Magister Commercii (Industrial Psychology) - MCom(IPS) / Literature on turnover intentions revealed that various factors predict employee turnover intention. For higher education, the ongoing transformation that has been taking place has posed many challenges, one of them being the recruitment and retention of staff in academia. However, there is the notion that employees who experience sufficient support and acknowledgement from their supervisors are more likely to develop a sense of empowerment, thus helping in either creating or increasing feelings of commitment which could decrease turnover intentions.

This master's thesis focuses on the design and development of a web application to support the automation of law firm processes using pre-programmed tasks, the design of which is created using the UWE methodology. At the same time, it describes the implementation of the extension into the Synopsis II information system, used to manage the above-mentioned tasks. The thesis also deals with the deployment of this software solution to the production server of SynopsIS Technologies a.s.

Employee Assistance Programme is a programme designed to assist employees who have a variety of problems affecting their productivity. It is a fact that for the programme to be effective and functional there should be enough referrals to the programme. It is without doubt that supervisors play a pivotal role in the success of the programme. However, this research focuses on explaining and understanding the perception of supervisors within the Department of Foreign Affairs (DFA) about EAP referrals. DFA is one of the Governmental departments within South Africa. Their core function is implementing the South African Foreign Policy. The mission of DFA is mainly to promote South Africa‘s national interests and values, the African Renaissance and the creation of a better world for all. To alleviate problems and enhance productivity, the Department introduced EAP system, but from statistics received from the EAP centre, it was evident that the utilisation rate is very low. It is unknown whether the low utilisation rate is due to a lack of referrals by supervisors, a lack of knowledge from both the employer and employees, or if the programme was not marketed properly. The researcher utilised a qualitative research approach because she was interested in describing and understanding the perceptions rather than explaining them. She developed a semi-structured interview schedule and the respondents were interviewed and given a chance to comment and widely define issues. It was a one-on-one interview using a semi-structured interview schedule and the respondents were free to expand on the topic. The researcher interviewed and tape recorded the responses of the respondents. The respondents were informed of the rationale for using a tape recorder and were requested to give consent in writing. The research findings revealed that the EAP within the DFA was under-utilised and not effective. Supervisors were passive role players and were not confident of their role as referral agents. The supervisors clearly highlighted that they were not trained as referral agents and were also not aware of different types of referrals. They did not know about the referral procedures and the programme was not property marketed to them. Their main concern was that the programme did not receive enough support from management hence they were not confident of the services rendered by the Programme. The researcher therefore recommended that the Department should review the policy on an ongoing basis to reach all levels of employee within the Department. A training programme to be developed and implemented, focusing on all aspect of the programme, as well as a training manual to be developed and made available to all levels of employees. The researcher further recommended that the EAP, within the DFA, be marketed, visible and accessible, with ongoing utilisation surveys to monitor the utilisation rate on an ongoing basis be conducted. / Dissertation (MSD)--University of Pretoria, 2007. / Social Work and Criminology / MSD (EAP) / Unrestricted

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It is being built at an ever-increasing pace at the same time as there is a shortage of skills in theconstruction industry. As construction companies have difficulty finding competent staff,attraction, recruitment and the introduction of new employees will be a crucial issue forcompanies. This report, which is carried out together with JM AB, examines crucial factors fora good introduction of a newly hired, newly graduated supervisor. In addition, it is examinedwhat three different categories of employees consider to be important in a good introduction andwhether their opinions agree or not.The empirical part of the report consists of an interview and a survey. During the interview, itappeared that JM works to develop its leaders and create a sustainable working life and that therespondent has seen the results of a good introduction in one of JM's regions. During the survey,supervisors, site managers and business unit managers were asked to rank what is important inan introduction of a newly graduated, newly hired supervisor. It emerged that there is a relativelylarge spread, both within each group and in a comparison of the groups, regarding what isconsidered important in a good introduction.Together with the empirical part, a literature study has been carried out where two theories,Learning and Self-Determination Theory, have been studied and linked to how they cancontribute to improving an introduction.The study showed that a good introduction has a positive impact on the new employee's wellbeingand performance and contributes to the new employee becoming part of the communitymore quickly. All three groups of employees considered it important that the workplace isestablished on arrival and with reoccurring supervision meetings.

Made available in DSpace on 2016-04-27T14:48:50Z (GMT). No. of bitstreams: 1 Claudia Romero Codolo de Carvalho.pdf: 1227456 bytes, checksum: 751d6bfd4e1a1e2febbc2066254e58dc (MD5) Previous issue date: 2016-03-02 / The present research has as objective to identify the possible contributions of a teaching methodology, via mentoring, for the professional development of the Teaching Supervisors of a Regional Education Board, located in São Paulo, East region. The research was supported by a qualitative approach and the data collection was performed through interviews with three Teaching Supervisors, who were exposed to the mentoring methodology. The organization and analysis of the interviews, as well the theoretical framework provided information to identify the aspects that contributed for the professional development of the teaching Supervisors. During the research, it was possible to identify that countless assignments are required from the Teaching Supervisor related with administrative and pedagogical issues, but there is a tendency to focus the actions in the administrative matters. The methodology has highlighted the need for a wider professional development, so that they can do their jobs with fullness. The result of the research shows a willingness of the supervisors on making a difference, focusing their work in getting closer with schools through a more effective action in the pedagogical issues. Another finding is related with the potential of the partnerships for training projects, which involves the Supervisor, in order to enable the enrichment of their work at the schools and contributing to their professional development / A presente pesquisa tem por objetivo identificar as possíveis contribuições de uma metodologia de formação, via Tutoria, para o desenvolvimento profissional dos Supervisores de Ensino de uma Diretoria Regional de Ensino, localizada no município de São Paulo, região Leste. A investigação amparou-se na abordagem qualitativa e a coleta de dados foi realizada por meio de entrevista com três Supervisoras de Ensino que foram expostas à metodologia da Tutoria. A organização e análise das entrevistas, bem como o referencial teórico forneceram subsídios para a identificação dos aspectos que contribuíram para o desenvolvimento profissional dos Supervisores de Ensino. Foi possível identificar, durante a pesquisa, que são exigidas do Supervisor de Ensino inúmeras atribuições relativas às questões administrativas e pedagógicas, porém há uma tendência em focar as ações nas questões administrativas. A metodologia permitiu evidenciar a necessidade de um desenvolvimento profissional mais ampliado, de modo que possam exercer sua função com plenitude. O resultado da pesquisa aponta uma vontade dos Supervisores em fazer a diferença, focando seu trabalho numa aproximação maior com as escolas por meio de uma atuação mais efetiva junto às questões pedagógicas. Outra constatação se refere ao potencial de parcerias para projetos de formação que envolvem o Supervisor de Ensino possibilitando o enriquecimento do seu trabalho junto às escolas e contribuindo para o seu desenvolvimento profissional

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2016-11-17T11:24:17Z No. of bitstreams: 1 Márcia Aparecida da Silva Ferraz.pdf: 530909 bytes, checksum: 344827a503ce09ea5188e4688eef67ee (MD5) / Made available in DSpace on 2016-11-17T11:24:17Z (GMT). No. of bitstreams: 1 Márcia Aparecida da Silva Ferraz.pdf: 530909 bytes, checksum: 344827a503ce09ea5188e4688eef67ee (MD5) Previous issue date: 2016-09-21 / This thesis aims to implement and analyze proposal teaching supervisory action guided by common purpose, in a dialogue and critical reflection involving the school principal and cooperative teachers from a state public schools in São Paulo, to improve actions developed in the Collective Pedagogical Work Class. The research has as theoretical framework Freire dialogical construction and contributions of authors who address teacher training as a process that must be based on reflection and critical analysis of the practice, such as Nóvoa (1995), Imbernón (2011) and Placco (2008). The study consists of a qualitative research and materialized with observations of Collective Pedagogical Work Class and meetings systematised with the school principal and cooperative teachers of a public school in São Paulo. The analysis of the evidence was held to support the selected theoretical framework, about organizational and pedagogical aspects of the Collective Pedagogical Work Class. It is a critical reflection on practice and formulate proposals for improvement of activities. Results demonstrate the importance of dialogic construction between educational supervisors, school principal and cooperative teachers for improvement of continuing education practices in the Collective Pedagogical Work Class, committed to collective decisions and practices developed by school professionals, aspects which were shown in formulating proposals for Collective Pedagogical Work Class / A presente dissertação tem como objetivo implementar e analisar proposta de ação de supervisão de ensino pautada no trabalho conjunto, no diálogo e reflexão crítica com diretor e professores coordenadores da rede pública estadual paulista, para aprimorar as ações desenvolvidas na Aula de Trabalho Pedagógico Coletivo. O estudo tem como referencial teórico a construção dialógica de Paulo Freire e aportes de autores que abordam a formação docente como processo que tem como base a reflexão e a análise crítica da prática, tais como Nóvoa (1995), Imbernón (2011) e Placco (2008). A metodologia apoiou-se em uma abordagem qualitativa e concretizou-se com observações das Aulas de Trabalho Pedagógico Coletivo e reuniões sistematizadas com a diretora e as professoras coordenadoras de uma escola pública da Região da Grande São Paulo. A análise das evidências foi realizada com apoio no referencial teórico selecionado, tendo como categorias os aspectos organizacionais e pedagógicos da ATPC, reflexão crítica sobre a prática e formulação de propostas para aprimoramento das atividades. Os resultados obtidos demonstram a relevância da construção dialógica entre supervisores de ensino, diretor de escola e professor coordenador, para o aprimoramento das práticas de formação continuada na ATPC, comprometidos com a valorização desse espaço/tempo, decisões coletivas sobre práticas possíveis de serem desenvolvidas pelos profissionais da escola, colaboração e transformação, que foram evidenciadas na formulação de propostas para ATPC

Low wage workers are faced with unique challenges such as shift work, scheduling conflicts, and increased job demands, all of which have the capacity to prevent work and family balance. Recently, supportive supervisors and flexible work arrangements have been suggested as essential to mitigating negative work family outcomes. Due to the underrepresentation of low wage workers in the literature, however, the nature of these relationships in the context of low wage work remains unclear. The present study examined the relationship between family-supportive supervisor behaviors (FSSB) and work family conflict and enrichment as mediated by flexibility characteristics. The sample consisted of 104 supervisor-subordinate pairs working in various retail and fast food industries. Structural equation modeling was used to analyze the hypothesized relationships, and although flexibility characteristics were not found to mediate the relationship between FSSB and work family outcomes, the overall model was supported. Results suggest that flexibility characteristics have a significant impact on work family conflict for low wage workers. Implications and directions for future research are discussed.