Denna studie är gjord med syfte att ta reda på vilken nytta lärare, för elever i de yngre åldrarna, anser att elever i årskurs 1-2 har av sin individuella utvecklingsplan (IUP). Min erfarenhet är att elever i årskurs 1-2 har svårt att förstå sin IUP och det har varit utgångspunkten för min studie. Studien lyfter fram lärares åsikter och erfarenheter gällande elevers delaktighet i skapandet av sin IUP, elevers förmåga att ta ansvar för sin IUP samt vad IUP:n bidrar till gällande elevernas kunskapsutveckling. Resultatet tyder på att den största nyttan med IUP för elever i årskurs 1-2 är samtalet och möjligen kan samtalet vara ett verktyg för elevens lärande och förståelse av den egna lärprocessen. För att ta reda på lärarnas åsikter användes kvalitativa intervjuer och den teoretiska bas som använts i studien är Strandbergs (2006) tolkning av Lev Vygotskjis teori. / The aim of this study is to examine what teachers for younger pupils, think of the usefullness of individual development plans for children in grades 1-2. My experience is that children in grades 1-2 have difficulty understanding their individual development plan and that has been the starting point for my study. The study focuses teachers opinions and experiences of students participation in the creation of their individual development plan, students ability to take responsibility for their individual development plan and what the individual development plan contributes to current pupils progress. The results suggest that the greatest benefit of the individual development plans for students in grades 1-2 is the discussion around the plan and possibly this discussion could be a tool for students learning and understanding of their own learning process.Qualitative interviews were used to find out teachers opinions and the theoretical base used in the study is Strandberg´s interpretation of Lev Vygotsky´s theory.

Abstract This study investigates three primary school teachers’ experiences of working with formative assessment intended to develop pupils’ writing development. The study applies a sociocultural perspective to examine how teachers in grades 1–2 reason about their use of formative assessment to develop pupils’ writing. The study seeks to ascertain how the teachers reason about pupils’ texts in relation to the text triangle. The results of the study show that the teachers, in their work with formative assessment and writing development, proceed from set goals for the term which apply to all the pupils in that year. The teachers make the pupils aware of these goals by returning to them several times during the term. The intention is to remind the pupils of the goals. The three teachers also work with individual goals for the pupils via the pupils’ individual development plans. The informants all reason in much the same way about formative assessment in writing instruction in relation to the text triangle. The teachers consider that they work with the different qualities shown in the different levels of the text triangle, based on the pupils’ prior knowledge and experience of writing.

This is a study on individual development plans (IDPs) in pre-school and their relationship with the teaching performed. Skolverket does not mention the IDPs in their steering documents for pre-school, and have in a separate memo discouraged from the use. Yet reports show that many of the pre-schools in Sweden are using IDPs. Teaching in pre-school is expected to be a mixture of care and learning without clear boundaries to the scientific topics pre-school aims to introduce children to. The purpose of this study is to investigate if the use of IDPs affect the teaching in pre-school. The questions this study will try to answer are: What is the purpose of IDP in pre-school? In who´s interest are IDPs used? Does the use of IDPs affect the educational methods used? The method chosen for this study is the triangulation method, which can give a more complete view on how the work with IDPs is performed. The study was performed on a private pre-school in central Sweden and uses analysis on the IDPs as well as the local educational plans together with qualitative interviews of both teachers and management. The results of the study show that the purpose of using IDPs mostly seems to revolve around measuring and raising the standard of work in pre- school. Furthermore, my interpretation is that it is the pre-schools interests, not the children’s, which control the goals set up for the children and the work. The pre-school in my study show in their local educational plan that they understand and follow the steering document from Skolverket regarding the methods of education.

The study sheds light on pupils individual plans of development and portfolios from the perspective of children. It has an ethnographic standpoint. It was carried out on children and pupils in pre-school, pre-school class and third grade. By further investigating how children and pupils use their individual development plans and portfolios, in which settings and to whom they communicate them, this study is able to grasp the discourse that is created around the instrument itself. This study is also interested in and aims to find the theoretical frame, in essence, which envelops both the construction of childhood and children’s own activities within the limitations and opportunities that this structure offers. By focusing on micro, hereby meaning the thoughts and perceptions of children and pupils themselves, and on macro, such as the structure around the children and pupils, the aim of finding the previously mentioned theoretical space is fulfilled. The study was carried out by means of an ethnographic method, with conversations, interviews, surveys, observations and filming. The results show that children and pupils view their individual developmental plans and portfolios as an affordance, both in a physical sense and as an offer of a symbolic space, a space shared by others but with the same significance for all. It is also apparent that the children and pupils use their individual development plans to ascertain their positions, to show who they are.

<p>The intention of this study is to interview teachers in order to create a picture of how they look at their work with IUP (Plan of individual development). The main question formulated in my study is in what way IUP can become a contribution to the learner´s development. All teachers who participated in the interviews believe that the purpose of the document is to be proactive, developing and positive for the pupils. The teachers also believe that it is intended to serve as a clarification for pupils as well as teachers. It´s clear to see that the IUP generally is believed to be a supportive resource in education. The results of the interviews, however, show that the document does not in any significant way function as a support to the pupils and their learning during the term.  Most of the attention is put into the meeting between teacher, parents and pupil (“utvecklingssamtal”) held once per term, in which the individual plan also is set up.</p><p>A variety of reasons contribute to the fact that the majority of the responding teachers do not enable the pupils themselves to use the document on a regular basis in everyday work. Only one of the participating teachers stated that she actively encouraged pupils to use their IUP on a continual basis during their school day.</p><p>In the other cases the IUP was filed and often kept locked up while the pupil and the parents kept a copy at home. However, the pupils are involved in the establishing of the IUP and are given a good opportunity to take part in formulating its goals, based on their capacities. The pupil´s own wording is important to make him or her feel that the IUP is fit for them.</p><p>There were different statements about how much and how often the teachers participate in discussing the work of IUP with colleagues. One conclusion is that there was, in most of the cases, a will to create a common interpretation in order to get more out of the document.</p>

The intention of this study is to interview teachers in order to create a picture of how they look at their work with IUP (Plan of individual development). The main question formulated in my study is in what way IUP can become a contribution to the learner´s development. All teachers who participated in the interviews believe that the purpose of the document is to be proactive, developing and positive for the pupils. The teachers also believe that it is intended to serve as a clarification for pupils as well as teachers. It´s clear to see that the IUP generally is believed to be a supportive resource in education. The results of the interviews, however, show that the document does not in any significant way function as a support to the pupils and their learning during the term.  Most of the attention is put into the meeting between teacher, parents and pupil (“utvecklingssamtal”) held once per term, in which the individual plan also is set up. A variety of reasons contribute to the fact that the majority of the responding teachers do not enable the pupils themselves to use the document on a regular basis in everyday work. Only one of the participating teachers stated that she actively encouraged pupils to use their IUP on a continual basis during their school day. In the other cases the IUP was filed and often kept locked up while the pupil and the parents kept a copy at home. However, the pupils are involved in the establishing of the IUP and are given a good opportunity to take part in formulating its goals, based on their capacities. The pupil´s own wording is important to make him or her feel that the IUP is fit for them. There were different statements about how much and how often the teachers participate in discussing the work of IUP with colleagues. One conclusion is that there was, in most of the cases, a will to create a common interpretation in order to get more out of the document.

Alla elever i grundskolan, ska sedan januari 2006, ha en individuell utvecklingsplan vars syfte främst är att stödja elevers måluppfyllelse, enligt de nationella styrdokumen-ten. I Skolverkets allmänna råd (2005) anges att elever såväl som föräldrar ska ges del-aktighet och inflytande över arbetet med IUP. Vi har en uppfattning om att en samver-kansprocess, mellan lärare, elev och föräldrar, kring arbetet med IUP är av vikt för att eleven ska nå ökad måluppfyllelse. Därför var syftet med studien att belysa hur elever och föräldrar uppfattar sin delaktighet i samverkansprocessen kring IUP samt hur lära-ren gör för att involvera elever och föräldrar i det arbetet. För att få en bild av hur sam-verkansprocessen kring den individuella utvecklingsplanen uppfattas av lärare, elever och föräldrar har såväl kvalitativa som kvantitativa metoder använts. Dessa har bestått av lärar- och föräldraenkäter samt av elevintervjuer. Resultatet visar att elever och för-äldrar upplever stor delaktighet kring arbetet med IUP. Studiens resultat visar även att eleverna genom IUP fått en större medvetenhet över sitt lärande. Beträffande lärarper-spektivet visar vårt resultat att lärarna anser det viktigt att involvera elever såväl som föräldrar. Lärarnas motiv för att involvera eleven i arbetet med IUP är att skapa delak-tighet, motivation och ansvarstagande hos eleven för en ökad måluppfyllelse. Samman-taget visar vår studie att en god samverkansprocess kan leda till ökad måluppfyllelse för eleven. / Since January 2006, an individual development plan (IUP) should be prepared for every pupil in comprehensive school. The aim of development plan is to support pupils’ pos-sibilities to fulfil the goals of the National curriculum. General counsels of the National Board of Education (2005) states that both pupils and parents should be given the pos-sibility to influence on and participate in the work with IUP. We articulate that the co-operation process between teacher, pupil and parents concerning IUP, is of importance for pupils’ goal fulfilment. Therefore, the aim of the study was to elucidate how stu-dents and parents consider their participation in the cooperation process with IUP, and how the teacher involves students and parents in the process. In order to find out how the cooperation process concerning the individual development plan is considered by teachers, students, and parents, both qualitative and quantitative methods have been used. These consist of teachers’- and parents’ inquiries, and by pupils’ interviews. The result shows that both pupils and parents experience a great deal of participation con-cerning the work with IUP. The result also shows that the students through IUP have improved their awareness of the learning process. Regarding the teachers’ perspective, our study illuminates that teachers consider it important to involve both pupils and par-ents. Teacher’s reason for involving pupils in the work with IUP is to create participa-tion, motivation, and responsibility among pupils for an increased goal fulfilment. All in all, our study shows that a good cooperation process increases pupils’ goal fulfil-ment.

The aim of this essay has been to find out whether the individual development plan does make it easier to teachers to discover any needs of the students to get education or material changes and by that make adjustments in the classroom. I chose to seek information by interviewing special educators at four compulsory schools, since they have an overall apprehension of how the work is carried out at the school, especially the work with students in need of any form of extra support. All students at the Swedish compulsory school shall have an individual development plan. The purpose with the plan is, besides that the student is to be given possibilities to form his own pedagogical and social goals, that the teacher shall get early signals if a student may be in need of getting education and materials changed and adjusted for to easier manage his studies. The individual development plan of the student should have the function as a tool to the teacher to facilitate for his students. The answer of my question can be sum-up in a no, the inherent potential in the individual development plan is not utilized by the teachers that seem to have the apprehension that the plan is for the student all by him/herself. The teaching staff has obviously not understood the use they can get out of it.

<p>Alla elever i grundskolan, ska sedan januari 2006, ha en individuell utvecklingsplan vars syfte främst är att stödja elevers måluppfyllelse, enligt de nationella styrdokumen-ten. I Skolverkets allmänna råd (2005) anges att elever såväl som föräldrar ska ges del-aktighet och inflytande över arbetet med IUP. Vi har en uppfattning om att en samver-kansprocess, mellan lärare, elev och föräldrar, kring arbetet med IUP är av vikt för att eleven ska nå ökad måluppfyllelse. Därför var syftet med studien att belysa hur elever och föräldrar uppfattar sin delaktighet i samverkansprocessen kring IUP samt hur lära-ren gör för att involvera elever och föräldrar i det arbetet. För att få en bild av hur sam-verkansprocessen kring den individuella utvecklingsplanen uppfattas av lärare, elever och föräldrar har såväl kvalitativa som kvantitativa metoder använts. Dessa har bestått av lärar- och föräldraenkäter samt av elevintervjuer. Resultatet visar att elever och för-äldrar upplever stor delaktighet kring arbetet med IUP. Studiens resultat visar även att eleverna genom IUP fått en större medvetenhet över sitt lärande. Beträffande lärarper-spektivet visar vårt resultat att lärarna anser det viktigt att involvera elever såväl som föräldrar. Lärarnas motiv för att involvera eleven i arbetet med IUP är att skapa delak-tighet, motivation och ansvarstagande hos eleven för en ökad måluppfyllelse. Samman-taget visar vår studie att en god samverkansprocess kan leda till ökad måluppfyllelse för eleven.</p> / <p>Since January 2006, an individual development plan (IUP) should be prepared for every pupil in comprehensive school. The aim of development plan is to support pupils’ pos-sibilities to fulfil the goals of the National curriculum. General counsels of the National Board of Education (2005) states that both pupils and parents should be given the pos-sibility to influence on and participate in the work with IUP. We articulate that the co-operation process between teacher, pupil and parents concerning IUP, is of importance for pupils’ goal fulfilment. Therefore, the aim of the study was to elucidate how stu-dents and parents consider their participation in the cooperation process with IUP, and how the teacher involves students and parents in the process. In order to find out how the cooperation process concerning the individual development plan is considered by teachers, students, and parents, both qualitative and quantitative methods have been used. These consist of teachers’- and parents’ inquiries, and by pupils’ interviews. The result shows that both pupils and parents experience a great deal of participation con-cerning the work with IUP. The result also shows that the students through IUP have improved their awareness of the learning process. Regarding the teachers’ perspective, our study illuminates that teachers consider it important to involve both pupils and par-ents. Teacher’s reason for involving pupils in the work with IUP is to create participa-tion, motivation, and responsibility among pupils for an increased goal fulfilment. All in all, our study shows that a good cooperation process increases pupils’ goal fulfil-ment.</p>

Кадровая безопасность, важная составляющая управления персоналом, требует к себе внимания и оказывает влияние на эффективность организации. Персонал, как один из важнейших ресурсов любой организации, важно удержать и сохранять, а правильно организованная кадровая безопасность способствует этому. На текущий момент имеет место нестабильность экономической системы, что повышает риски функционирования любого объекта управления, так как растет влияние внешних угроз. В таких условиях становится особо актуальным создания эффективного механизма управления экономической безопасностью. Цель исследования: анализ процесса обеспечения кадровой безопасности в ООО «Интеллектуальные корпоративные решения» и разработка программы организации кадровой безопасности на предприятии для обеспечения экономической безопасности. В результате проведенного исследования установлено, что в компании снижается доля «стабильных» сотрудников, которые работают долгое время в компании, то есть в динамике растет текучесть кадров. Наблюдается нехватка кадров всех уровней. Недостаток кадров сказывается на нагрузке текущих сотрудников, так как у задач стоят строгие дедлайны, которые приходится соблюдать с помощью тех человеческих ресурсов, которые имеются в наличии. Специалистов высокой квалификации переманивают другие компании. Зарплата сотрудников растет, но не всегда соответствует уровню зарплат сотрудников ИТ-сферы. В качестве решения предложено разработать индивидуальный план развития каждого сотрудника, направленного на повышение профессионального развития, мотивации и удовлетворенности трудом. / Personnel security, an important component of personnel management, requires attention and has an impact on the effectiveness of the organization. Personnel, as one of the most important resources of any organization, it is important to retain and preserve, and properly organized personnel security contributes to this. At the moment, there is an instability of the economic system, which increases the risks of functioning of any management object, as the influence of external threats increases. In such conditions, it becomes especially important to create an effective mechanism for managing economic security. The purpose of the study is to analyze the process of ensuring personnel security in Intelligent Corporate Solutions LLC and develop a program for organizing personnel security at the enterprise to ensure economic security. The lack of personnel affects the workload of current employees, as tasks have strict deadlines that have to be met with the help of those human resources that are available. Highly qualified specialists are being lured away by other companies. The salaries of employees are growing, but they do not always correspond to the salaries of employees in the IT sector. As a solution, it is proposed to develop an individual development plan for each employee aimed at improving professional development, motivation and job satisfaction.