Abstract Purpose The purpose of this paper is to find out which personal-related factors are influencing on the task performance and the contextual performance of expatriate managers. Design/Methodology/Approach This research adopts a qualitative approach, using semi-structured interviews with key-information from the managers taking international assignments. Findings The findings indicate that there is a series of significant associations between personal-related factors (personality traits, competences/skills, self-willingness and previous experience) and the performance of expatriates’ assignments. Research limitations/implications One suggestion for further research is to explore deeper and more comprehensive on other less important factors or the important factors which we are overlooking; it also could be more comprehensive on the factors that relate to the performance of expatriates. Practical implications We present a table of the relationship between personality traits, competences/skills, self-willingness, previous experience and the job performance of expatriates’ assignments. Thus, HR departments can follow this guidance when selecting expatriates to manage overseas assignments. Furthermore, individuals can take this model as a reference when making decisions for their career lives. Keywords Expatriate assignments, personality traits, self-willingness, competences/skills, previous experience, job performance, task performance, contexture performance Paper type Master Thesis

Abstract The peak time for the security investment trust company number is in 2004 and 2005, with a total of about 45 companies at that time. However, the number of companies are decreasing. Presently, only 39 in the security investment trust industry are continuing. Observing the current situation of the security investment trust industry, it could be found that companies with large asset size are permanently staying large. In addition, companies in the behind sector are facing difficulties with management, abatement of cash flow and deterioration of constitution that all cause a vicious cycle. This research is studied by quality methodology, through initial data from in-depth interviews and secondary data of the industry. The analyses of Porter¡¦s Five Forces and external industry environment are used in order to understand the competition of the security investment trust industry and its profitability in a long-term. By in-depth interviews, the analyses of competitor benchmark and core competences are diagnosed so as to find out reasons why these behind sector companies in the past can reach the top 10 in the asset scale now. Eventually, core- competences and direction of constitution for medium size firms can be built via case studies. The result of this study discovers that core competences of a company are formed by its own advantages, and core competences of an enterprise are built via an enterprise¡¦s strategic resources. The leverage and consolidation for resources can help to create sustainably competitive advantages. By attestation and conclusion, these top 10 companies are able to properly implement enterprises¡¦ resources for product innovation, trade record and channels. They all have clear strategic positions and distinctive business models.

Enterprise learning is a pedagogic concept that implies that the students, in correlation with development of theoretical, subject specific knowledge, also develops enterprise competences that will be useful in their everyday life and on the labour market. Enterprise learning has grown over the last ten years, as well in school practicing as within research. In the mathematics subject, a strong educational tradition has delayed the introduction of enterprise learning. At the examined school, enterprise mathematics has been introduced during the spring term of 2010. This examination focuses on which of the enterprise competences that are developed and how they are developed. It also investigates whether the desire to learn is increased as a result of the new pedagogic concept. The empiric material has been gathered through interviews with students and teachers, as well as through observation. The result shows unambiguously that the students, above all develops responsibility, but also other enterprise competences. Students that experience mathematics as either easy or difficult are the ones who seem to appreciate these changes mostly in their learning processes.

Šiame darbe nagrinėjama klasės auklėtojo vadybinė kompetencija ugdymo procese. Pagrindinis darbo tikslas- ištirti klasės auklėtojų vadybinės kompetencijos naudojimo ugdymo procese lygį. Teorinėje darbo dalyje pateikiama medžiaga apie kompetenciją, pedagogo kompetencijas, vadybą, pedagogo vadybinę kompetenciją bei klasės auklėtoją, apimant jo atliekamas funkcijas ir pareigas bei jas siejant su vadybine kompetencija. Praktinėje darbo dalyje pateikiami klasės auklėtojų ir mokinių apklausos rezultatai: teorinės klasės auklėtojų žinios apie vadybinę kompetenciją, vadybinės kompetencijos naudojimo ugdymo procese dažnumą bei kokybę bei vadovavimo klasei stilius. / The article provides management competence of classroom tutor and management competence using level and using rate in education process. This work concists of two parts: theoretical part in wich are introducing educator competences, educator management competence and classroom tutor and practical part in wich it is given four research work results evaluations: classroom tutor distribution af academic management competence knowledges; respondents (classroom tutor, pupil) assesment of management competence level; respondents (classroom tutor, pupil) assesment of management competence using rate and respondents assesment of mostly usable management style, wich is using in the classs.

Rapid changes, stimulated by globalization, spreading of information (knowledge) society and integration into the European Union economical, cultural and educational space, conditioned the changes in the educational system of Lithuania. The new requirements for the system influenced the development of the management competence model. In the context of the general (transferable) competences, communicative competences are given top priority, development of which in life long learning becomes the most essential challenge for every leader of an educational institution. Therefore, the research question has been raised- what communicative competences the leaders of educational institutions have. Both competences, in foreign languages and information communicative technologies, were being taken into account. The question of which of the two competences manifests stronger in the leadership practice has also been analyzed, the motives and forms of the development of these competences were being questioned. The aim of the research is to analyze the expression of the communicative competences of the leaders of educational institutions in the context of educational changes, revealing the motives and forms for the improvement. Analysis of the theoretical works and documents of foreign and national scientists about the role of communicative competences in the context of educational changes has been carried out and presented in the paper. The place of the communicative competences- foreign... [to full text]

Parents’ interaction with pedagogues as equal partners is an important and unquestionable factor in a successful process of education. The practice shows that a problem of contact with parents arises. Therefore searching for new co-operation forms, seeking to ground the importance of parents’ pedagogical competences for continuity of preschool age children education and to ascertain the competences education possibilities, a research was made, in which parents’ opinions about pedagogical competences have been analysed, negative factors have been examined and parents opinion about the impact of pedagogical competences on children education continuity, parents and pedagogues co-operation was revealed. 282 respondents took part in the research: i.e. 60 parents of Šiauliai aesthetical education Study “Ko-dėl-čia”, 150 parents from the kindergarten “Kulverstukas”, 72 parents from Kužiai Kindergarten “Vyturėlis”. The following research methods were used in the thesis: scientific literature analysis, questionnaire, interview. Statistical analysis was made. Seeking to ensure the validity of the data received and legitimacy of the conclusions, the following data processing methods were used: relative frequency and percent frequency, correlation analysis (analysing data using Kruskal- Wallis test). The hypothesis of the research has proved out: it was established that the parents lack pedagogical knowledge. The results of the research show that education for parents is necessary... [to full text]

Nowadays children’s intellectual education is in a rush, and education of feelings, culture, and willpower are forgotten. Parents and teachers hope, that child will go to school with elements of reading, writing and calculation. That held up research’s problem - “preparation” for school, the most parents and teachers understand it like possession of specific skills: reading, writing and calculation. Children’s individual exigency are depreciated, all are oriented to result, but not to process. If we can accept, that childhood’s artistic self-expression, drawing – that’s natural ways to recognize the world, children’s creation reflects various aspects of ripeness, the game, art develops self-image, drawing is one of the earlier communication’s forms, we can affirm, that children’s art can be analyzing as way of cognition, the spread of communicational and social skills, that is like education of essential competences. Object of research – education of preschoolers’ essential competences. Hypothesis of research – if we think, that education with art includes new forms of child’s activities, brings up new purposes, requirements, gives for child proper means to achieve these purposes, it is impossible, that in this way will be educated child’s essential competences. Purpose of research – to uncover possibilities of art activity in order to refine preschoolers’ essential competences (social, keeping health, communication, cognition, artistic). Problems of research: with help of... [to full text]

Šiandien Lietuvos mokykloms reikalingi aukščiausios kvalifikacijos kompetetingi vadybos specialistai, turintys reikiamų žinių ir įgūdžių, nuolat tobulėjantys ir keliantys savo kvalifikaciją bei vadybinius gebėjimus, galintys daryti įtaką kaitos procesams savo mokykloje. Lietuvos mokyklų direktoriams standartai dar nėra nustatyti, tačiau anglų autoriai yra sudarę vadybos standartus. Siekiant išanalizuoti Nacionalinius standartus mokyklų direktoriams Velse, kuriuos leidžia Nacionalinė Velso Asamblėja ir atskleisti šios praktikos galimybes Lietuvoje, atliktas aprašas, kurio paskirtis – atlikti Velso ir Lietuvos mokyklų vadovų kompetentingumo vertinimo lyginamąją charakteristiką. Tyrimo tikslas - išanalizuoti Velso mokyklų vadovų kompetencijų vertinimo praktiką ir palyginti su Lietuvos švietimo dokumentais. Atlikus kokybinį tyrimą, buvo nustatyta, kad mokyklos vadovo kompetencija yra vienas iš veiksnių, lemiančių ugdymo kokybę, todėl būtinas valstybinis požiūris į mokyklos vadovo kompetencijos aprašą, į kompetencijų įgijimo ir tobulinimo sistemą. Siekiant aiškiau numatyti mokyklos direktoriaus veiklos modelį, siūlyti galimybę Lietuvos Respublikos švietimo ir mokslo ministerijai parengti standartus mokyklų direktoriams. / Today’s Lithuanian schools require highly qualified, competent management specialists who would have the necessary knowledge and skills, who would constantly improve and advance their qualification and managing skills, who could influence the changing processes at their schools. The standards for the Lithuanian school headmasters have not been set yet, however English authors give such standards. Seeking to analyze the Welsh national standards for the school headmasters, published by the National Assembly, and to disclose the possibilities of this practice in Lithuania there has been done a study, the aim of which is to make a comparative characteristic of the competence of Lithuanian and Welsh leaders. The aim of the study is to analyze the Welsh practice of evaluating the school leaders’ competence and to compare it with the Lithuanian educational documents. The qualitative study has shown that the school leader’s competence is one of the factors influencing the quality of upbringing, therefore the state point of view towards the study of the school leader’s competence, its acquisition and perfection system is necessary. Seeking to clearer determine the school headmaster’s module of activities, the possibility for the Lithuanian Republic ministry of education to prepare the standards for the school headmasters is suggested.

Nuolat kintančios aplinkos reikalavimai Lietuvai įstojus į ES, skatina organizacijas ir dirbančiuosius nuolat tobulintis, plėsti savo kompetencijas, sudarant palankesnes sąlygas ne tik dalyvauti darbo rinkoje, bet ir skatinti sveikatingumo centrų aerobikos instruktorių darbo kokybę. Sveikatingumo centrų specialistų kompetencijų svarba apima ne tik pavienių asmenų aukštų aspiracijų įgyvendinimą, karjeros siekimą, bet ir pačių organizacijų galimybes dalyvauti konkurencinėje rinkoje teikiant profesionalias paslaugas. Ši tema yra aktuali, nes Lietuvoje sveikatingumo centruose nėra jokios sistemos, kuri galėtų ne tik atskleisti, bet ir nustatyti aerobikos instruktorių kompetencijas ir kvalifikacijas. Remdamiesi Europos Sveikatos ir Fitneso Asociacijos (EHFA) patirtimi, galėtume sukurti arba pritaikyti panašią sistemą, kuri būtų naudinga Lietuvos sporto rinkai. Šio darbo tikslas - nustatyti Lietuvos sveikatingumo centrų aerobikos instruktorių kompetencijas atskleidžiančias dimensijas (klientų pažiūriu), kad palyginti atitikimą su EHFA standartais. Tyrimo objektas – Lietuvos sveikatingumo centrų aerobikos instruktorių kompetencijas atskleidžiančios dimensijos. Tyrime aptariamos suaugusiųjų švietimo formos ir apžvelgiamos neformalios mokymosi patirties pripažinimo galimybės. Tyrimo tikslas yra nustatyti aerobikos instruktorių turimas kvalifikacijas ir kompetencijas, bei aerobikos instruktorių kompetencijų raišką. Taip pat nagrinėjama ar Lietuvos sveikatingumo centrų aerobikos... [toliau žr. visą tekstą] / Since Lithuania‘s accession to the EU, rapidly changing requirements encourage organizations and employees to improve and expand their competences constantly by creating better conditions to not only participate in the market, but also to enhance the quality of health aerobic instructors’ work. Continuous improvement is both important to the instructors for the career purposes and the health centres to be able to compete in the competitive market by offering high quality services. The subject of the thesis is of importance to Lithuanian health centres since there seems to be no working system to determine the qualifications needed to become an aerobic instructor. Using European Health and Fitness Association’s experience, a similar system could be created that would be of use to the Lithuanian market. The objective of the thesis was to determine the competences of aerobic instructors from the customers‘ point of view and to compare them with the European Health and Fitness Association standards. The object of the investigation was the dimensions that reveal the competences of aerobic instructors at the Lithuanian health centres. Numerous forms of adult education and possibilities to acknowledge informal education were dealt with in the thesis. The research aimed to examine the qualifications and competences that instructors in Lithuanian health centres have, the expression of competences, and to investigate they comply with the standards of the European Health and Fitness... [to full text]

Tyrimo tikslas – nustatyti darbuotojų kognityvinių kompetencijų bei empatiškumo sąsajas su jų požiūriu į etišką elgesį organizacijoje. Tyrime dalyvavo 324 Lietuvoje dirbantys darbuotojai iš skirtingų įvairaus dydžio ir pobūdžio organizacijų. Statistinėje analizėje tiriamųjų imtį sudarė 252 darbuotojai, iš jų 90 vyrų ir 162 moterys, kurių amžiaus vidurkis 32,10 (SD = 9,75). Didžioji dalis apklaustųjų darbuotojų dirbo vidutinio dydžio, privataus kapitalo organizacijose, paslaugų srityje. Tiriamiesiems buvo pateikiamas klausimynas, kurį sudarė požiūrio į etišką elgesį matavimo skalės (etinės problemos atpažinimo, pritarimo priimtam etiškam sprendimui, etiško elgesio ketinimo), kognityvines kompetencijas matuojančios skalės (rizikos vertinimo tikslumo, atsispyrimo formulavimo efektui bei pasipriešinimo įsipareigojimo eskalavimo euristikai), empatijos skalė bei įvairūs demografines charakteristikas tiriantys klausimai. Tyrimo rezultatai parodė, kad darbuotojai, kurie tiksliau vertina kylančią riziką bei mažiau priešinasi įsipareigojimų eskalavimo euristikai, vienodai tiksliai atpažįsta etinę problemą, vienodai pritaria priimtam etiškam sprendimui bei išreiškia tokį patį etiško elgesio ketinimą kaip ir darbuotojai, kurie mažiau tiksliai vertina kylančią riziką ir labiau priešinasi įsipareigojimų eskalavimo euristikai. Darbuotojai, kurie yra labiau priklausomi nuo formulavimo efekto, vienodai tiksliai atpažįsta etinę problemą bei vienodai pritaria priimtam etiškam sprendimui kaip ir... [toliau žr. visą tekstą] / The aim of the study was to investigate whether employees cognitive competences and empathy is related to their attitude to ethical behavior. The subjects of the study were 324 Lithuanian employees from different kind organizations. In the statistical analysis there was used data of 252 employees, which were 90 men and 162 women. The mean of their age was 32,10 (SD = 9,75). The biggest part of the respondents was working in the medium size private capital organizations in the facilities sphere. There was given the questionnaire for the respondents, which consisted of three scales: attitude towards ethical behavior (recognition of moral dilemma, approval to the made decision, and formulation of ethical behavior intent), cognitive competencies (consistency of risk perception, resistance to framing effect, and resistance to sunk cost effect) and empathy. Also there were demographic questions given to the respondents. The results showed that there was no statistical difference between consistency of risk perception, resistance to sunk cost effect and recognition of moral dilemma, approval to the made decision, and formulation of ethical behavior intent. Employees which are more dependent from the framing effect will not differ according to recognition of moral dilemma, approval to the made decision from employees which are less dependent from the framing effect. Notwithstanding employees who are more dependent from the framing effect and employees who are less dependent from the... [to full text]