This thesis offers an overview of Personal Employee Development Planning focusing on its objectives and perspectives in current practice. Attention is paid to the employees' personal development in organization, relation between work performance management and personal development planning, main trends in the preparation of plans and the tools and methods used in the creation and realization of development plans. The thesis explores the benefits of personal employee development planning for the organization, and for professional and personal life of employee. The work is focused on defining the areas of the organization's approach to personal employee development, competencies and learning. It analyzes the process of creating personal development plans. The work contains a qualitative analysis of the results of survey conducted in eighteen organizations in the Czech Republic, focused on the use of personal development plans in practice. Future prospects and recommendations are proposed based on the results of the analysis. Powered by TCPDF (www.tcpdf.org)

O presente trabalho busca analisar a trajetória do planejamento econômico no Brasil, enfatizando os planos de desenvolvimento elaborados após o II PND. Para isto divide-se em quatro partes: primeiramente, observa-se a evolução do planejamento no país até 1979, com a descrição dos planos até o II PND e da crise do planejamento a partir dos anos 80; na segunda e terceira parte, procura-se identificar, descrever e analisar os planos de desenvolvimento do país após o II PND; e, por último, analisa-se a evolução de indicadores econômicos e sociais durante as fases de implementação dos planos de desenvolvimento. Na primeira fase da pesquisa constata-se o aprofundamento do processo de planejamento no Brasil desde o Plano Salte até o II PND. Como resultado deste processo, o país pôde estruturar a sua cadeia produtiva e avançar para indústrias de alta tecnologia. No entanto, a partir do final da década de 70, esta prática governamental se esgotou diante da crise fiscal do Estado e da descrença na capacidade de planejamento do setor público, dado o relativo insucesso do II PND. Na segunda e terceira parte do trabalho, foram identificados os seguintes planos de desenvolvimento: o III PND, o I PND-NR, o PAG, o PPA-91, o PPA-96 e o PPA-2000. Observa-se que, no período que se iniciou com o III PND, e que perdurou durante praticamente toda a década de 90, prevaleceu a falência do planejamento no Brasil e um profundo descrédito quanto ao seu potencial. Com a Constituição de 1988, ficou estabelecido o modelo de planejamento baseado nos planos plurianuais. No entanto, o primeiro PPA, o PPA-91, não pode ser considerado como instrumento para estimular o desenvolvimento, uma vez que foi criado apenas para cumprir o preceito constitucional e praticamente não foi implementado. A partir do segundo PPA, o PPA-96, percebe-se uma tentativa para a retomada do planejamento no âmbito da administração pública federal. Do primeiro PPA, de 1991, ao Avança Brasil, de 2000, que usa o modelo de gerenciamento na execução dos programas, nota-se um esforço maior para o aprimoramento na implementação e no alcance de objetivos. Na última parte do trabalho, considera-se a evolução de indicadores sócio-econômicos nas fases de implementação dos planos de desenvolvimento dos últimos 50 anos. Observa-se que a efetivação da política de desenvolvimento não só causa impactos sobre os indicadores selecionados, como também é afetada por eles. / The present study's aim is to analyze the history of Brazil's economical plan, emphasizing the development plans that came about after the II PND. For this purpose, it is divided in four parts: firstly, the plan's evolution in the country up to 1979 should be observed, describing the plans up to the II PND and the crisis that started in the 80s; in the second and third part, the study identifies, describes and analyses the development plans in the country after the II PND; and, finally, it analyzes the evolution of the economical and social indicators during the implement of the development plans. In the first stage of the research it was found that there was an intensification of the planning process in Brazil from plan Salte up to the II PND. As a result of this process, the country was able to establish its industrial production and move forward to high-tech industries. However, from the late 70s on, this governmental practice came to an end due to the public debt crisis and distrust on the government's capacity caused by the II PND's failure. In the second and third part of the research the following development plans were identified: the III PND, PND-NR, PAG, PPA-91, PPA- 96 and PPA-2000. It can be observed that in the period that began with the III PND and lasted throughout the 90s, the breakdown of Brazil’s planning and a deep lack of faith in its potential prevailed. In the 1988 Constitution it was established the planning model based on pluri-annual plans. However, the first PPA, PPA-91, can’t be considered a tool to encourage development because it was created just for the Constitution and practically wasn’t implemented. From the second PPA, PPA-96, it can be noticed that there’s an effort to resume the planning in public administration. From the first PPA, in 1991, to Avança Brasil (2000) that used the managing model for programs, the plan becomes more valued and there’s a greater effort to set and achieve goals. In the last part of the study it can be observed the evolution of the social and economical indicators in the implementing stages of the development plans in the last 50 years. It can also be observed that not only does the development policy affects the selected indicators but it is also affected by them.

The work deals with problems of personal management activities of an educational organization. It describes and analyses the process of planning of the professional teachers' development at primary scholl level. The author defines organizational development terms, strategic personal planning and finally the development of a worker where she devotes a great part to the point of view coisiding with juridical framework. She focuses on the professional development cycle, plan specifics of teacher's development and the headmaster's role at the primary school in this process. On the basis of theoretical findings she derives her own research realized in the form of regional Pilsen region research. Information is obtained from surveying headmasters at primary schools where teachers' professional development procedures and quantitative content anylyses of teachers' professional development plan are realized and this adds up to the basis of planning process description in the development of teachers at primary schools in Pilsen region. KEYWORDS Professional development plan, teacher's professional development, development of the organization, worker's development, strategic personal planning

A reforma gerencial propôs maior eficiência da Administração Pública Federal, mediante a sua reestruturação e a implantação de mecanismos de planejamento, gestão e de governança focados na cidadania. Nos anos 2000, foi estabelecido um sistema de regulação, supervisão e avaliação do ensino superior, articulado entre o Ministério da Educação e as Universidades, exigindo dessas organizações a elaboração de Plano de Desenvolvimento Institucional (PDI). Neste trabalho, foi realizada a análise dos resultados do PDI da Universidade Federal do Rio Grande do Sul (UFRGS) referente ao período de 2011-2015. Para tanto, apresentou-se um breve histórico da administração pública brasileira, fez-se um estudo sobre os instrumentos de planejamento estratégico e de gestão governamentais e descreveu-se a estrutura e o sistema de avaliação das instituições federais de ensino superior. Por fim, foram sugeridas melhorias para a elaboração dos futuros planos estratégicos da UFRGS. / The management reform proposed greater efficiency of the Federal Public Administration, through its restructuring and the implementation of planning, management and governance mechanisms focused on citizenship. In 2000, a system of regulation, supervision and evaluation of higher education was established, articulated between the Ministry of Education and the Universities, demanding from these organizations the elaboration of Institutional Development Plan (PDI). In this paper, the results of the PDI of the Federal University of Rio Grande do Sul (UFRGS) were analyzed for the period 2011 to 2015. For this purpose, a brief history of the Brazilian public administration was presented, a study was carried out on the instruments strategic planning and government management and described the structure and evaluation system of federal institutions of higher education. Finally, improvements were suggested for the elaboration of the future strategic plans of UFRGS.

Magister Administrationis - Madmin / Since the dawn of South African democracy in 1994, extensive laws and policies have been introduced to facilitate transformation in the political, social and economic spheres. While South Africa has been lauded world-wide for its detailed and sophisticated constitution, many cases attest to the challenges of implementing the stipulations of the constitution, laws and policies. Arguably, constitutional rights and entitlements do not automatically result in a better life for ordinary citizens post-apartheid. Moreover, restitution processes towards addressing the atrocities of apartheid are fraught with challenges. The process of land restitution is an example that illustrates the numerous challenges in implementing laws and public policies in South Africa. Restitution is one of the three pillars of land reform - the other two are land redistribution and land tenure reform - that were introduced by the African National Congress (ANC) -led government to secure land rights to black people in South Africa. Land reform is essential to bring about political and economic development and the South African government has committed itself to transforming land ownership to reflect the democratic realities and to redressing the history of dispossession and exclusion suffered by the black majority of South Africans. While the transfer of land and settlement of claims have been processed gradually, growing evidence shows that this does not simply translate into development, poverty reduction or reconciliation.

Made available in DSpace on 2016-03-15T19:21:45Z (GMT). No. of bitstreams: 1 Fabio Rakauskas.pdf: 6194796 bytes, checksum: 3afda6a4bd8119f9536779bf81b99ccf (MD5) Previous issue date: 2012-02-13 / This work has as its central focus analyzing the evolution of urban planning in the municipality of São Bernardo do Campo from a historical survey of the main urban laws that structured the city between 1964 and 2006. This analysis is realized with an initial deployment of the Anchieta highway and therefore the arrival of new industry in the early 1950s, when the city began a rapid process of urbanization. In this sense, the administration has new tools for urban control in view of the new dynamic. Initially the instruments were off and disconnected, and only at the beginning of the 1960s developed the first Master Plan of the municipality. Rapid urbanization and the impact of the industry showed the need for an urban management tool with greater agility. In this sense was developed between 1974 to 1977, the Integrated Development Plan of the City (PDIM), with innovative concepts and plans for interventions of short, medium and long term, linked to the newly created Progressive São Bernardo do Campo S.A. (PRO-SBC ), which acted as a mixed economy company, managing the procedures for interventions in the city. The repeal of PDIM and the urban, economic and productive during the 1980s, Sao Bernardo do Campo led to a chaotic urban structure. The creation of the Intermunicipal Consortium of the Greater ABC was born in the early 1990s in order to equalize the problems that affected both the city and the region of the ABC. In 2006 approved the first master plan supervised by the City Statute, but with indices intensive land use and therefore with great saturamento problems of infrastructure and road system. With the understanding of urban planning and understanding of the evolution of urban structure in the city, initially influenced by industrialization, it was possible to understand the current urban landscape of São Bernardo do Campo. Moreover, the historical repertory-urban organized this research may help in future works prepared by the local public administration. / Este trabalho tem como foco central analisar a evolução dos Planejamento Urbano no município de São Bernardo do Campo a partir de um levantamento histórico das principais legislações urbanísticas que estruturaram a cidade entre 1964 e 2006. Esta análise é compreendida inicialmente com a da implantação da rodovia Anchieta e, consequentemente, da chegada da nova indústria no início dos anos 1950, quando a cidade iniciou um acelerado processo de urbanização. Neste sentido, a administração passou criar novos instrumentos de controle urbano em vista da nova dinâmica. Inicialmente os instrumentos eram pontuais e desarticulados, sendo apenas no início da década de 1960 elaborado o primeiro Plano Diretor do município. A urbanização acelerada e o impacto da indústria mostraram a necessidade de um instrumento gestão urbana com maior agilidade. Neste sentido foi elaborado, entre 1974 a 1977, o Plano de Desenvolvimento Integrado do Município (PDIM), com conceitos inovadores e planos de intervenções de curto, médio e longo prazo, articulado à recém criada Progresso São Bernardo do Campo S.A. (PRO-S.B.C.), que atuava como empresa de economia mista, gerindo os procedimentos de intervenções na cidade. A revogação do PDIM e as transformações urbanas, econômicas e produtivas, durante a década de 1980, levou São Bernardo do Campo à uma estrutura urbana desordenada. A criação do Consórcio Intermunicipal do Grande ABC nasceu no início da década de 1990 a fim de equalizar os problemas que atingiam tanto a cidade como a região do ABC. Em 2006 aprovou-se o primeiro Plano Diretor orientado pelo Estatuto da Cidade, porém com índices intensivos de aproveitamento do solo, e consequentemente com grandes problemas de saturamento da infraestrutura e do sistema viário. Com a compreensão do planejamento urbano da cidade e o entendimento da evolução da estrutura urbana do município, influenciado inicialmente pela industrialização, foi possível entender o atual cenário urbano de São Bernardo do Campo. Além disso, o repertório histórico-urbano organizado nesta pesquisa poderá contribuir nos futuros trabalhos elaborados pela administração pública local.

Title: Development of Czech Floorball between years 2007 and 2018 Objectives: The main goal of this thesis is to create a development plan of Czech floorball for the years 2020 to 2030. The partial goal is to analyze the re- course of this plan; the supporting goal is to evaluate the development plans from year 2008 to 2018. Methods: This thesis performs analyses of data from internal and external envi- ronment, material, financial, personal and intangible resources, using PESTLE and situation analysis. The analyses are applied on data col- lected from primary and secondary resources. Evaluation of the development plan for the reviewed period is per- formed using the method of weighted averages of fulfilled partial goals. Results: The offered development plan for the years 2020 to 2030 includes 134 individual goals. 49 partial goals were not modified; parameters for evaluation were suggested in 34 goals; 22 goals were modified or clarified; 29 goals were added. Overall, 63 % of the development plan was modified. According to overall weighted average, at 76 %, Development and youth is the most successfully fulfilled area. Next, at 69 %, is the area of Communication, media, and marketing, followed by Finance and economics at 68 %; Success and attractiveness is at 62 %, Education and metho-dology is...

Current research and declining test scores indicate that changes in educational practice are required for successful implementation of the Common Core State Standards for Mathematics (CCSSM). Using a constructivist change theory framework, this grounded theory study explored the experiences 6 purposefully selected, experienced teachers at an Upstate New York school district had related to the implementation of the CCSSM. The research question investigated the experiences that educators had related to implementing the CCSSM and the accompanying New York State mathematics modules. Observation notes, interview transcripts, and teachers' journals were collected and analysed simultaneously through coding, constant comparison, theoretical sampling, and memoing. The core concern that emerged was the lack of alignment between the standards and the curriculum being used to teach them. This lack of alignment was related to oversized and repetitive lessons, as well as the de-emphasis on teaching the mathematical practice standards that are a large part of CCSSM. These factors caused teachers to invest large amounts of time re-writing curriculum. Findings suggest that administrator-supported adaptive professional development is required to strategically address experienced educator needs while allowing for educator autonomy in curriculum design. The project, an adaptive professional development plan, will support experienced educators as they enact modifications to curriculum in order to address the changes in teacher practice and student learning that are needed to align instruction with CCSSM . This project can be used on a wider scale and can contribute to the knowledge base of implementation models for educators to enact the changes in instruction necessary to improve student mastery of the CCSSM.

Thesis (MPA.) --University of Limpopo, 2014 / iii ABSTRACT Government Institutions are in terms of the Skills Development Act, (Act 97 of 1998), required to develop employees in order to achieve good and effective performance. The Act makes provision for the development of Workplace Skills Plan by government institutions and mandates these institutions, including Government Departments, to budget at least 1% of their payroll for training and development of employees. It is, however, not apparent whether or not the developed Workplace Skills Plans are in line with the employees training needs and training interventions. As a result, the essence of this study is to determine how to align employees training needs with the Departmental Workplace Skills Plan in the Limpopo Department of Health. In addition, the study investigates whether or not training interventions in the Limpopo Department of Health are informed by the identified skills needs. The type of research methodology used in this study is the quantitative approach, which is in the form of a structured questionnaire. The main finding of the study is that although the Limpopo Department of Health developed the Workplace Skills Plan, training interventions were not aligned to it. In addition, a large percentage of the respondents was not aware of the skills audit exercise that the Department undertook. This study also reveals that the post-training evaluation which was done by the Department did not contribute to important subsequent training interventions. The key recommendation made is that the Limpopo Department of Health should make employees aware of the skills audit exercise the Department often undertakes. Additionally, Personal Development Plans should be continuously used to identify pertinent employee training needs relevant for the Departmental Workplace Skills Plan KEY WORDS • Limpopo Department of Health • Workplace Skills Plan • Personal Development Plan • Skills Audit • Training Interventions • Training Needs Analysis • Employees Training Needs

Studiens syfte är att beskriva några klasslärares uppfattningar om hur stödet kan se ut till de elever som befaras inte nå målen i svenska som andraspråk i skolår tre på grund av bristande språkkunskaper. För att undersöka detta har jag utgått från frågeställningarna:Vilket stöd upplever lärarna att de kan ge dessa elever i klassen? Vilket stöd upplever lärarna att dessa elever får av speciallärare och lärare i svenska som andraspråk? Hur beskriver klasslärarna att deras samarbete med andra lärare på skolan ser ut kring dessa elever? Samt vilka stödåtgärder beskriver lärarna att de kan formulera i dessa elevers åtgärdsprogram?  Studien bygger på intervjuer med fem klasslärare som arbetar på tre olika skolor. Majoriteten av eleverna på dessa skolor har ett annat modersmål än svenska. Intervjuerna har analyserats utifrån en sociokulturell ansats. Resultatet visar att: Stödet till dessa elever såg olika ut på de tre olika skolorna där lärarna arbetade. Det skilde sig både i grad av medvetenhet om sociokulturellt stödjande språkundervisning hos klasslärarna och i organisationen kring de elever som behövde mest språkligt stöd. Organisationen av olika lärarkategorier kring de elever som fick språkligt stöd skilde sig beroende på om lärarna och skolorna praktiserade ett sociokulturellt stödjande arbetssätt i klasserna. Det fanns också ett samband mellan ett sociokulturellt sätt att se på språkundervisning och ett relationellt sätt att se på specialundervisning. Avsaknaden av sociokulturellt arbetssätt ledde till mer kompensatoriska stödåtgärder. Bedömningen av vilka elever som skulle läsa mot kursplanen i svenska som andraspråk och urvalet av vilka elever som skulle få arbeta i liten grupp hos en lärare utbildad i svenska som andraspråk såg olika ut både mellan lärarna och mellan skolorna. Det var vanligt att lärarna talade om svenska som andraspråk som stödundervisning. Åtgärdsprogram användes inte som ett arbetsverktyg för att planera en mer sociokulturellt stödjande undervisning för de elever som behövde språkligt stöd. En slutsats som jag drar är att om lärare på ett medvetet sätt använder sociokulturellt grundade arbetssätt i sin undervisning i klassen skulle det kunna leda till att färre elever behöver få stödundervisning utanför klassens ram. Detta för att sociokulturellt perspektiv på undervisning i andraspråk leder till ett mer relationellt perspektiv på specialundervisning. / The aim of this study is to describe some teachers' views on support for language development for those students who risked not achieve the objectives of Swedish as a second language in grade three because of lack of language skills. To investigate this, the following questions are addressed: What support do the teachers feel that they can give these students in the class? What support do the teachers experience that these students receive from special education teachers and teachers of Swedish as a second language? What kind of collaboration with other teachers at the school do the teachers describe? And what support do the teachers describe that they can formulate in these students' individual development plans?The study is based on interviews with five teachers who work at three different schools. The majority of students at these schools have a mother tongue other than Swedish. The interviews were analyzed from a socio cultural approach.The results show that: The support for these students was different on the three different schools where the teachers worked. It was different both in degree of awareness of the socio cultural perspective on teaching and in the organization around these students. The organization of the various categories of teachers around the students who needed language support differed depending on whether teachers and schools practiced a socio culturally supportive teaching. There was also a correlation between a socio cultural approach to language teaching and a relational approach to special education. The lack of socio cultural practices led to more compensatory measures. The assessment of which students would be taught by the curriculum of Swedish as a second language and the selection of students who would be working in small groups looked different between teachers and between schools. It was common for teachers to speak of Swedish as a second language as support programs. Individual development plans were not used as a tool for planning a more socio cultural supportive education. One conclusion I make is that if teachers practice more socio cultural based teaching in class it may mean that fewer students need to get remedial education outside the class. This is because the socio cultural perspective on the teaching of second language leads to a more relational perspective on special education.