MIZEIKYTĖ, Jolanta. (2009) Komandinio ir grupinio darbo įtaka organizacijos veiklai. Magistro baigiamasis darbas. Kaunas: Vilniaus universiteto, Kauno humanitarinis fakultetas. 72 p. SANTRAUKA Pastaruoju metu vis dažniau tenka išgirsti sąvoką komandinis ir grupinis darbas. Taip yra todėl, kad pastarosios sąvokos tampa nuolatiniu šiuolaikinio verslo palydovu, teikiančiu konkurencinį pranašumą. Darbo objektas – komandinis ir grupinis darbas. Darbo tikslas – ištirti komandinio ir grupinio darbo įtaką organizacijos veiklai. Magistro baigiamajame darbe, siekiant iškelto tikslo, yra sprendžiami šie uždaviniai: 1. išnagrinėti komandinio ir grupinio darbo teorinius aspektus; 2. išanalizuoti komandinio ir grupinio darbo skirtumus; 3. išanalizuoti komandinio ir grupinio darbo empirinį ištyrimo lygį; 4. remiantis teorine ir empirine komandinio ir grupinio darbo analize, suformuoti darbo efektyvumą didinantį grupinio ir komandinio darbo modelį; 5. atlikti komandinio ir grupinio darbo efektyvumą didinančio modelio empirinį įvertinimą bei nustatyti komandinio ir grupinio darbo efektyvumą tiriamose organizacijose. Suformuluotos hipotezės. - organizacijos sėkmė priklauso nuo darbuotojų darbo, atlikto bendrai su kitais organizacijos nariais (darbo grupėje ar komandoje); - darbą grupėse renkasi nariai, skatinami vadovo, atsižvelgiant į užduoties sudėtingumą; - komandinio darbo efektyvumui didžiausią įtaką turi narių skaičius. Atlikus darbą galima daryti sekančias išvadas: 1. Išanalizavus... [toliau žr. visą tekstą] / MIZEIKYTĖ, Jolanta. (2009) Teamwork and Groupwork Influence on Organization Activity. MBA Graduation Paper. Kaunas: Kaunas Faculty of Humanities, Vilnius University. 72 p. SUMMARY Recently, increasingly need to hear the concept of teamwork and group work. This is because the latter concept is becoming a regular business by satellite, providing a competitive advantage. Job object - teamwork and group work. The aim - to examine team and group influence on the organization of work activities. Master work, the objective is addressed in the following tasks: 1. to consider the team and group work on theoretical aspects; 2. analyze the team and working group differences; 3. analyze the team and the team level of empirical testing; 4. on the basis of theoretical and empirical work team and group analysis, maximizing the effectiveness of a working group and team work model; 5. make team and group work to maximize the performance of the model and empirical assessment team to identify and block the efficiency of Lithuanian organizations. Formulated hypotheses. - The organization's success depends on employees' work, carried out jointly with the other members of the organization (work group or team); - Workgroups meet members are encouraged to guide, depending on the complexity of the task; - Team work efficiency has the greatest impact on the number of members. Conclusions: 1. The analysis of team-work and group differences, it can be argued that the outside group, and the team does not... [to full text]

Adult learners come up with different problems during the process of training: it is difficult to conform work to studies, to apprehend the essence of curriculums, they lack self-confidence and motivation, which has a direct reference to expediency. Thus it is essential to cause the interest of adult learners giving useful information and applying the variety of methods. The analysis of research information proved that adults study for different reasons: they want to obtain knowledge, to get school - leaving certificate, to improve themselves or for work reasons. In adult educational center the aspiration of obtaining school - leaving certificate for male learners overgrow the one of female learners. When comparing Vilnius G.Petkevicaites – Bites AEC to Jonava AEC it became obvious that the latter one pays greater attention to adult learning style and the co-operation of teachers and learners. Vilnius G.Petkevicaites – Bites AEC seems to use manuals more often that Jonava AEC, which more frequently applies group-work method. Basing on learners’ answers it is possible to maintain that Jonava AEC learners were more interested in group-work method “Common Picture” than the learners of Vilnius G.Petkevicaites – Bites AEC. Learners that had a non-studying interval were less interested in group-work methods “Common Learning” and “Common Picture” that the ones with uninterrupted studies. The opinions of adult learners and their teachers about educator’s role during group-work... [to full text]