Most mergers and acquisitions (M&A) are focus on the activities of Law, Finance, and Business. But many of top management who experienced M&A had admitted that human resources management is a critical point to success at M&A. As the development of concept of Human Capital, the function of Human Resources Department had been upgraded from ¡§Administration¡¨ to ¡§Strategy¡¨ in recent years. Perform as a business advisor/partner or strategic partner via providing more pro-active services, including activities of analysis of human capital, recruitment, training and development, compensation, performance management, change management, and so on. In order to operate business smoothly, when an international corporation enters to a new environment, it¡¦s necessary for this corporation to use well the local professionals and managers. After completion of M&A, then implement business strategies from headquarters. To investigate human resources strategies in 5 local companies merged by international financial groups, we could clearly to see that how those corporations conducted communication, employee retention, benefits, and relevant human resources strategies in M&A. The human resources activities in the organization could be conducted well only if there are proper human resources strategies. The competitiveness of a corporation will be reduced if there are no human resources strategies or to implement business strategies without considering factors of human resources. Human resources strategies play an important role in M&A integration from the study of these 5 companies, and they do effect future development of the organization after M&A.

Skilled labour retention continues to receive attention from researchers as a critical challenge faced by organisations globally. The loss of skilled labour in an organisation contributes to the high labour replacement costs, which may result in an organisation‟s failure to achieve its mandate since it is deprived of its high performance, experienced and knowledgeable labour. Organisations must, therefore, be able to diagnose the factors that contribute to the loss of skilled labour and implement strategies that could assist in the mitigation of such losses. Consequently, an integrated model for skilled labour retention in the Botswana Police Service was developed. The literature study which explored the phenomenon of skilled labour retention, revealed a deficiency of a universal implementation strategy that guides organisations in managing skilled labour retention. However, human resources management literature unanimously concur that in order to implement an effective skilled labour retention strategy, it is necessary for organisations to devise a unique human resources management strategy aimed at addressing their individual causes of skilled labour turnover. This study utilised human resource management best practices, theories and frameworks to develop an integrated skilled labour retention model for the Botswana Police Service. The study followed both the qualitative and quantitative research design. Skilled labour retention factors that should be included in a skilled labour retention model were identified through an analysis of a scholarly literature review, a closed-ended questionnaire and an analysis of official documentation. The identified skilled labour retention factors were included in the proposed retention model. The study also proposed an implementation strategy that should be followed when implementing the proposed skilled labour retention model. The empirical study investigated the validity of the identified retention factors that should be included in the integrated skilled labour retention model for the Botswana Police Service. The retention factors entail: job satisfaction, organisational commitment, work-life balance, remuneration, career development, development opportunities (learning, training and development), work environment, decisionmaking and management style. Before the retention factors could be included in the new retention model, the researcher determined the current arrangements in the organisation to establish the status quo. Interviews were held with senior management in the Botswana Police Service to ascertain the aforementioned. It was established that the current retention arrangements impeded the retention of skilled labour in the organisation, which contextualised the significance to develop the new skilled labour retention model. / PhD (Development and Management), North-West University, Potchefstroom Campus, 2015

Skilled labour retention continues to receive attention from researchers as a critical challenge faced by organisations globally. The loss of skilled labour in an organisation contributes to the high labour replacement costs, which may result in an organisation‟s failure to achieve its mandate since it is deprived of its high performance, experienced and knowledgeable labour. Organisations must, therefore, be able to diagnose the factors that contribute to the loss of skilled labour and implement strategies that could assist in the mitigation of such losses. Consequently, an integrated model for skilled labour retention in the Botswana Police Service was developed. The literature study which explored the phenomenon of skilled labour retention, revealed a deficiency of a universal implementation strategy that guides organisations in managing skilled labour retention. However, human resources management literature unanimously concur that in order to implement an effective skilled labour retention strategy, it is necessary for organisations to devise a unique human resources management strategy aimed at addressing their individual causes of skilled labour turnover. This study utilised human resource management best practices, theories and frameworks to develop an integrated skilled labour retention model for the Botswana Police Service. The study followed both the qualitative and quantitative research design. Skilled labour retention factors that should be included in a skilled labour retention model were identified through an analysis of a scholarly literature review, a closed-ended questionnaire and an analysis of official documentation. The identified skilled labour retention factors were included in the proposed retention model. The study also proposed an implementation strategy that should be followed when implementing the proposed skilled labour retention model. The empirical study investigated the validity of the identified retention factors that should be included in the integrated skilled labour retention model for the Botswana Police Service. The retention factors entail: job satisfaction, organisational commitment, work-life balance, remuneration, career development, development opportunities (learning, training and development), work environment, decisionmaking and management style. Before the retention factors could be included in the new retention model, the researcher determined the current arrangements in the organisation to establish the status quo. Interviews were held with senior management in the Botswana Police Service to ascertain the aforementioned. It was established that the current retention arrangements impeded the retention of skilled labour in the organisation, which contextualised the significance to develop the new skilled labour retention model. / PhD (Development and Management), North-West University, Potchefstroom Campus, 2015

Notre thèse étudie les conditions favorables à l’autonomisation scolaire des élèves. L’étude empirique est menée en grande section de maternelle. Dans la plupart des situations de formation, les temps « d'autonomie » sont structurellement inévitables puisque le formateur ne peut être présent pour tous à chaque instant. Nous nous intéressons aux temps de classe au cours desquels l’enseignant n’intervient pas directement, soit parce qu’il n’est pas disponible, soit parce qu’il se retire volontairement de la situation. Nous les appelons temps faibles en raison de cette faible présence de l’enseignant : l’élève doit agir en fonction de ses propres forces, sans l’intervention directe du maître pour réguler l’apprentissage et les comportements. Il appert que les élèves n’y sont pas naturellement autonomes : laissées au hasard de capacités acquises hors l’école, les activités dites « en autonomie » contribuent à creuser les écarts entre les élèves face aux savoirs qui leurs sont proposés. L’autonomie ferait partie de ces comportements implicitement attendus et « davantage supposés ou requis par les enseignants que construits dans, avec et par l’école ». Comment penser le processus d’autonomisation scolaire et comment l’opérationnaliser en contexte ordinaire de classe ? Nous cherchons les outils, les leviers, les interactions et les dispositifs qui permettraient aux élèves, – à tous les élèves – de profiter des temps faibles au bénéfice de leurs apprentissages. Les données sont recueillies dans 14 classes sur 117 demi-journées d’observation directe, puis traitées à l’aide de l’analyse par les catégories conceptualisantes (Paillé, 2012). Dans la perspective (socio)constructiviste de l’apprentissage, pour construire un savoir nouveau, l’élève doit rencontrer un obstacle dans la réalisation de la tâche, l’apprentissage résultant du dépassement de celui-ci. Nous relevons des comportements différenciés face à l’obstacle dans les ateliers en autonomie : certains élèves entrent dans des conduites d’évitement, refusant d’affronter cet obstacle, s’en trouvant détournés en amont ou bien le contournant. D’autres, au contraire, entrent dans des conduites de ressources pour le dépasser et construire de nouvelles connaissances. En cours d’étude apparaissent des dynamiques remarquables : certains élèves, d’habitude « évitants », rejoignent ou se maintiennent parfois dans des conduites de ressources. L’étude de ces « exceptions notables » fait émerger les conditions favorables ayant permis leur dynamique particulière en termes d’outils, d’activités, d’interactions et de dispositifs. Ce qui aura pu fonctionner au bénéfice des exceptions notables pourrait être exploité comme levier pédagogique durable au bénéfice de tous. Ces conditions deviennent alors supposées favorables et sont réinvesties dans des dispositifs expérimentaux afin d’observer si elles produisent les effets attendus, dans quelle mesure et selon quelles limites (analyse des dispositifs expérimentaux par une adaptation du modèle systémique d’Engeström, 1987). Il apparait clairement que le processus d’autonomisation, en contexte scolaire de classe hétérogène et nombreuse, s’observe et se construit de façon privilégiée dans les temps faibles de la structuration pédagogique et leur articulation avec les temps forts, notamment les retours collectifs sur ateliers. Une pédagogie des temps faibles supposerait que soit accordé à ceux-ci un véritable statut pédagogique, en tant qu’étape et instrument essentiels au processus d’autonomisation scolaire. Une telle pédagogie supposerait également d’organiser avec soin les interventions de l’enseignant en mode opératoire indirect, au travers d’un dispositif de classe qui le relaie et dont les différentes dispositions (outils, règles, activités, interactions) peuvent « être appropriées » par l’élève comme instruments psychologiques pour agir sur lui-même, en première personne. ..... / This dissertation studies favorable conditions to empowerment of pupils. The empirical study was carried out in the final year of kindergarten. In most learning/teaching situations, "autonomy moments" are structurally inevitable since the teacher cannot be systematically available to everyone all the time. Interest is focused on moments during which the teacher does not directly intervene, either because he/she is not available or because he/she voluntarily withdraws from the learning situation. We call these moments "low times" because of the teacher's low presence: during these specific moments, each student responds according to his own strengths without the teacher's direct intervention to regulate both learning and behavior. It appears that students are not naturally autonomous: when left unattended, the so-called "autonomous" learning activities contribute to widening the knowledge gap between students in learning situations. Autonomy would be part of this implicitly expected behavior and is "all the more expected and required from teachers rather than being constructed in, with and by school". How can student empowerment be perceived and operationalized in an ordinary class context? Our goal is to identify tools, levers, interactions and devices which enable students to benefit from "low times" for their own learning. The data are collected in 14 classes in 117 half-days of direct observation. Socio-constructivist approach to learning suggests that in order to construct new knowledge, the student must encounter an obstacle in the course of accomplishing his task. Learning results from overcoming this obstacle. We highlight differentiated behaviors of students when facing obstacles in autonomy classroom workshops: some resort to avoidance strategies and refuse to deal with this obstacle by bypassing or circumventing it. Conversely, others draw on (their own) resources in order to overcome it and construct new knowledge. During the study period, remarkable dynamics appear: some students, with usually an "avoidant" attitude, join or maintain a "drawing on resource conduct". The study of the "notable exceptions" leads to the emergence of the favorable conditions which fostered this particular dynamic in terms of tools, activities, interactions and devices. What would have worked to the benefit of the notable exceptions could be further used as a sustainable and pedagogical lever to the benefit of all students. These conditions become then supposedly favorable and are reinvested in experimental devices in order to see if they produce the expected effects, to which extent and within what limits? Il clearly appears that the empowerment process, in classroom context of a large and heterogeneous class, is developed in a special way in "low times" of pedagogical structuration and their articulation with "strong times", notably collective feedbacks on workshops. A pedagogy of "low times" entails providing the teacher with substantial pedagogical status, which would be a crucial step as well as an instrument in the school empowerment process. Such pedagogy would also entail carefully organizing teacher's intervention in an indirect mode, through a class device which would relay it through its various dispositions (tools, rules, activities, interactions). The student would then internalize these dispositions as psychological instruments in referring to oneself in the first person. This pedagogy would finally entail a redefinition of teacher's role: his/her apparent "absence" from the situation which would paradoxically become, a teaching-learning tool to the benefit of school empowerment.