The target of this graduation thesis was to specify new views and requirements which effect on managers´ personalities´ formation and development in present HR management. For necessary information acquisition 6O managers completed a questionnaire which was about manager`s personality development. Managers and employees in monitored companies generally know (or subconsciously anticipate) how the superior HR management in nowaday trends should be proceeded and how it should look like. key-managers know about the need of superior personal work and the question is when this range becomes the same preference as economics or production

The primary objective of this study was to investigate the relationship between archetypal values (measured by the PMAI), career orientations (measured by the COI), perceived career success and meaningfulness (measured by open-ended questions) in a sample of 207 participants employed in the science and engineering sector. The secondary objective was to qualitatively assess the core themes underlying individuals‟ perceptions of their career success and meaningfulness. The tertiary objective was to determine whether demographic groups differ in terms of their archetypal values and career orientations. The research findings indicated significant relationships between participants‟ archetypal values, career orientations, their perceptions of career success and meaningfulness. The findings further revealed a number of core themes underlying individuals‟ perceptions of their career success and meaningfulness. Significant differences were observed between demographic groups in terms of their archetypal values and career orientations. The findings contributed valuable new knowledge to inform career counselling and decision-making practices. / Industrial and Organisational Psychology / M. Com. (Industrial and Organisational Psychology)

A Educação a Distância (EaD) tem se transformado à medida que as tecnologias de informação e comunicação se desenvolvem e são incorporadas no ensino. Estimula uma aprendizagem interativa, em processo de consolidação e expansão. Neste contexto, este estudo objetiva apresentar uma proposta de curso na modalidade EaD com enfoque na gestão orçamentária e financeira dos recursos da saúde por meio de um termo de referência, documento que descreve elementos educacionais organizados em um quadro demonstrativo com itens justificados a partir do referencial teórico. Tal iniciativa considera a necessidade de preparar gestores/as e demais agentes para atuarem com segurança nos processos de tomada de decisão quanto à aplicação dos recursos financeiros destinados à saúde. Para tanto, foi desenvolvida pesquisa bibliográfica para a construção do referencial teórico, organizado em quatro eixos: (i) a contextualização da educação a distância, seus princípios e modelos; (ii) abordagens pedagógicas e sistemáticas de desenvolvimento; (iii) organização, avaliação e custeio; e, por fim, (iv) experiências em EaD voltadas a profissionais da saúde. Como resultado, o termo de referência, produto desta Dissertação, foi estruturado em cinco eixos: (i) técnicas a serem utilizadas; (ii) gestão e organização do curso; (iii) sistemáticas de desenvolvimento; (iv) conteúdos a serem desenvolvidos; e (v) instrumentos de avaliação. Por fim, optou-se por enfatizar no termo de referência conceitos e metodologias que apresentassem sentido prático e aplicabilidade para favorecer o aprendizado de profissionais da saúde. Além disso, a estrutura do produto poderá ser empregada em outros cursos a depender do projeto político-pedagógico delineado. / Distance Education (DE) has been transformed as information and communication technologies develop themselves and are incorporated into education. It stimulates an interactive learning, in the process of consolidation and expansion. In this context, this study aims to present a course proposal in the DE mode with a focus on the budgetary and financial management of health resources by means of a reference term, a document that describes educational elements organized in a demonstration frame with items justified from the theoretical referential. This initiative considers the need to prepare managers and other agents to act safely in the decision-making processes regarding the application of financial resources for health. For that, a bibliographical research was developed to construct the theoretical framework, organized in four axes: (i) the contextualization of distance education, its principles and models; (ii) pedagogical and systematic approaches to development; (iii) organization, evaluation and costing; And, finally, (iv) experiences in DE aimed at health professionals. As a result, the term of reference, the product of this Dissertation, was structured in five axes: (i) techniques to be used; (ii) management and organization of the course; (iii) development systematic; (iv) content to be developed; And (v) evaluation tools. Finally, it was decided to emphasize in the reference term concepts and methodologies that presented practical meaning and applicability to favor the learning of health professionals. In addition, the structure of the product can be used in other courses depending on the political-pedagogical project outlined.

There exists a huge amount of quantitative research about organizational commitment, the psychological contract and its relevance for retention. We do, however notice a lack of qualitative research when it comes to commitment, the psychological contract and how different factors cooperate to achieve retention. Because of this, we would like to highlight the expectations employees have as well as which factors that make them committed to their organization, using a qualitative method. Through 15 semi-structured interviews with managers at IKEA Kalmar, we tried to identify what matters most för their wish to stay. We made the decision based on the assumption that managers will provide better inputs for our purpose thanks to a better insight regards to longer employment. One interview was held with the HR manager to provide the study with the organization's perspective. This study shows that professional and personal development and the work with employer branding and culture develop commitment and are a part of the psychological contract and important for managers’ willingness to stay. We also noticed that employee development is a part of the organization's culture, and that the factors cooperate to increase retention. These factors are important to uphold, as this study shows that they can increase over time in relevance, and continually affects commitment. We have also seen that what most affects retention in this context is the emotional bond between employee and organization, affective commitment. / Det finns stora mängder forskning om organizational commitment, det psykologiska kontraktet och dess relevans för anställdas önskan att stanna i en organisation av kvantitativ karaktär. Dock återfinns det en avsaknad av kvalitativ forskning ifråga om vad det är som har betydelse för att man vill stanna i en organisation i ljuset av organizational commitment, det psykologiska kontraktet och hur olika faktorer samspelar till det. Därför ville vi med en kvalitativ studie belysa vilka förväntningar anställda har och vilka faktorer som gör anställda committed till deras organisation. Vi genomförde 15 semistrukturerade intervjuer på IKEA Kalmar där chefer fick beskriva deras upplevelser och tankar kring vad som hade betydelse för att de ville stanna. Vi valde att fokusera på grupp- och avdelningschefer då IKEA är känt för sin internrekrytering och då vi ansåg att dessa är väl insatta i organisationen och har en bra erfarenhet då de har arbetat där en längre tid. En utav intervjuerna gjordes med en HRchef för att få organisationens perspektiv på varför anställda stannar och hur de arbetar med att behålla dem. Studien visar att kompetens- och karriärutveckling och arbetet med employer branding och organisationskultur, utvecklar commitment och ses som en del av det psykologiska kontraktet och har betydelse för chefernas vilja att stanna. Vi har även sett att aspekter såsom utveckling som har betydelse, inkluderas i organisationskulturen. Resultatet visar på att kompetens- och karriärutveckling och employer branding samverkar till viljan att stanna. Studien visar också på att de betydelsefulla aspekterna är viktiga att upprätthålla då de ökar i betydelse över tid och att commitment utvecklas över tid. Vi har också sett att det som mest förklarar att man vill stanna är att man känner ett känslomässigt band, affective commitment, till organisationen.

This research was developed with the purpose of identifying the need for professional and personal development of Administrative Technical Education ( TAE ) of a Federal Institution of Higher Education in Social and Human, and propose a Plan for Professional and Personal Development for same , keeping in view the demands of the changing and expanding, experienced by Federal Institutions of Higher Education ( IFES ) process. For this, we carried out a survey of descriptive character, drawing on quantitative methodologies. The research sample consisted of 51 technical and administrative staff of a Center for Teaching a Federal Institution of Higher Education, to which a questionnaire in which we sought to assess the needs for training, through a set of questions was applied grouped into key constructs by area. In terms of personal development, be - sought thematic commonly associated with human behavior at work, such as motivation, creativity, leadership, dealing with conflict, stress, innovation and ethics and sustainability. Data were analyzed by means of software " Windows Excel", "SPSS 18" and "SAS 9". Simple descriptive statistics, correlations were performed. The results showed that the TAE have needs for professional development involving new information technology, administrative and managerial processes among others. Concerning behavioral issues that motivate evidenced by achievement, and creativity in general and median or inexpressive. The responses guided the preparation of a Plan for Professional & Personal Development Professional Development in which it was proposed in two stages, the first courses with greater than or equal to 70% acceptance rates in the second stage, those who obtained less indication 70%. In terms of Personal Development it was found that majorities of TAE working alone in their respective departments and not have moments of relaxation, talk to exchange experiences, to have a coexistence and integration, there is an invisible insulation, promoted by the activities and obligations meet, which contradicts the need for affiliation presented with high approval rate of 61.57 % of TAES. The implementation of the Plan for Professional and Personal Development of TAE / CCSH promote the growth of the quality of life of the professionals involved and the Center gain more empowered and happy servers, reflecting the efficiency and effectiveness of services provided. / Esta pesquisa foi desenvolvida com o propósito de identificar a necessidade de desenvolvimento profissional e pessoal dos Técnicos Administrativos em Educação (TAE) de uma Instituição Federal de Ensino Superior, na área de Social e Humanas, e propor um Plano de Desenvolvimento Profissional e Pessoal para os mesmos, tendo em vista as necessidades impostas pelo processo de mudança e expansão, vivenciados pelas Instituições Federais de Ensino Superior (IFES). Para tanto, realizou-se uma pesquisa de caráter descritivo, valendo-se de metodologias quantitativas. A amostra da pesquisa foi composta por 51 servidores técnicoadministrativos de um Centro de Ensino de uma Instituição Federal de Ensino Superior, aos quais foi aplicado um questionário, em que buscou-se levantar as necessidades de capacitação, por meio de um conjunto de questionamentos agrupados em construtos chaves, por área. Em termos de Desenvolvimento Pessoal, buscaram-se as temáticas comumente associadas ao comportamento humano no trabalho, como motivação, criatividade, liderança, trato com conflitos, estresse, inovação e ética e sustentabilidade. Os dados obtidos foram analisados por meios de softwares Windows Excel , SPSS 18 e SAS 9 . Foram realizadas estatísticas descritivas simples, correlações. Os resultados evidenciaram que os TAE têm necessidades de Desenvolvimento Profissional que envolve as novas tecnologias de informação, os processos administrativos e gerencias dentre outros. Em relação às questões comportamentais ficou evidenciado que se motivam por realização, e a criatividade em geral e mediana ou pouco expressiva. As respostas obtidas orientaram a elaboração de um Plano de Desenvolvimento Profissional e Pessoal no qual o Desenvolvimento Profissional foi proposto em duas etapas, na primeira os cursos com índices iguais ou superiores a 70% de aceitação, na segunda etapa, os que obtiveram indicação inferior a 70%. Em termo de o Desenvolvimento Pessoal constatouse que a maiorias dos TAE trabalham sozinhos nas suas respectivas secretarias e não possuem momentos de relaxamento, para conversarem trocarem experiências, para terem uma convivência e integração, existe um isolamento invisível, promovido pelas atividades e obrigações a cumprir, o que contraria a necessidade de filiação apresentada com índice de alta aprovação de 61,57% dos TAEs. A aplicação do Plano de Desenvolvimento Profissional e Pessoal dos TAE/CCSH promoverá o crescimento da qualidade de vida dos profissionais envolvidos e o Centro ganhará com servidores mais capacitados e felizes, repercutindo a eficiência e eficácia dos serviços prestado.

A Educação a Distância (EaD) tem se transformado à medida que as tecnologias de informação e comunicação se desenvolvem e são incorporadas no ensino. Estimula uma aprendizagem interativa, em processo de consolidação e expansão. Neste contexto, este estudo objetiva apresentar uma proposta de curso na modalidade EaD com enfoque na gestão orçamentária e financeira dos recursos da saúde por meio de um termo de referência, documento que descreve elementos educacionais organizados em um quadro demonstrativo com itens justificados a partir do referencial teórico. Tal iniciativa considera a necessidade de preparar gestores/as e demais agentes para atuarem com segurança nos processos de tomada de decisão quanto à aplicação dos recursos financeiros destinados à saúde. Para tanto, foi desenvolvida pesquisa bibliográfica para a construção do referencial teórico, organizado em quatro eixos: (i) a contextualização da educação a distância, seus princípios e modelos; (ii) abordagens pedagógicas e sistemáticas de desenvolvimento; (iii) organização, avaliação e custeio; e, por fim, (iv) experiências em EaD voltadas a profissionais da saúde. Como resultado, o termo de referência, produto desta Dissertação, foi estruturado em cinco eixos: (i) técnicas a serem utilizadas; (ii) gestão e organização do curso; (iii) sistemáticas de desenvolvimento; (iv) conteúdos a serem desenvolvidos; e (v) instrumentos de avaliação. Por fim, optou-se por enfatizar no termo de referência conceitos e metodologias que apresentassem sentido prático e aplicabilidade para favorecer o aprendizado de profissionais da saúde. Além disso, a estrutura do produto poderá ser empregada em outros cursos a depender do projeto político-pedagógico delineado. / Distance Education (DE) has been transformed as information and communication technologies develop themselves and are incorporated into education. It stimulates an interactive learning, in the process of consolidation and expansion. In this context, this study aims to present a course proposal in the DE mode with a focus on the budgetary and financial management of health resources by means of a reference term, a document that describes educational elements organized in a demonstration frame with items justified from the theoretical referential. This initiative considers the need to prepare managers and other agents to act safely in the decision-making processes regarding the application of financial resources for health. For that, a bibliographical research was developed to construct the theoretical framework, organized in four axes: (i) the contextualization of distance education, its principles and models; (ii) pedagogical and systematic approaches to development; (iii) organization, evaluation and costing; And, finally, (iv) experiences in DE aimed at health professionals. As a result, the term of reference, the product of this Dissertation, was structured in five axes: (i) techniques to be used; (ii) management and organization of the course; (iii) development systematic; (iv) content to be developed; And (v) evaluation tools. Finally, it was decided to emphasize in the reference term concepts and methodologies that presented practical meaning and applicability to favor the learning of health professionals. In addition, the structure of the product can be used in other courses depending on the political-pedagogical project outlined.

Esta pesquisa apresenta um modelo de capacitação para o atendimento de parada cardiorrespiratória a partir de uma abordagem qualitativa com foco na prática pedagógica envolvida nesse processo. Os objetivos específicos foram: aplicar o método Objective Structured Clinical Examination (OSCE)adaptado para o atendimento de parada cardiorrespiratória, elaborar uma metodologia para a capacitação dos profissionais para o atendimento de parada cardiorrespiratória e analisar os mediadores pedagógicos aplicados no processo capacitação. A pesquisa foi realizada em uma Assistência Médica Ambulatorial Integrada, localizada na Região Leste do Município de São Paulo. Estimou-se que a capacitação ocorreria no centro de treinamento e no espaço dos participantes, o que demandou o reconhecimento antecipado do campo e articulações junto à Supervisão Técnica de Saúde. A organização dos materiais didáticos envolveu a parceria com um instrutor credenciado pela American Heart Association, além da elaboração e aplicação da metodologia OSCE adaptada para o processo de aprendizagem. Os sujeitos da pesquisa foram oito participantes voluntários, do turno da manhã e da tarde, integrantes da equipe de enfermagem da unidade. Procedeu-se uma capacitação em três etapas: a primeira constitui-se uma aula teórico-prática em atendimento à parada cardiorrespiratória no centro de treinamento. A segunda foi uma simulação de um caso clínico de parada cardiorrespiratória na sala de classificação de risco, envolvendo uma atriz e os sujeitos da pesquisa, seguido de um atendimento na sala de emergência utilizando um manequim e aplicando todos os procedimentos recomendados. Na terceira etapa foi realizada uma entrevista semiestruturada norteado por perguntas disparadoras. As cenas foram captadas por meio de gravação de imagens e de áudio na segunda etapas, a fim de promover um feedback aos participantes. Ao término dessa construção, procedeu-se à entrevista com roteiro semiestruturado individualmente, de forma a conhecer as dificuldades e facilidades vivenciadas pelos participantes e, simultaneamente, analisar a aplicabilidade da metodologia proposta. Quanto aos dados da entrevista, realizou-se a escuta, transcrição e sistematização em categorias por meio da técnica de análise de conteúdo. Os fundamentos teóricos e pedagógicos propostos por Robert Harden (1975), Paulo Freire (2014) e Edgar Morin (2003), nortearam a discussão dos resultados em duas categorias analíticas: mediação pedagógica no processo de capacitação e aprendizado no ambiente de trabalho como forma de produção. O resultado foi uma associação de três fases operacionais. A primeira fase de fundamento teórico-prático foi caracterizada pela interação proativa. A segunda fase de simulação com uma paciente-atriz, os participantes foram ativos no atendimento, entretanto os sinais de agravo clínico provocaram comportamento de apreensão, rapidamente superado. Houve uma pequena disfunção no acesso aos materiais, porém a equipe demonstrou equilíbrio, fito às manobras de ressuscitação realizando os procedimentos com sucesso. A terceira etapa foi a entrevista semiestruturada, resultando em uma súmula de pertinência pedagógica e metodológica para a transformação da prática. Cabe ressaltar que o conjunto da metodologia favoreceu a co-construção do sentido da aprendizagem e da reflexão crítica como base da transformação. Em síntese, foi possível concretizar a elaboração de um modelo de capacitação e comprovar sua aplicabilidade na prática do atendimento à parada cardiorrespiratória. / This research presents a training model for cardiorespiratory arrest care based on a qualitative approach focused on the pedagogical practice involved in this process. The specific goals were: to apply the Objective Structured Clinical Examination (OSCE) method - adapted for cardiorespiratory arrest attendance, to create a professionals\' qualification methodology for cardiorespiratory arrest attendance and to analyze the pedagogical mediators applied in the training process. The research was carried out in an Integrated Ambulatory Medical Assistance, located in Sao Paulo\'s eastern area. It was stipulated that the training would take place at the training center and the participants environment, which required field early recognition and articulation with the Technical Health Supervision. The teaching supplies organization involved the partnership with an American Heart Association accredited instructor, besides the use of OSCE - adapted methodology for the learning process. The research subjects were eight volunteers, from morning and afternoon shifts, members of the unit\'s nursing team. A training was carried out in three stages: the first one constituted of a theoretical / practical class in cardiorespiratory arrest attendance at the training center. The second stage was a simulation of a clinical case of cardiorespiratory arrest at the risk classification room, people involved were an actress and the subjects of the research, followed by emergency room care using a mannequin and following all recommended procedures. In the third stage a semi-structured interview was conducted guided by triggering questions. The scenes were captured through recording of images and audio in the second stage, in order to provide feedback to participants. At the end of the training an individual semi-structured interview was conducted, in order to understand the difficulties and facilities experienced by the participants and simultaneously analyze the applicability of the proposed methodology. Regarding to interview data, listening and transcription and systematization were performed in categories through the technique of content analysis. The theoretical and pedagogical foundations proposed by Robert Harden (1975), Paulo Freire (2014) and Edgar Morin (2003) guided the results discussion in two analytical categories: training process pedagogical mediation and learning at work environment as a way of production. The result was an association of three operational phases. The first phase of theoreticalpractical foundation was characterized by proactive interaction. The second fase de simulation with a patient-actress, the participants were active in the attendance however the signs of clinical injury caused apprehension behavior, quickly overcome. There was a small dysfunction in the access to the materials, however the team demonstrated balance, aiming at resuscitation maneuvers performing the procedures successfully. The third step was the semistructured interview, resulting in a summary of pedagogical and methodological relevance for the transformation of the practice. It should be emphasized that the whole methodology favored the co-construction of the meaning of learning and critical reflection as the basis of transformation. In summary, it was possible to accomplish the elaboration of a training model and to prove its applicability in the practice of cardiorespiratory arrest attendance.

The complex, multi-faceted sustainability challenge that society faces calls for a strategic approach to sustainable development. Strategic planning processes towards sustainability in organisations and communities are oftentimes led by a facilitator or facilitative leader. We argue that planning processes of complex and transformational change, call for collaboration among stakeholders and for highly skilled facilitative leaders who are committed to the development of self, others and society. This thesis explores the ‘interior state’ of facilitative leaders as a high leverage point in moving society towards sustainability. We identify nine personal capacities that enable leaders to facilitate collaboration in Strategic Sustainable Development: (1) Being Present, (2) Whole Self-Awareness, (3) Suspension & Letting Go, (4) Compassion, (5) Intention Aligned with Higher Purpose, (6) Whole System Awareness, (7) Personal Power, (8) Sense of Humour, and (9) Holding Dualities and Paradoxes. We identify a range of personal and collective practices that help develop these personal capacities. We propose these capacities are the foundation for a more holistic and authentic facilitation approach applied to strategic sustainable development.

The aim of this diploma thesis is analysis of the current status of motivation system in the chosen company and creation of proposal for it's improvement. The first part is aimed at rewards, personal development and employees benefits from the theoretical point. The second part pays attention to the genuine way of rewarding, possibilities of personal development of the employees, relationships at work and the overall satisfaction within the company. The last part includes the proposal of improvement of the motivation system based on a questionnaire.

This thesis, in theoretical part, is focused on art education as part of the esthetic education. Than there are presented problems of Small-Class Schools in relation to art class on primary school and the artwork accompanying the development of the child as a character. In the practical part, there are presented the results of the research, which was carried out on the selected case study Small-Class School. In the final part, thesis summarizes the knowledge on the possibilities and peculiarities of art education as part of the education of the pupils at the primary school in the context of the specific condition of the Small-Class School. Keywords esthetic education, art education, Small-Class School, drawing, personal development, perception, personal and social development, younger school age