La recherche porte sur les gestes professionnels des formateurs accompagnant des enseignants nouvellement nommés. L‘entrée dans le métier est une période cruciale pour nombre d’enseignants. A l’école primaire, les modalités spécifiques d’accompagnement mises en œuvre sous la forme d’un tutorat, visent à développer la professionnalité de l’enseignant en devenir. Cette recherche rend compte d’une étude longitudinale de l’accompagnement de quatre maitres formateurs auprès d’enseignants stagiaires ou contractuels, durant l’année scolaire 2013-2014. Dans l’entretien post observation de classe, dispositif support de cette étude, l’activité du formateur est analysée sous l’angle des gestes professionnels, mobilisés dans leurs dimensions opératoires et symboliques, et, enrichis par la notion d’amplitude professionnelle. Cette dernière suppose que le geste professionnel n’a pas une dimension axiologique en lui-même mais qu’il est fortement dépendant de la relation d’accompagnement construite entre les deux partenaires de l’entretien. Dans la continuité des travaux mobilisant les gestes professionnels, Jorro (1998, 2002, 2006, 2011), Alin (2006, 2010) et Bucheton (2008, 2009), la thèse étudie les gestes professionnels du formateur pendant l’entretien post observation de classe, rendant possible une lecture d’un agir professionnel situé.Le geste professionnel, conçu comme un mouvement du corps envers autrui, est redéfini comme une interaction verbale et/ou corporelle, intentionnelle et conscientisée par le formateur, d’amplitude variable. Les résultats permettent de mettre en évidence sept gestes professionnels des formateurs. Par leurs spécificités, ces gestes sont les témoins d’un agir opératoire professionnel en situation. Nommés et clairement identifiés, ils constitueraient des savoirs conscientisés qui permettraient d’enrichir les pratiques des formateurs. Ainsi, outre les deux visées principales, descriptive et compréhensive, la recherche s’inscrit dans une perspective praxéologique, visant le développement professionnel des formateurs d’enseignants en situation d’accompagnement individualisé. / This research is about the professional gestures of tutors accompanying newly appointed teachers. In the interview that follows the observation of a class, which we based our study on, the tutor’s activity is analysed through the lens of professional gestures, mobilised in their operating and symbolic dimensions, and enriched by the notion of professional amplitude.This last one supposes that the professional gesture does not have an axiological dimension in itself, but that it strongly depends on the accompanying relation built between the two partners of the interview. In the continuity of works concerning professional gestures, Jorro (1998, 2002, 2006, 2011), Alin (2006, 2010) and Bucheton (2008, 2009), this thesis studies the professional gestures of the tutor during the interview post class observation and makes possible a reading of a situated professional acting. The professional gesture, seen as a body movement towards the other, is redefined as a verbal and/or corporeal interaction, intended and conscientised by the tutor, of variable amplitude. The results allow us to highlight seven professional gestures from the tutors.

The aim of this thesis is to analyze approaches to personality development of manager in the context of lifelong learning in knowledge economy trends, including specific proposals for desired direction of current practice. The research was focused on both influences acting on personality of the manager, as well as to his own views and preferences. An important factor was the focusing of the questions that have been used for research in previous thesis and enable us to compare responses within two years. The conclusion, therefore, may indicate the likely future development of issues. The research involved 160 managers. They were divided into four sectors - public administration, financial services organizations, tourism organizations and manufacturing organizations. The first method of data collection used a quantitative method - interviews by questionnaires. Data were evaluated separately for each category and made into tables and graphs. It was followed by partial results and discussions on particular issues. As the second, qualitative data collection method was chosen semi-structured interview based on a questionnaire. During a semi-structured interview questioner put emphasis on reasoned personal satisfaction or dissatisfaction in the organization, particularly interesting opinions, suggestions and improve their own knowledge.

Syftet med denna studie är att beskriva och analysera betydelsen av chefers personliga utveckling för att bedriva ett välfungerande ledarskap. Studiens resultat och analys visar att chefers personliga utveckling har betydelse för hur ledare prioriterar och hanterar mänskliga relationer vilket bland annat inrymmer förmågan till dialog, att aktivt lyssna och att vara närvarande i det dagliga arbetet. Resultatet indikerar på att ett relationsorienterat ledarskap eftersträvas i de båda organisationer som deltagit i studien. Ett välfungerande ledarskap uppnås då ledaren har personlig mognad och är medveten om att dennes beteende påverkar andra. Ledare behöver visa prestigelöshet i sin roll och vara lyhörd i sitt sätt för att samarbete skall främjas vilket den personliga utvecklingen kan bidra till. Ytterligare resultat är att stöd i arbetet från kollegor och HR är av stor vikt för att uppnå personlig utveckling så ett välfungerande ledarskap kan bedrivas. Studien genomfördes med kvalitativ metod genom semistrukturerade intervjuer med åtta respondenter i olika chefsposition varav två är HR-chefer, deras subjektiva upplevelser formade resultatet. Referensramen innehåller tidigare forskning om chef- och ledarskap, HRM, ledarskapsutveckling, humankapitalets betydelse för organisationer, HR:s roll samt förutsättningar för implementering av idén om mjuk HRM. Slutsatser från undersökningen är att det går att uppnå ett välfungerande ledarskap om ledning och HR i organisationer ser värdet av att chefer har lämpliga personliga egenskaper och skapar förutsättningar för vidare utveckling av dessa. En förutsättning är dock att chefer på alla nivåer ser värdet av utveckling och har en vilja till att utvecklas. / The purpose of this study is to describe and analyse the importance of managers’ personal development to conduct an effective leadership. The result of the study and the analysis shows that managers’ personal development is significant for how leaders prioritise and manage human relationships, which includes the ability for two-way communication, active listening and being present in the day-to-day working environment. The result indicates that both organisations taking part in the study strive for a relation-oriented leadership. Effective leadership is achieved when the leader has a personal maturity and an understanding of how their behaviour affects others. A leader needs to show humility and be responsive in order to promote cooperation within the organisation and personal development can contribute to such an environment. The study also shows that support in your work, by colleagues and Human Resources (HR), is of great importance to achieve personal development objectives enabling an effective leadership to be conducted. The study was carried out with a qualitative research method, using semi-structured interviews with eight respondents in various management positions including two HR managers. Their subjective experiences have shaped the result of the study. The reference framework contains previous research on management and leadership, Human Resource Management (HRM), leadership development, the importance of human capital for organisations, the role of HR as well as the conditions for implementing the concept of soft HRM. The conclusions from the study are that it is possible to achieve effective leadership if the management team and HR in an organisation appreciates the value of leaders having appropriate personal characteristics and supporting the further development of these. A prerequisite, however, is that managers at all levels are seeing the value of development and have a desire to develop.

The aim of the present inquiry was to identify significant factors which had impact on the lives of Miriam Darvas and the protagonist Liesel Meminger, linked to the circumstances of the Holocaust in their respective narratives Farewell to Prague and The Book Thief. Through the investigation of the living conditions impacting the individuals, Maslow’s Theory of Motivation is applied in order to find the factors hindering the possibility for Miriam and Liesel to develop in their personal selves. Simultaneously, an educational aim followed the study in order to clarify the pedagogical possibilities of using the narratives in an EFL classroom.    The findings of the present inquiry indicate great similarities in the change of circumstances between Miriam and Liesel due to the war, which consequently impacted the individuals in their basis of developing their personal self. The results disclosed several instances in which the surroundings of Darvas and Meminger hindered their ability to develop and deprived them of the necessities needed, according to Maslow’s theory. However, they also disclosed indications of finding inner strength by self-improvement through education. Therefore, the findings from the present study supports an area of pedagogical possibilities using the narratives in the EFL classroom, such as enhancing the knowledge and understanding for the living conditions during the Holocaust, providing alternative reading suggestions to the commonly used Holocaust literature, as well as allowing collaborations between several subjects in high school.

This Diploma Thesis deals with the education system in the company. The aim of this thesis is to characterize the system of employee's education in a company called ŠKODA PRAHA Invest s.r.o. and to propose improvements based on the theoretical knowledge. The sub-aim, established after consulting the HR Department of the company, is to propose improvements of the system of technical education. To reach this aim a questionnaire for the employees was used. This thesis is divided into theoretical and practical parts. Theoretical part summarizes knowledge regarding the education system in the company and its parts - analysis of training needs, projecting the education, realization of the training activities and evaluation of the education. Practical part of this thesis deals with the analysis of the system of employee's education in ŠKODA PRAHA Invest s.r.o. and with the results of the questionnaire. Proposed improvements follow.

The thesis concentrates on the psychological consequences ofthe contemporary work. Two focal question of the thesis are,first, why do employees’psychological resources becomeconsumed in the contemporary working life? Second, how tocreate regenerative work enabling employees’developmentin the present situation? The latter question aims todistinguish the conditions for sustainable individual andcollective development at work. The empirical research consistsof two studies; the Empirical Study I with explorative casestudies in two »new economy« companies and theEmpirical Study II with action research case studies in apublic hospital and a tenants’union. In the EmpiricalStudy II, the case organizations defined their problemsrelating to human resources consumption. The subsequent actionresearch projects aimed to work on these problems and togenerate ideas for regenerative work. The case studies indicate that many contemporary workinglife problems relate to fundamental changes at work. Confinedbureaucratic work is gradually changing into more complex andboundaryless work. Instead of bureaucratic impersonality, suchwork requires comprehensive personal presence from employees.However, organizational arrangements have not followed thedevelopment. Organizational structures and practices are stillaimed at controlling and guiding compartmentalized, stablework. Consequently, post-bureaucratic work realities exist inbureaucratic work organizations; the clashes between the twooperation logics lead to negative consequences at individualand organizational levels. The thesis studies the reasons for the gap betweenbureaucratic organizational logic and post-bureaucratic worklogic. Furthermore, organizational and individual approachesleading to more comprehensible, manageable, and meaningful workare explored. When it comes to organizational approaches, theredoes not seem to exist a certain structure for apost-bureaucratic organization; such an organization is a stateof collective and individual mind rather than a fixed solution.At individual level, bureaucratic thinking has to grow intopost-bureaucratic thinking at all hierarchical levels.Responsibility taking and complex thinking are needed. Mentalmodels enabling versatile functioning within an organizationare required. KEY WORDS:good work, personal development, professionaldevelopment, stress, human resources, regenerative work,consuming work, bureaucracy, post-bureaucracy, actionresearch. / <p>NR 20140805</p>

Orientador: Ana Maria Falcão de Aragão / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-24T09:04:37Z (GMT). No. of bitstreams: 1 Lopretti_TamaraAbraoPina_D.pdf: 10931680 bytes, checksum: 652d8ff96380c864498924361253e22f (MD5) Previous issue date: 2013 / Resumo: O presente trabalho se inscreve no campo de investigação sobre a formação de professores e o processo de produção, mobilização e significação dos saberes e conhecimentos docentes e discentes. Pautado na Teoria Histórico-Cultural e na abordagem narrativa e autobiográfica em pesquisa, o objetivo do estudo foi compreender o diálogo entre os saberes docentes e discentes decorrentes do processo reflexivo da professora-pesquisadora e de seus alunos, bem como as implicações desse processo para o desenvolvimento pessoal e profissional da docente. A pesquisa foi realizada a partir do trabalho desenvolvido pela professora com seus estudantes, localizado em duas escolas públicas do Município de Campinas: sendo uma da Rede Estadual e outra da Rede Municipal de ensino. Os dados foram produzidos a partir de todo o material pedagógico elaborado pela professora e o grupo de alunos nos anos de 2009 e 2010, além da realização de nove sessões de autoscopia com a professora e seus estudantes, nesse mesmo período. Essa produção resultou em um conjunto de narrativas acerca dos sentidos de ensinar e de aprender na escola, correspondendo aos dados de análise. As narrativas foram analisadas sob a luz do Paradigma Indiciário e da proposta dos Núcleos de Significação, o que permitiu indiciar um conjunto de saberes reveladores de importantes dimensões do trabalho e do desenvolvimento pessoal e profissional docente configurando os seguintes núcleos: - das relações interpessoais - sentidos da afetividade, dos diálogos e histórias (com)partilhadas; - das (não) coincidências nas relações de ensino - sentidos de aprendizagem, desenvolvimento e formação; - das fragilidades do trabalho docente - sentidos de uma militância em construção. A compreensão de cada um dos núcleos de significação permitiu a construção de um olhar sensível e, ao mesmo tempo, apurado para o processo de desenvolvimento pessoal e profissional docente inscrito nas relações de aprendizagem tecidas pela professora com seus estudantes, o que possibilitou defender a tese de que há uma especificidade do movimento de produção dos saberes docentes que se dá no intenso diálogo/confronto com os saberes discentes, fruto da vida que acontece na sala de aula e que precisa ser investigado, compreendido e explicitado como uma importante dimensão do processo de trabalho e formação docente, de constituição de uma identidade profissional e que se faz nos espaços-tempos cotidianos da escola. / Abstract : This study is about teacher training and the process of knowledge production for teachers and students. Based on the Social-Historical Psychology and Autobiographical Narrative research, the objective of this study was to understand the dialogue between teacher knowledge and student, made possible by the process of reflective teacher with students, as well as the implications of this process for personal and professional teachers 'development. The survey was conducted from the work of the teacher with his students at two public schools located in the city of Campinas. As a source of data production were performed nine sessions autoscopy with the teacher and his students , in the years 2009 and 2010, and all the teaching materials produced by the group , which resulted in a set of narratives about the way of teaching and learn in school . Data were analyzed from the Evidential Paradigm and the proposal of "Nucleus of Meaning", allowing indicate a set of knowledge that expose important dimensions of work and personal and professional teacher¿s development. Were created three analysis nucleus: - interpersonal relationships - senses of affection , dialogues and stories shared with students; - the coincidence relationships education - ways of learning, development and training; - the weaknesses of teaching - senses a militancy under construction. Understanding each axis will make us able to contribute to the construction of a sensitive and at the same time , determined for the process of personal and professional teachers¿ development, which stand out as elements of this fundamental development process: the teacher reflexivity and the role that students perform privileged as trainers of teachers. / Doutorado / Ensino e Práticas Culturais / Doutora em Educação

There is a lack of anxiety relief methods used in the hospitality workplace. This study examines the effectiveness of two forms of anxiety relief through four different methods. The data collection took place in classroom environments at the University of North Texas and the University of New Orleans, both of which are located in southern USA. The independent variables are the recovery method, the mediator variables are restorativeness and emotional improvement, and the dependent variables are negative job affects, positive job affects, turnover intention, and job commitment. Professors were asked for some time during their lecture to conduct the experiment in a classroom environment during the students' class time. Eight classes were visited, with each class being exposed to a designated anxiety relief method. The anxiety relief methods consisted of using a virtual reality headset with sound, virtual reality headset without sound, nature pictures with sound, and nature pictures without sound. Results of 206 usable surveys indicated virtual reality recovery method evoked higher levels of restorativeness than picture recovery method. Restorativeness partially mediated the effects of positive job affects and job commitment. lastly, emotional improvement partially mediated the effects of negative job affects, positive job affects, and turnover intention.

This master’s thesis is devoted to investigation of the issues connected with the competence and personal development of the employees at manager positions. The thesis consists of four parts. In the first part, the questions connected with competence are detailed. The second part deals with selected problematic of staff-testing and the following part describes the possibilities of personal development and further education of employees. The last part is devoted to the practical application of the theoretical knowledge’s in real working environment. The conclusions in the form of recommended changes are also included in this part.

This thesis focuses on the development of approaches to stimulate employees at company Vodovody a kanalizace Kromeriz,a.s. It analyzes the system of employee motivation in the company and compares the set assumptions with reality. It contains proposals that support not only employee satisfaction, but also improve communication and relationships in the workplace. The proposals can also lead to improved opportunities of personal developmentand greater employee motivation.