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Experiences of hospital administrator-educators responsible for employer-supported education for middle managers / Experiences of hospital administrator educators responsible for employer supported education for middle managersBowles, Christina M. January 2004 (has links)
The purpose of this qualitative study was to examine the experiences of healthcareadministrative-educators and middle managers from three Midwestern hospitals about employer-provided management education for middle managers. The vision of the Chief Healthcare Administrator (CHA) of each hospital is reflected in the vision, mission andstrategic plan. The availability of formal training and development programs for middle managers is evident in the CHA's commitment to education. Using individual interviews of one-hour, the study examined the behaviors of managers and reactions to the experience of ongoing formalized middle-management education.Non-profit institutions selected had over a 250-hospital bed size with a formal department or division of management education. Hospitals chosen were HCIA Sachs designated "100 Top Hospitals" for 1999 or 2000. Each participant signed a consent form. The sample size was a minimum of one administrative-educator responsible for delivering middle manager education, two clinical managers, and two non-clinical managers from each hospital. The administrative-educator selected the interviewees. Managers interviewed had at least three years of management experience. Attitudes and practices varied due to social, political and contextual variables.Respondents were free to withdraw from the study at any time. For verification and enrichment, participants reviewed their individual interview transcripts. Managers described experiences with management education, reported increased levels of confidence, listed helpful resources, and named driving forces to support management education. Findings revealed clinical and non-clinical managers have common learningneeds. For successful management education, administrative-educators address the hospital's social, political, and cultural needs.Interviews were electronically recorded and kept confidential, as well as the verbatim transcriptions of the interviews. After the research process was complete, all tapes were destroyed. Each institution received a summary of the final document.In future years, the anticipated benefit to the participants will be that hospitals utilize the collective information to plan and deliver improved educational programming for the middle manager. This study found common themes among the respondents to develop new ways of thinking to improve managerial performance. Results may direct others to set a standard of managerial competency in healthcare. Healthcare middle managers' learning needs warrant further investigation. / Department of Educational Studies
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An evaluation of the effect of coaching on the empowerment of middle managers in the retail sector : a lifelong learning perspectiveFourie, Stefan Steyn 03 1900 (has links)
Thesis (PhD)--Stellenbosch University, 2012. / ENGLISH ABSTRACT: The modern business environment is characterised by uncertainty, rapid change and the
continuous pursuit of competitiveness. This has placed a renewed emphasis on the
capacitation of managers operating in such environments and may be seen as a critical
means of ensuring a sustainable advantage. Within the South African food retail
environment, learning and development activities do not seem to be capacitating managers
effectively, as well as taking too long to meet the changing demands of the retail sector.
Lifelong learning has the potential to accelerate the development of individuals in
management positions.
Lifelong learning can be seen as the facilitation of learning, growth and development of
individuals, as well as a means for enabling individuals and organisations to meet the
challenges of an increasingly competitive world.
Learning has the potential to empower individuals. In facilitating lifelong learning, a coaching
methodology was used to facilitate the learning of ten middle managers in a large food retail
store (part of one of the biggest retail organisations in South Africa). This research set out to
evaluate the effect of coaching (as a method to facilitate learning) to empower middle
managers in the food retail sector.
The research was approached from a lifelong learning perspective and the focus of the
research was the individual adult learner. Within the context of adult learning, the concepts
of andragogy, experiential learning and transformative learning were applied in the
facilitation of adult learning.
Coaching (as a method to facilitate learning) allows for a uniquely individual and personal
approach to learning. The learning and development intervention (using a coaching
methodology) to facilitate learning was implemented over a period of 12 months and the
participants were ten middle managers employed by the retail store.
The case study (more specifically a multiple-case) design was used as research design. The
findings of the research were discussed to place them within the context of the following
research questions:
• What is the effect of coaching as a method of learning and development in the
facilitation of lifelong learning to empower middle managers in the food retail
environment? • Is coaching (as only another way of facilitating learning) an effective method for
facilitating learning and the development of middle managers in the food retail
sector?
• Which dimensions should be taken into consideration when implementing a coaching
methodology (as a method of learning) in developing middle managers in the retail
sector?
The participants’ empowerment status was measured with a standardised questionnaire
using a pre-test, post-test and post-post-test design. The research was conducted in three
phases. Mixed methods research (using both qualitative and quantitative methods) was used
during the research, which included interviews, field notes, questionnaires, observation, tests
and official statistics.
The first phase consisted of an evaluation, which included an evaluation of each individual
manager. Two learning style questionnaires were applied to each middle manager to gain a
better understanding of each middle manager and to assist the learning process on an
individual basis. Lastly, a pre-test on empowerment was done by means of a standardised
questionnaire. Part of this phase involved a structured interview with each individual
manager. The second phase involved exposure to the coaching intervention and the process
of coaching, followed by a post-test for measuring changes in the empowerment status. The
last phase consisted of a post-post-test to measure changes in empowerment at the end of
the coaching intervention.
Five out of the ten middle managers showed sustained empowerment gains at the end of the
coaching intervention. An experiential approach (using Kolb’s learning model) was used to
facilitate the learning, and the middle managers who completed the learning cycle (namely
concrete experience, reflective observation, abstract conceptualisation and active
experience) showed empowerment gains. The learners who showed empowerment also
displayed self-direction in their learning. Coaching (as a method to facilitate lifelong learning)
was used as an effective method of learning in a busy retail environment. Statistical analysis
showed no statistically significant improvements in empowerment from pre-test to post-posttest
of the total group. Based on the findings and conclusions of the research, a new
coaching framework (to facilitate lifelong learning), namely the New Coaching Retail Model,
is proposed. This model consists of dimensions that facilitate individual lifelong learning,
pointing to an empowered lifelong learner. / AFRIKAANSE OPSOMMING: Die hedendaagse sake-omgewing word gekenmerk deur onsekerheid, vinnige verandering
en ’n volgehoue ingesteldheid op mededinging. Binne die konteks van
menslikehulpbronontwikkeling is daar ’n hernude beklemtoning van die ontwikkeling van
bestuurders in omgewings van hierdie aard, wat aan besighede volhoubare voordeel sal
gee. In die Suid Afrikaanse kleinhandel-voedselsektor blyk dit dat sekere leer- en
ontwikkelingsaktiwiteite nie aan die uniekheid van die sake – en dus aan die konteks –
voldoen nie. Lewenslange leer het die potensiaal om individuele ontwikkeling te versnel.
Lewenslange leer kan as die fasilitering van leer, groei en ontwikkeling gesien word, en hou
voordele in vir die individu, asook vir die organisasie binne die konteks van ’n veranderende
sake-omgewing.
Lewenslange leer het die potensiaal om die individu te bemagtig. Binne die konteks van die
navorsing is ’n afrigtingsmetodologie gebruik om die lewenslange leerproses van tien
middelbestuurders van ’n kleinhandelsaak (wat deel vorm van een van die grootste
kleinhandelgroepe in Suid-Afrika) te fasiliteer. Die doel van die navorsing was om die effek
van afrigting op die bemagtiging van middelbestuurders binne die kleinhandel te evalueer.
Die navorsing is vanuit die perspektief van lewenslange leer benader. Die fokus van die
navorsing was die individuele volwasse leerder. Binne die konteks van volwasse leer, is
andragogie, ondervindingleer en transformasieleer tydens die fasilitering van volwasse leer
toegepas.
Afrigting (as ’n metode om lewenslange leer te fasiliteer) maak voorsiening vir ’n unieke
individuele en persoonlike aanslag tot lewenslange leer. Die leer- en
ontwikkelingsintervensie (deur die gebruik van afrigting ) is oor ’n tydperk van 12 maande
gevolg en die teikengroep het uit tien middelbestuurders binne een kleinhandelsaak
bestaan.
Die navorsingsontwerp het ’n gevalle studie- (meer spesifiek ’n veelvuldige gevalle studie)
ontwerp gevolg. Die drie navorsingsvrae verwys na die aard van die afrigtingsintervensie om
lewenslange leer te fasiliteer en was daarop gemik om te bepaal of die afrigtingsintervensie
’n effek op die deelnemers se bemagtigingsvlakke gehad het, of afrigting as effektiewe
metode vir leer en ontwikkeling vir middelbestuur binne die kleinhandelsektor aangewend
kan word, en watter dimensies in ag geneem moet word wanneer ’n afrigtingsmetodologie
gebruik word om middelbestuur binne die kleinhandelsektor te ontwikkel. Die deelnemers se bemagtigingstatus is met ’n gestandaardiseerde vraelys gemeet, terwyl
’n voor-en-ná-toets en ’n verdere (post-post-) toetsontwerp gevolg is. Die navorsing is in drie
fases geïmplementeer. Beide kwalitatiewe en kwantitatiewe metodes bestaande uit
onderhoude, notas tydens veldwerk, onderhoude, vraelyste, waarneming, toetse en
statistiese analise is gebruik.
Die eerste fase het uit formele evaluering bestaan, waar elke individuele bestuurder
geëvalueer is. Elke bestuurder het twee verskillende vraelyste voltooi wat die individu se
leerstyl geïdentifiseer het. Hierdie fase het ook voortoets behels wat die deelnemers se
bemagtigingstatus gemeet het, asook uit gestruktureerde onderhoude. Gedurende die
tweede fase is deelnemers aan die afrigtingsintervensie blootgestel. Gedurende die
intervensie is die deelnemers se bemagtigingstatus weer deur ná-toets gemeet om
verandering in bemagtiging vas te stel. Fase drie het uit verdere toets bestaan om die
deelnemers se bemagtigingstatus aan die einde van die leer intervensie te meet.
Die navorsing se bevindinge dui daarop dat vyf van die tien deelnemers aan die einde van
die afrigtingsintervensie ’n verbetering in hul bemagtigingstatus getoon het. Deur gebruik te
maak van ’n ondervindingsaanslag (soos gebruik in Kolb se leermodel) was dit beduidend
dat die middelbestuurders wat die siklus van leer voltooi het, almal ook ’n verbetering in hul
bemagtigingstatus getoon het. Hierdie leerders het ook selfrigting in hulle leer getoon.
Afrigting (as ’n metode om lewenslange leer te fasiliteer) kon effektief as ’n metode van leer
in ’n besige kleinhandelsektor gebruik word. Statistiese analise het getoon dat daar geen
betekenisvolle verbeteringe van die voortoets na die na-na-toets van die groep was nie.
Gegrond op die bevindinge en gevolgtrekkings, word ’n nuwe afrigtingsmodel voorgestel om
lewenslange leer te fasiliteer, naamlik die “New Coaching Retail Model” (wat vertaal kan
word as die “Nuwe Kleinhandelafrigtingsmodel”). Dié model is aamgestel uit dimensies wat
individuele lewenslange leer bevorder, en wat dui op ’n bemagtigde lewenslange leerder.
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O processo de seleção e as ações de formação de gestores escolares da Rede Municipal de Educação de Belo Horizonte frente aos desafios da gestão compartilhadaScott, Valentina de Souza Paes 19 August 2014 (has links)
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Previous issue date: 2014-08-19 / O objetivo desta dissertação é verificar a necessidade de apoio e de formação para os candidatos a gestão escolar da Rede Municipal de Educação de Belo Horizonte (RME/BH), na elaboração e na implementação de um plano de trabalho estratégico. No pleito de 2011, que elegeu os gestores escolares para o mandato 2012/2014, foi exigida dos candidatos a apresentação deste plano. Tal exigência decorre da política conhecida como BH Metas e Resultados, implementada nesta cidade no ano 2009. A escolha do tema justifica-se pelo desafio de se fazer gestão escolar frente a gestão compartilhada. Para alcançar o objetivo proposto nesta dissertação, a metodologia adotada foi o estudo de caso, sendo empregadas para coleta de dados as seguintes técnicas: observação simples, análise documental, levantamento bibliográfico e a aplicação de um questionário aos 29 gestores escolares da Gerência Regional de Educação Nordeste (Gered-ne), que compuseram a amostra desta dissertação. Os resultados obtidos demonstraram que, mesmo para os candidatos com experiência anterior em gestão, a tarefa de elaboração do plano de trabalho estratégico foi complexa e desafiadora. Os resultados apontaram que, para estes gestores, o maior desafio na elaboração do plano de trabalho estratégico foi fazê-lo em consonância com os mapas estratégicos da Secretaria Municipal de Educação de Belo Horizonte (SMED/BH) e das escolas. Eles reconhecem que existe a necessidade de conhecimentos técnicos para elaboração do plano de trabalho estratégico. Evidencia-se que para tal atividade, os gestores contaram com a equipe de gestão, com a equipe docente e, em alguns casos, com sua experiência anterior. Finalmente, os resultados demonstraram que as atribuições relatadas na legislação, que regulamenta o processo eleitoral, não retratam a realidade do gestor escolar da RME/BH. / This dissertation aims at verifying the need to support and train the candidates for school managers at Belo Horizonte’s Municipal Education Network (RME/BH) in elaborating and implementing a strategic work plan. In the 2011 elections, at which the school managers for the 2012/2014 office were elected, the candidates had to present that plan. Such demand stemmed from the policy known as BH Goals and Results, implemented in Belo Horizonte in 2009. The choice for this subject is based on the challenge of managing schools from a shared management perspective at a public education network. In order to achieve the aim proposed herein, the chosen methodology was case study, at which the following technics were applied: simple observation, documental analyses, bibliographic research and the application of a query with 29 school managers from the Northeast Regional Education Management (Gered-ne), which composed the sampling in this paper. The found results depicted that, even for candidates who had a previous experience on management, elaborating the strategic work plan was a challenging and complex task. The results showed that, for those managers, the greatest challenge in elaborating the strategic work plan was to do so in consonance with Belo Horizonte’s Municipal Education Secretary (SMED/BH) and the school’s strategic maps. They acknowledge that there is a need for technical knowledge in elaborating the strategic work plan. It is remarkable that for such activity the managers counted on the management team, with the teachers and, in some case, with their previous experience. Finally, the results showed that the responsibilities outlined in the legislation which regulates the electoral process do not depict the reality of RME/BH’s school manager.
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Motivace zaměstnanců prostřednictvím vzdělávání ve středně velkém podniku / Motivation of employees by the way of education in medium-sized companyHUCKOVÁ, Petra January 2011 (has links)
The goal of this thesis was to analyze current motivation system in a selected company and a proposal for further training opportunities. The work is characterized by MOTOR JIKOV Fostron, a long-established system of education in the company and education in times of economic crisis. One of the marketing research ? questioning in the form of questionnaires and interview - was applied in the thesis. The analysis revealed the deficiencies of the motivation system, for which were proposed measures for their elimination. Based on these deficiencies and suggestions for improvements have been recommended further staff training opportunities - in the form of Training internal communications, Employee assessment, E-learning and Operational programme Human resources and employment.
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