academic literacy standardized assessment. Both teacher trainees and teacher trainers completed a corresponding questionnaire survey. The findings showed that, among others, first, teacher trainees’ academic literacy levels were below expected from a tertiary level reader; second, there were certain discrepancies between what teacher trainees and teacher trainers considered to be the needs, skills and lacks of the teacher trainees; and third, academic literacy and academic reading skills should be developed in both L1/Portuguese and L2/English. Therefore, a framework for determining the academic reading needs of teacher trainees, for syllabus and programe development and evaluation is presented. It is hoped that the results of the study will be of assistance to English for Academic Purposes (EAP) reading professionals and to teacher educators, especially those in developing countries, involved in selecting, adapting and designing teacher training programmes, materials and tasks in order to improve academic literacy levels in their countries, schools and universities where English is taught as a foreign language. / English Studies / M.A. (Applied Linguistics)

The purpose of this dissertation was to implement a needs analysis and on the basis of the findings come up with a framework consisting of practical stages and processes, for determining the academic reading needs of teacher trainees of English, at Instituto Superior de Ciências da Educação da Huíla (hereafter, ISCED-Huíla), a higher teacher training institution in Lubango, in southern Angola. The investigation was initially prompted by the lecturers’ perceptions that the academic reading level of undergraduate teacher trainees in Angola was inadequate for the demands of tertiary level study. A scientific approach to investigating the needs of these students was thus adopted. A needs analysis was undertaken in order to determine, in a systematic manner, the academic literacy levels of the students, their attitudes towards reading, the reading strategies they claimed to use when reading academic texts, their academic reading lacks and needs, and the teacher trainers’ perceptions and opinions on the students’ reading competence in specific reading sub-skills, and on university needs analysis procedures. In all, 45 first-year teacher trainees and 5 teacher trainers were involved in the main study. The teacher trainees were required to answer the Accuplacer test, an academic literacy standardized assessment. Both teacher trainees and teacher trainers completed a corresponding questionnaire survey. The findings showed that, among others, first, teacher trainees’ academic literacy levels were below expected from a tertiary level reader; second, there were certain discrepancies between what teacher trainees and teacher trainers considered to be the needs, skills and lacks of the teacher trainees; and third, academic literacy and academic reading skills should be developed in both L1/Portuguese and L2/English. Therefore, a framework for determining the academic reading needs of teacher trainees, for syllabus and programe development and evaluation is presented. It is hoped that the results of the study will be of assistance to English for Academic Purposes (EAP) reading professionals and to teacher educators, especially those in developing countries, involved in selecting, adapting and designing teacher training programmes, materials and tasks in order to improve academic literacy levels in their countries, schools and universities where English is taught as a foreign language. / English Studies / M.A. (Applied Linguistics)

<p>Predmet ove disertacije je analiza potreba kao neophodni &ndash; prvi korak, pre izrade kursa engleskog jezika za oblast tehnolo&scaron;ke i inţenjerske struke. Kako je sa razvojem nastave jezika struke do&scaron;lo do objedinjavanja vi&scaron;e faktora u samom procesu analize potreba &ndash; analize jezika struke, analize ciljne situacije, analize trenutnog nivoa znanja polaznika kao i analize nastavnog konteksta, analiza potreba je u ovoj disertaciji sagledana sa svih pomenutih aspekata, a istraţivanje je obavljeno u dve faze. U prvoj fazi je ispitana analiza trenutnog stanja u vezi sa upotrebom i nastavom engleskog jezika sa aspekta studenata i predavaĉa engleskog jezika na tehnolo&scaron;kim fakultetima u Srbiji. S druge strane, sprovedena je i analiza potreba u vezi sa upotrebom engleskog jezika zaposlenih inţenjera tehnologije. Rezultati, koji su obraĊeni kvantitativnom metodom su pokazali nedovoljnu zastupljenost engleskog jezika struke i sa aspekta studenata i sa aspekta predavaĉa. Kada je u pitanju upotreba engleskog jezika zaposlenih inţenjera, rezultati su ukazali na potrebu za ĉestim kori&scaron;ćenjem engleskog jezika za potrebe svog posla, kao i na vaţnost znanja engleskog jezika radi veće uspe&scaron;nosti u poslu, posebno istiĉući jeziĉke ve&scaron;tine ĉitanja i usmene i pismene komunikacije.<br />Uzimajući u obzir dobijene rezultate analize potreba, pristupilo se izradi kursa engleskog jezika za potrebe studenata tehnologije, koji je trebalo da bude usklaĊeniji sa ispitanim potrebama budućih tehnologa i koji je bio ponuĊen eksperimentalnoj grupi studenata. Provera efikasnosti i svrsishodnosti<br />novog kursa izvr&scaron;ena je u drugom delu istraţivanja, sa jedne strane kvantitativnom metodom, poreĊenjem rezultata testa postignuća izmeĊu studenata iz eksperimentalne i kontrolne grupe, a sa druge strane kvalitativnom metodom iz intervjua sa studentima. Rezultati testa postignuća su pokazali znaĉajno veću uspe&scaron;nost kumulativnog broja poena studenata iz eksperimentalne grupe (ukupna ocena 8,8) u odnosu na kontrolnu grupu studenata (6,77), &scaron;to je potvrĊeno i poreĊenjem pojedinaĉnih kriterijuma gde je u svim sluĉajevima ustanovljena statistiĉki znaĉajna razlika (p&lt;0,0001). Rezultati, dobijeni kvalitativnom metodom, su potvrdili vaţnost jezika struke u nastavi na fakultetu, posebno ukazujući na faktor motivacije, koji je u direktnoj vezi sa zastupljenosti jezika struke. &Scaron;to se tiĉe efikasnosti novog kursa, studenti su ukazali na vaţnost nastavnog materijala koji je neophodno da bude usmeren ka njihovoj budućoj struci, veću uĉestalost provere napretka studenata kao i na vaţnost afektivnih faktora (nastavnik, rad u grupama, atmosfera na ĉasu). Studenti su istakli ulogu nastavnika kao nekoga ko ih vodi kroz gradivo, a da pri tome nema dominantnu ulogu; rad u malim grupama im je omogućio veću slobodu da iznesu svoje mi&scaron;ljenje i uĉestvuju na ĉasu, a poţeljnu atmosferu na ĉasu su opisali kao opu&scaron;tenu a pri tome ipak radnu. Rezultati istraţivanja su pokazali da kursevi koji su bazirani na sprovedenoj analizi potreba daju bolje rezultate na testu i pokazuju veću motivaciju i veće jeziĉke kompetencije kod studenata, &scaron;to je jo&scaron; jedna potvrda teze o neophodnosti analize potreba kao koraka koji prethodi izradi EJS kursa.</p> / <p>This dissertation deals with needs analysis as a<br />necessary, first step before EST course design. Since<br />ESP teaching development covers numerous factors<br />in needs analysis &ndash; target situation analysis, discourse<br />analysis, present situation analysis and teaching<br />context analysis, needs analysis in this dissertation is<br />viewed from all of the mentioned aspects while the<br />research is conducted in two phases.<br />In the first phase, present situation analysis is<br />performed regarding use and teaching process from<br />the point of view of technology students and English<br />teachers. In parallel, needs analysis concerning the<br />English language use is also performed from the<br />employed technology engineers. The results obtained<br />and processed by quantitative methods showed poor<br />frequency of English for specific purposes in the<br />teaching process from the aspect of students and<br />English language teachers. Concerning English<br />language use by the employed technology engineers,<br />the results showed frequent English language use for<br />professional purposes as well as the importance of<br />English language competence for better performance<br />at work, especially emphasizing reading,<br />communicative and writing skills.<br />By taking into account the obtained needs<br />analysis results, a new course is designed for<br />technology students&rsquo; purposes more adapted to the<br />needs of future technologists, which was<br />subsequently offered to experimental group of<br />students. The assessment of the efficiency and<br />purposefulness of a new course is performed in the<br />second phase of the research, first by the quantitative<br />method, comparing the achievement test results of<br />experimental and control group of students, and then<br />by qualitative method from student interviews.<br />The results of the achievement tests showed<br />significant success in cumulative points of students<br />in experimental group (total grade 8,8) in relation to<br />control group (6,77), which was also confirmed by<br />the comparison of individual criteria in which<br />statistical significant difference is obtained<br />(p&lt;0,0001).<br />The results obtained by the qualitative method<br />confirmed the importance of English for specific<br />purposes in the teaching process at the faculty,<br />pointing out a motivation factor in direct relation to<br />frequency of English for specific purposes.<br />Regarding the efficacy of the new course, the<br />students emphasized the importance of teaching<br />material that should necessarily be focused on their<br />future profession, more frequent student achievement<br />tests as well as the importance of affective factors<br />(teacher, group work, class atmosphere). The<br />students also emphasized the teacher&rsquo;s non-dominant<br />role as a facilitator; as well as group work that<br />provides them more freedom to express their opinion,<br />and the preferred class atmosphere relaxed yet also<br />hard-working.<br />The research results showed that the courses<br />based on performed needs analysis give better results<br />at the achievement test, better motivation and higher<br />language competences of students that confirm the<br />thesis of necessary needs analysis as a pre-course<br />procedure.</p>

<p>kursa poslovnog engleskog jezika koji ima za cilj razvoj pragmatičke<br />kompetencije polaznika i unapređenje poslovne komunikacije na engleskom jeziku.<br />Uspostavljanje i održavanje uspe&scaron;ne poslovne komunikacije koja uključuje poslovne<br />ljude kojima je engleski jezik zajedničko sredstvo komunikacije zavisi od njihove<br />sposobnosti da koriste jezik na odgovarajući način u odgovarajućem poslovnom<br />kontekstu.<br />Istraživanje za disertaciju sastojalo se iz dva dela. U uvodnom delu<br />istraživanja učestvovali su predavači poslovnog engleskog jezika, studenti koji slu&scaron;aju<br />kurs poslovnog engleskog jezika i zaposleni polaznici koji pohađaju kurs poslovnog<br />engleskog jezika u &scaron;kolama stranih jezika. Cilj ovog dela istraživanja je bio da se<br />prikupe podaci o nastavi poslovnog engleskog jezika kod nas &ndash; na koji način se ona<br />organizuje i &scaron;ta bi trebalo uključiti u nastavu kako bi polaznici bili &scaron;to uspe&scaron;niji u<br />poslovnoj komunikaciji na engleskom jeziku.<br />Nakon toga usledilo je glavno istraživanje u kome je učestvovalo dvadeset<br />zaposlenih polaznika koji su pohađali kurs poslovnog engleskog jezika. Oni su bili<br />podeljeni u dve grupe, kontrolnu i eksperimentalnu, sa po deset polaznika. Obe grupe<br />su pohađale kurs poslovnog engleskog jezika. Kontrolna grupa je kurs slu&scaron;ala samo<br />na osnovu odabranog udžbenika, a eksperimentalna grupa je pohađala kurs koji je<br />izrađen na osnovu analize potreba i u skladu sa poslovnim situacijama u kojima oni<br />koriste engleski jezik. Pre početka kursa obe grupe su popunile upitnik sa op&scaron;tim<br />podacima o njima i upitnik za analizu potreba, ulazni test op&scaron;teg engleskog jezika i<br />ulazni test poslovnog engleskog jezika. Podaci dobijeni upitnikom za analizu potreba<br />upotpunjeni su pitanjima u prvom intervjuu. Napredak u sposobnosti kori&scaron;ćenja<br />engleskog jezika u poslovnoj komunikaciji obe grupe, posebno u pogledu kori&scaron;ćenja<br />govornih činova, praćen je tokom kursa pomoću pet testova nakon svake obrađene<br />teme.<br />Istraživanjem su dobijeni kvantitativni podaci (pomoću testa i upitnika) i<br />kvalitativni podaci (pomoću upitnika i intervjua) koji su detaljno analizirani. Na<br />osnovu analize svih podataka može se zaključiti da su polaznici iz eksperimentalne<br />grupe ostvarili primetno bolji napredak na testovima koji su pratili kurs, ali i u<br />sposobnosti poslovne komunikacije, &scaron;to je bio i cilj kursa.<br />Značaj ovog istraživanja je vi&scaron;estruk jer ukazuje na potrebu da se veća pažnja<br />posvećuje izradi kurseva poslovnog engleskog jezika za zaposlene polaznike,<br />detaljnoj analizi poslovnog konteksta u kome rade i njihovih stvarnih potreba. Takvi<br />kursevi omogućavaju polaznicima da lak&scaron;e i uspe&scaron;nije razviju svoju pragmatičku<br />kompetenciju i unaprede poslovnu komunikaciju.</p> / <p>This thesis in applied linguistics and language teaching focuses on designing a<br />business English course for the purpose of the development of pragmatic competence<br />of business English learners in order to improve their business communication in the<br />English language. Establishing and maintaining successful business communication<br />involving business people who use English as a common communication language<br />depends on their ability to use the language in an appropriate way in an appropriate<br />business context.<br />The research for this thesis consisted of two parts. The first part of the research<br />involved teachers of business English, students who attended business English<br />courses and employed learners who attended business English courses in private<br />language schools. The purpose of this part of the research was to collect the data on<br />business English language teaching, the way the courses are organized and what<br />should be included in the courses so that the learners are able to participate in<br />business communication in the English language.<br />This was followed by the main part of the research, which involved twenty<br />professionals attending a business English course. They were divided into two groups,<br />control and experimental, with ten learners in each group. Both groups attended a<br />business English course, however, the control group had a course based only on the<br />selected course book, and the experimental group had a course designed on the basis<br />of needs analysis and in accordance with the business situations in which they use<br />English language daily. Prior to the course learners in both groups completed a<br />general data questionnaire, a needs analysis questionnaire, general and business<br />English language entrance tests. The data gathered by the needs analysis questionnaire<br />were additionally clarified by the answers in the first interview. The learners&#39; progress<br />in using English in business communication in both groups, especially regarding the<br />use of speech acts, was monitored by five tests, one after each of the topics covered<br />during the course.<br />The data collected in the research, both quantitative (collected by tests and<br />questionnaires) and qualitative (collected by questionnaires and interviews), were<br />thoroughly analyzed. The analysis led to a conclusion that learners from the<br />experimental group showed substantially better improvement in tests and their overall<br />ability to communicate in business related contexts.<br />The significance of this research is manifold and suggests that greater attention<br />should be paid to designing business English courses for professionals and to a<br />thorough needs and business context analysis. Such courses would enable learners to<br />develop their pragmatic competence more successfully and, consequently, improve<br />their business communication.</p>