En esta tesis se realizó un estudio analítico de la metodología de cálculo de multas por infracciones a las normas de seguridad minera del Organismo Supervisor de la Inversión en Energía y Minería – OSINERGMIN con el propósito de formular propuestas de solución a las oportunidades de mejora relacionadas con su contenido y aplicación. En tal sentido, se analizaron los fundamentos económicos y legales relativos a la determinación y graduación de sanciones administrativas, el modelo general de cálculo de multas diseñado por dicha agencia reguladora, metodologías de cálculo elaboradas por otras entidades públicas, así como diversos casos en los cuales se refleja la aplicación de la metodología objeto de estudio. Los resultados de dicho examen evidenciaron múltiples deficiencias relacionadas con los alcances y operativización o cálculo de los componentes utilizados en la graduación de las multas, tales como: beneficio ilícito, probabilidad de detección, daño y factores agravantes y atenuantes. Es así que, la investigación propone alternativas de solución para cada una de las oportunidades de mejora identificadas, tomando en consideración el basamento teórico económico y legal, así como la práctica administrativa estudiados; ello, en procura optimizar la metodología aplicable al sector minero y fortalecer la función fiscalizadora y sancionadora del regulador. / Tesis

Made available in DSpace on 2016-04-27T16:33:42Z (GMT). No. of bitstreams: 1 Ailton Santos Vieira.pdf: 1270769 bytes, checksum: 09f2876eaae9d3c69788424d7cd0b2be (MD5) Previous issue date: 2008-08-29 / The empirical research presented here aimed to investigate and describe the school supervisor s performance of the public teaching system of the city of São Paulo. We attempted to identify this supervisor s performance profile and how this work is acknowledged by different school professionals, establishing a parallel between: the supervision performance proposed in the legal documents, the supervision performance put into practice in the supervisor s view and in the perception of the professionals who work with him, and the desired supervision performance described in the theoretical studies. The leading issues of this research attempted to identify: how the school supervisor who work in an intermediate organ of the school system the Regional Bureau of Education directly entails his action to the work developed in the schools, how this school supervisor s performance has occurred in the schools, the school supervisor s daily actions in the city public school system, his contribution concerning the works and projects developed by the schools, and how it is related to the promotion of opportunities of teaching formation in the school. The research assumed that the main role of the school supervisor from the public school system of the city of São Paulo to supervise, follow and bureaucratically and pedagogically assist the school, as well as to contribute to the formation of technical personnel and teaching professionals of the schools has not been fully accomplished, especially the pedagogical and formation actions, because of determinant factors of the structure of the teaching system operation, or because of unknowing or misunderstanding the function of the supervision performance by the supervisors or professionals of the schools which were target of their performance. This is an analytical and descriptive study of the performance of the school supervisor from the public school system of the city of São Paulo, according to the view of the supervisors and the professionals who work in the schools: principals, pedagogical coordinators and teachers. The data was collected from 2007 to 2008, based on the analysis of official documents, as well as on interviews with 06 teaching supervisors, and the application of questionnaires to 12 professionals from the technical team (school principals and pedagogical coordinators) and to 18 teachers from 06 school units placed in 02 different Bureaus of Education of the city of São Paulo. The research was accomplished with the theoretical support of authors like Gimeno Sacristán and Pérez Gómez, based on M. Weber s perspective. The results obtained allow affirming that the bureaucratic performance prevails in the relationships between supervisors and school agents, although school agents and supervisors affirm the need of a supervision performance facing the pedagogical actions. This ambivalence or duplicity of the school supervisor s role or attributions, which makes him a system agent and school s partner and advisor simultaneously, is present: in the reflection and academic studies, in the legal texts, in the history of this function within the school system, and in the opinions expressed by the supervisors, principals, coordinators and teachers researched / A pesquisa empírica aqui apresentada teve por objetivo investigar e descrever a atuação do supervisor escolar da rede municipal de São Paulo. Procurou-se identificar qual tem sido o perfil de ação deste supervisor e como esse trabalho é percebido pelos diferentes profissionais da unidade escolar, estabelecendo-se um paralelo entre: a ação supervisora proposta nos documentos legais, a ação supervisora efetivada na visão do próprio supervisor e na percepção dos profissionais com os quais atua, e a ação supervisora considerada desejável descrita nos estudos teóricos. As questões norteadoras da pesquisa buscaram identificar: como o supervisor escolar, que se encontra lotado em um órgão intermediário do sistema escolar a Diretoria Regional de Educação tem sua ação vinculada diretamente ao trabalho desenvolvido pelas escolas, como vem ocorrendo essa atuação do supervisor escolar nas unidades escolares, quais as ações cotidianas do supervisor escolar na rede pública municipal, qual sua contribuição em relação aos trabalhos e projetos desenvolvidos pelas escolas e de que forma isso se relaciona à promoção de oportunidades de formação docente na escola. A pesquisa partiu da hipótese de que o papel primordial do supervisor escolar da rede municipal de São Paulo supervisionar, acompanhar e assessorar burocrática e pedagogicamente a escola, bem como contribuir com a formação do pessoal técnico e docente atuante nas escolas não tem sido plenamente realizado, especialmente as ações de cunho pedagógico e de formação, seja em função de fatores determinantes oriundos da estrutura do próprio funcionamento do sistema de ensino, seja em função do desconhecimento ou da incompreensão da função da ação supervisora pelos supervisores e pelos profissionais das unidades escolares alvos de sua atuação. Trata-se de estudo descritivo e analítico da ação do supervisor escolar da rede municipal de São Paulo, na visão dos próprios supervisores e dos profissionais que atuam nas escolas: diretores, coordenadores pedagógicos e professores. Os dados foram coletados no período 2007-2008, com base em análise de documentos oficiais, bem como a partir de entrevistas com 06 supervisores escolares e de aplicação de questionários a 12 profissionais da equipe técnica (diretores de escola e coordenadores pedagógicos) e 18 professores de 06 unidades escolares situadas em 02 Diretorias de Educação do município de São Paulo. A pesquisa foi realizada com o apoio teórico de autores como Gimeno Sacristán e Pérez Gómez, tendo por base a perspectiva de M. Weber. Os resultados obtidos permitem afirmar que, nas relações entre supervisores e agentes escolares predominam as ações de cunho burocrático, muito embora agentes escolares e supervisores afirmem a necessidade de uma ação supervisora mais voltada às ações pedagógicas. Essa ambivalência ou duplicidade do papel e atribuições do supervisor escolar, que o torna, ao mesmo tempo, agente do sistema e parceiro e assessor da escola , está presente: nas reflexões e estudos acadêmicos, nos textos legais, na própria história dessa função dentro do sistema escolar e nas visões expressas por supervisores, diretores, coordenadores e professores pesquisados

The dissertation deals with the disciplinary process of the South African Police Service - perceptions and preferences of members in the North Rand area of the Gauteng Province. A research question " How members of the SAPS in the North Rand area of the Gauteng Province perceive the disciplinary process" is investigated in this study. The researcher has conducted a quantitative research in the North Rand area of the Gauteng Province using questionnaires and literature study as the research method. The answer to the research question in this study is that members of the SAPS have a negative attitude towards the disciplinary process of the SAPS. There is also uncertainty about the duties of certain role players during the disciplinary process. / Public Administration / M.A. (Public Administration)

This researcher investigates the role of communication satisfaction in job satisfaction in the Department of Communications, a government policy-making institution that deals with post, telecommunications, and broadcasting services in South Africa. This study describes communication satisfaction as the overall degree of satisfaction an employee perceives in his total communication environment and job satisfaction as the degree of satisfaction the individual feels with his job. Focus groups are used to explore the role of communication satisfaction in job satisfaction in the Department of Communications because they are appropriate and suitable in capturing the discussions reflecting emotions, particularly uncovering individuals' feelings about their environment. The emphasis is on finding out how communication motivates and makes employees satisfied in their jobs. Qualitative content analysis, based on transcriptions from audiotapes, is used for interpretation and analysis of the data. These transcnptions reflect the descriptive nature of the data and people's own spoken words. / Communication Science / M. A. (Communication)

This study examined the varying roles of individual members of the teaching practicum triad, comprising the university supervisor, the student teacher and the school support teacher, during the practicum component of primary teacher education at the University of Namibia’s Katima Mulilo Campus. The research sought to establish the perceptions of the school support-teachers, university students and university lecturers about the effectiveness of pre-deployment preparedness of trainee teachers before their attachment to schools for teaching practice and to establish the facets of the school participation within the triad which are most effective in supporting trainee teachers throughout their school based practicum. The practicum partnership matrix, as well the pre-teaching campus-based studies and pre-deployment preparations by the university, were closely examined. Suggestions from practicum schools, trainee teachers and the University of Namibia’s Faculty of Education were collated in efforts to develop effective partnership models. This study thus posits a view that school-based teaching practica should provide the pre-service trainee teachers with opportunities to be exposed to the realities of teaching and other related professional activities through the development of sustainable norms and a continuum of realistic practicum partnerships which should take on board all stakeholders. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

Schools worldwide are experiencing challenges in terms of ensuring quality education and good retention of its teaching staff. The highly stressful nature of the teaching profession as well as the high demands placed on teachers with the constant changes in curriculum, not enough resources and insufficient support from supervisors, cause secondary school teachers to show high turnover intention rates and high attrition rates which are extremely costly and detrimental to the success of the school. The well-being of the teacher is mostly overlooked within a highly stressful environment where the focus is on results. Demands on schools and teachers are becoming increasingly complex. Teacher issues are discussed on policy agendas as a result of concerns raised by teachers themselves about the future of their profession and whether they are sufficiently rewarded and supported in their work. The morale and motivation of teachers are important for future teacher retention. Teachers are now expected to have much broader roles, taking into account the development of the learner, the handling of teaching processes in the classroom, the focus of the entire school as a “community-in-action” and the relations with the larger community and the world of teaching in general. Thus expectations are higher and demands are more – but the well-being of the teacher does not seem to be a priority within the larger school environment and global teaching picture. Efforts to improve the psychological well-being and optimal functioning of secondary school teachers will affect individual and organizational outcomes. A teacher who functions well is more likely to stay in the profession and will be more motivated than one who is not engaged and demotivated. Investments in the well-being of teachers will lay the basis for positive school outcomes such better retention, better performance and job satisfaction. The aim of this study was to investigate the psychological well-being of a sample of secondary school teachers in North West Province and to determine the antecedents and outcomes thereof. A cross-sectional survey design was used to gather data regarding the well-being of secondary school teachers and its outcomes. A stratified sample (N = 513) was taken of secondary school teachers in North West Province in South Africa. The measuring instruments used were the Supervisor Behaviour Scale, Work-Related Basic Need Satisfaction Scale, Balanced Measure of Psychological Needs, Work Engagement Scale, Turnover Intention Scale, Work-Life Questionnaire, Revised Job Diagnostic Survey, Co-Worker Relations Scale, Work and Meaning Inventory, Personal Resources Scale, Self-Rated Performance Scale, and Positive Practices Questionnaire. The results of study 1 showed that supervisor support (for autonomy, competence, and relatedness) was positively related to employees’ psychological need satisfaction and engagement and negatively related to intention to leave. Supervisor support affected engagement positively and intention to leave negatively via employees’ autonomy satisfaction. The findings suggest that supervisor support and psychological need satisfaction play a significant role in the engagement and retention of employees. The results of study 2 showed that a calling orientation, job design, and co-worker relations explained a large percentage of the variance in experiences of meaningful work. A low calling orientation and poor co-worker relations predicted a moderate percentage of the variance in burnout. A calling orientation, a well-designed job, good co-worker relations, and meaningful work predicted work engagement. Job design was moderately associated with self-ratings of performance. The absence of a calling orientation predicted teachers’ intentions to leave the organisation. The results of study 3 showed that teachers with the highest levels of psychological functioning derived the most meaning from their work. These teachers are renewed by the work they are doing. Positive organizational practices predicted positive outcomes such as meaning, engagement and self-determined behaviour. Psychologically-well and healthy teachers are more likely to focus on the meaningfulness of the work they are doing. It seems that the most important positive practices in the pathway to better psychological well-being at work are those of meaningful work and inspiration.

Schools worldwide are experiencing challenges in terms of ensuring quality education and good retention of its teaching staff. The highly stressful nature of the teaching profession as well as the high demands placed on teachers with the constant changes in curriculum, not enough resources and insufficient support from supervisors, cause secondary school teachers to show high turnover intention rates and high attrition rates which are extremely costly and detrimental to the success of the school. The well-being of the teacher is mostly overlooked within a highly stressful environment where the focus is on results. Demands on schools and teachers are becoming increasingly complex. Teacher issues are discussed on policy agendas as a result of concerns raised by teachers themselves about the future of their profession and whether they are sufficiently rewarded and supported in their work. The morale and motivation of teachers are important for future teacher retention. Teachers are now expected to have much broader roles, taking into account the development of the learner, the handling of teaching processes in the classroom, the focus of the entire school as a “community-in-action” and the relations with the larger community and the world of teaching in general. Thus expectations are higher and demands are more – but the well-being of the teacher does not seem to be a priority within the larger school environment and global teaching picture. Efforts to improve the psychological well-being and optimal functioning of secondary school teachers will affect individual and organizational outcomes. A teacher who functions well is more likely to stay in the profession and will be more motivated than one who is not engaged and demotivated. Investments in the well-being of teachers will lay the basis for positive school outcomes such better retention, better performance and job satisfaction. The aim of this study was to investigate the psychological well-being of a sample of secondary school teachers in North West Province and to determine the antecedents and outcomes thereof. A cross-sectional survey design was used to gather data regarding the well-being of secondary school teachers and its outcomes. A stratified sample (N = 513) was taken of secondary school teachers in North West Province in South Africa. The measuring instruments used were the Supervisor Behaviour Scale, Work-Related Basic Need Satisfaction Scale, Balanced Measure of Psychological Needs, Work Engagement Scale, Turnover Intention Scale, Work-Life Questionnaire, Revised Job Diagnostic Survey, Co-Worker Relations Scale, Work and Meaning Inventory, Personal Resources Scale, Self-Rated Performance Scale, and Positive Practices Questionnaire. The results of study 1 showed that supervisor support (for autonomy, competence, and relatedness) was positively related to employees’ psychological need satisfaction and engagement and negatively related to intention to leave. Supervisor support affected engagement positively and intention to leave negatively via employees’ autonomy satisfaction. The findings suggest that supervisor support and psychological need satisfaction play a significant role in the engagement and retention of employees. The results of study 2 showed that a calling orientation, job design, and co-worker relations explained a large percentage of the variance in experiences of meaningful work. A low calling orientation and poor co-worker relations predicted a moderate percentage of the variance in burnout. A calling orientation, a well-designed job, good co-worker relations, and meaningful work predicted work engagement. Job design was moderately associated with self-ratings of performance. The absence of a calling orientation predicted teachers’ intentions to leave the organisation. The results of study 3 showed that teachers with the highest levels of psychological functioning derived the most meaning from their work. These teachers are renewed by the work they are doing. Positive organizational practices predicted positive outcomes such as meaning, engagement and self-determined behaviour. Psychologically-well and healthy teachers are more likely to focus on the meaningfulness of the work they are doing. It seems that the most important positive practices in the pathway to better psychological well-being at work are those of meaningful work and inspiration.

The purpose of the study was to explore and describe the experiences of male community service officers during midwifery clinical training. A qualitative, explorative, descriptive and contextual design was used in order to achieve the study objectives. Data was collected by means of semi-structured interviews. Data analysis elucidated analogous themes and categories which translated into the overall experiences of the participants. The study found that whilst the experience was described as beneficial, there were overwhelming challenges in providing intimate care to female clients, dealing with ethno-cultural aspects, meeting clinical practice requirements and the right to choose to be part of midwifery clinical training. Recommendations to nurse educators, clinical midwives and midwifery clinical supervisors with regard to better support for male nurses during midwifery clinical training emanated from the study findings / Health Studies / M.A. (Health Studies)

Hierdie navorsing handel oor die maatskaplikewerksupervisor wat as laervlakbestuurder sekere take en verantwoordelikhede het. Die doel van die navorsing is om vas te stel of die supervisor toegerus is om die take en verantwoordelikhede verbonde aan die pos van laervlakbestuurder suksesvol uit te voer. Vir die navorsing is ‘n kwantitatiewe benadering en ‘n beskrywende navorsingsontwerp gevolg. In die eerste gedeelte van die studie (Hoofstukke 1 en 2) is gefokus op onder andere die agtergrond tot die navorsingsprobleem en rasionaal, probleemstelling, navorsingsmetodologie en literatuurstudie. Die tweede gedeelte van die studie (Hoofstukke 3 en 4) hou verband met die bevindinge en dataverifiëring en word afgesluit met gevolgtrekkings en aanbevelings wat op die studie van toepassing is. / Social Work / M.A. (Social work)

Organisations worldwide are experiencing an explosion of knowledge in the current technological information age as well as a serious skills shortage. The fast-paced aggressive and highly cyclical nature of the profession which often does not provide employees with the necessary resources and support causes employees in the information technology (IT) industry to show high turnover intent which is extremely costly and detrimental to organisational success. IT specialists are becoming a scarce commodity in a highly competitive environment where financial gain is very important and employee well-being is not necessarily a prerogative. Employers are faced with additional obligations than just paying equitable salaries, such as creating an environment that is conducive towards well-being. Efforts to promote flourishing and optimal functioning of employees will affect individual and organisational outcomes. Flourishing and languishing are opposite end points on a continuum of mental health indicating the emotional, psychological and social well-being of individuals. An individual who feels well (emotional well-being) is more likely to function well (psychological and social well-being) which means meeting the criteria for positive mental health as flourishing. Investments in the well-being of employees lay the basis for positive employment relations. The aim of this study was to investigate the flourishing of employees in the information technology industry and to determine the antecedents and outcomes thereof. A cross-sectional survey design was used to gather data regarding the flourishing of IT professionals and its outcomes. A convenience sample (N = 205) was taken of employees in information technology organisations in South Africa. The measuring instruments used were the Mental Health Continuum Short Form, Job Satisfaction Scale, Work Engagement Scale, Work-related Basic Need Satisfaction Scale, Work Role Fit Scale, Psychological Contract Inventory, Violations of PC Questionnaire, Organisational Commitment Scale, Turnover Intention Scale and Counterproductive Work Behaviour measures. The results of study 1 showed that 58.5% of the IT professionals were neither languishing nor flourishing, while 3.9% were languishing. Flourishing strongly impacted job satisfaction and had minor to moderate direct and indirect effects on organisational citizenship behaviour and organisational commitment. Job satisfaction impacted directly and positively on organisational commitment and negatively on turnover intention; and moderately negatively on counterproductive behaviour. Flourishing had both a direct and positive effect, and an indirect and negative effect (via organisational commitment) on turnover intention. Study 2 showed that psychological contract breach and violation strongly and negatively impacted flourishing at work and in life. The results provided support for a model in which psychological contract breach and violation had both direct and indirect effects via satisfaction of psychological needs on job satisfaction, work engagement, turnover intention and flourishing of IT professionals. Study 3 showed that work role fit and the availability of resources were strong predictors of flourishing at work and in life. Work role fit, the availability of resources, and supervisor relations impacted job satisfaction and social well-being indirectly through autonomy satisfaction. The availability of resources impacted work engagement and psychological well-being indirectly via competence satisfaction. Furthermore, work role fit, the availability of resources, and supervisor relations impacted psychological well-being indirectly through relatedness. Recommendations for future research were made. / PhD, Labour relations management, North-West University, Vaal Triangle Campus, 2012