The general purpose of this study was to determine whether there is a difference in self-perception between male and female leaders. The sample group included male and female leaders in a few companies (e.g Fluor, Human Dynamics, The Munt, Rand Merchant Private bank etc) companies. Each manager's self-perception was tested against the way in which others (managers, peers, subordinates) perceive him or her. The difference between the self-rating and that of the others was measured to establish the difference in perception between self and others. The results showed that men were slightly more self-aware than the females. It is recommended that it would be beneficial to find ways in which the environment can be prepared to limit the impact of gender differences on the implementation of the 360 feedback system (or any other performance management system) and to investigate variables such as cultural differences, age and the concept of self-perception. / Indust and Org Psychology / MA(IND AND ORG PSYCHOLOGY)

Text in Afrikaans / During pre-adolescence, whilst the transition from primary to high school normally takes place, the child faces drastic physical and emotional changes. Emotional intelligence is important in order to answer to demands in this stage and can be addressed and enhanced. Self-awareness (ability to identify own emotions, relate to others, being aware of personal strengths and weaknesses) is not addressed sufficiently. The research problem has been the use of a gestalt therapeutic process to address self-awareness during this stage, and the goal of the study, to explore the value of such a process. Qualitative research directed the process, which included literature studies, interviews with parents of respondents and eight gestalt therapeutic sessions with four pre-adolescents. Various gestalt play therapeutic techniques and -activities have been utilized. The processing and integration of the results of the empirical study, made it possible to explore and note what the value of a gestalt therapeutic process is on self-awareness in the pre-adolescent. Therefore the goal of the study has been successfully reached. / Die vroee adolessent ondergaan ingrypende en drastiese fisiese veranderinge en emosionele skommelinge. Dit is ook in hierdie tydsgleuf dat hy van laer- na hoerskool vorder. Belangrike keuses moet gemaak word te midde van groter druk vanaf die portuurgroep en 'n strewe na outonomie en onafhanklikheid van ouers. Dit is 'n ontwikkelingstadium tussen kindwees en volwassenheid. Ten einde aan die eise te voldoen, is emosionele intelligensie van kardinale belang. Emosionele intelligensie kan aangeleer en verbeter word en hou verband met die kind se aanwending van sy selfbewussyn om onder andere sy eie emosies korrek waar te neem, oor te dra en kennis oor persoonlike swaken sterk punte te bekom. Die studie is gerig deur die uitgangspunt dat selfbewussyn wat die heel basiese komponent van emosionele intelligensie is, nie voldoende by die vroee adolessent aangespreek word om hom toe te rus vir die eise tydens die oorgangsfase vanaf laer- na hoerskool nie. Die benutting van 'n gestaltspelterapeutiese proses om selfbewussyn by die vroee adolessent aan te spreek is as die navorsingsprobleem geformuleer. Die doel van die studie was dus om die benuttingswaarde van 'n gestaltspelterapeutiese proses om die selfbewussyn by die vroee adolessent aan te spreek, te verken en te beskryf. Ten einde in hierdie doel te kon slaag, is die navorsingsproses deur middel van kwalitatiewe navorsing gerig. Die volgende doelwitte is geformuleer, naamlik : Eerstens om 'n literatuurstudie te doen oor die vroee adolessent, selfbewussyn as basiese komponent van emosionele intelligensie en die benuttingsmoontlikhede van die gestaltspelterapeutiese benadering om selfbewussyn by die vroee adolessent aan te spreek .. Tweedens is semi-gestruktureerde onderhoude met die ouer(s) as respondente gevoer met behulp van 'n selfontwerpte vraelys. Derdens is vier gevallestudies waargeneem tydens agt onderhoudsituasies elk, om die selfbewussyn van die vroee adolessent aan te spreek. Verskeie gestaltspelterapeutiese vorme-, tegnieke en -aktiwiteite is vir die proses benut. Vanuit die prosessering en integrering van die bevindinge wat tydens die empiriese ondersoek verkry is, kon die data vir praktiese doeleindes toegepas word en is die benutting van 'n gestaltspelterapeutiese proses om die vroee adolessent se selfbewussyn aan te spreek, verken en beskryf. Daar is dus in die doel van die ondersoek geslaag, naamlik die verkenning en beskrywing van die benuttingswaarde van 'n gestaltspelterapeutiese proses ten einde selfbewussyn by die vroee adolessent aan te spreek. / Social work / M. Diac. (Spelterapie)

Psychology / M.A.(Psychology)

The purpose of this study was to investigate the implementation of Whole School Evaluation (WSE) policy in the Libode District, Eastern Cape Province (ECP). The ECP consists of 23 districts with different learner performance levels. Libode is one of the districts in ECP with poor learner performance. The qualitative case study was used to examine the role of the stakeholders in implementing WSE policy. The empirical research was done through the semi-structured interviews with district and provincial education officials, open-ended interviews with School Management Teams (SMTs) and documents from sampled schools were analysed. The findings suggested that there was a concern in the implementation of WSE in secondary schools; they are not implementing the School Self-Evaluation (SSE). This suggested that there was a need for training schools on how to conduct SSE. The stakeholders were not conversant about the policy and inevitably not performing their roles as stipulated in the policy. This suggested clarity and redefining of roles of the stakeholders and capacity building. There were systemic barriers in the implementation of WSE policy. That implied provision of human and financial resources and accountability of the role players in monitoring and evaluating the implementation of the policy. In conclusion, the findings and recommendations in this study will provide valuable contribution to the implementation of WSE in Libode secondary schools. / Educational Leadership and Management / D. Ed. (Education Management)

SUMMARY: This work deals with the learners' use of English learning strategies of lower secondary school from Základní škola Botičská and Lauderovy školy, Prague. It discusses the teachers' support of these strategies and represents self-evaluation reports of both schools. The theoretical part defines the concept of self-evaluation in the school environment, describes the strategy of foreign language learning in terms of their importance, inclusion, application in teaching environment and especially their classifications. The practical part contains the results of the self-evaluation reports of Lauderovy školy and ZŠ Botičská, comparison of these results and comparison with the results of the Czech Republic. It also suggests possible follow-ups and recommendations for teachers that are established on the self-evaluations results. The work is based on a questionnaire "Strategy of foreign language learning", which is based on the original English version "Young learners'Language Strategy Use Survey" from A. D. Cohen and R. L. Oxford.

Theoretical-empirical work is focused on innovation education with using cooperative learning. The theme of labour is evaluation in cooperative learning and his specifics. The theoretical part is devoted to the description of cooperative learning, school rating and especially the evaluation of cooperative activities. The empirical part is a report from the action research of own lessons at the second level of elementary school, describes the transformation of teaching by introducing work in cooperative groups and monitors pupils' involvement in teaching in relation to the evaluation criteria. Part of the research is an analysis of pupils' self-image and a reflection of cooperative activities.

This Master’s thesis deals with the process of employee evaluation in the company GEOtest, a.s. In the first part of the thesis are defined all the necessary theoretical findings needed to formulate proposals for the society. Practical part includes particular information about the company GEOtest, a.s. and the analysis of the current state of evaluation. Furthermore, the new concept of the system of evaluation in accordance with the corporate needs is presented, including the link up of the system and recommendation for its implementation.

Suite à la globalisation des affaires et aux multiples changements démographiques, de plus en plus de professionnels vont travailler à l’étranger de leur propre initiative ou encore, pour réaliser un mandat au sein d’une filiale de leur entreprise localisée à l’étranger. L’objectif de cette recherche consiste à étudier le bien-être des travailleurs à l’international en s’appuyant sur deux courants théoriques, celui du bien-être psychologique et du bien-être subjectif. Le bien-être subjectif se réfère à l’évaluation que font les personnes des conditions et des caractéristiques de l’environnement. Le bien-être psychologique fait référence à l’ampleur avec laquelle la personne se sent bien avec elle-même et à la cohérence de son projet de vie avec ses valeurs et ses objectifs de vie. Tenant compte du fait qu’un travail à l’étranger affecte tout autant les vies professionnelle, personnelle et souvent de couple et familiale, cette étude analyse les incidences du conflit et de l’enrichissement travail-famille sur le bien-être des travailleurs en mobilité à l’international. Notre recherche permet aussi d’explorer comment l’articulation travail-famille (tant par les perceptions de conflit que d’enrichissement) des TMI peut être expliquée par trois grands déterminants: le soutien social, l’autoévaluation de soi et l’intelligence culturelle des TMI. L’étude a été menée auprès de 284 travailleurs en mobilité à l’international vivant et travaillant dans différents pays. Au terme de multiples analyses, nos résultats confirment l’importance pour les TMI de ne pas ressentir de conflit travail-famille, mais de percevoir de l’enrichissement travail-famille pour ressentir plus de bien-être. Nos résultats démontrent que le conflit travail-famille est lié négativement aux deux types de bien-être évalués, alors que l’enrichissement travail-famille est seulement lié au bien-être subjectif. Nos résultats confirment aussi les liens négatifs entre d’une part, le soutien offert par l’organisation et la famille et le sentiment d’autoévaluation de soi et d’autre part, sur le conflit travail-famille que ressentent les TMI. Il apparaît aussi que le soutien offert par les collègues a un effet positif sur le sentiment d’enrichissement travail-famille exprimé par les TMI. Cette thèse conclue sur les implications de ses résultats pour la recherche et la pratique. Pour finir, les limites et les perspectives de la recherche future sont exposées / As a result of the globalization of business and the many demographic changes, more and more professionals are working abroad on their own initiative or, to achieve a mandate within a branch of their company located abroad. The objective of this research is to study the concept of the foreign workers well-being. We associated this concept with two theoretical currents refereeing to the subjective well-being and the psychological well-being. The subjective well-being refers to the assessment made by the workers about the conditions and characteristics of the environment. The psychological well-being refers to the extent to which the individual feels good with himself and the consistency of his life project with its values and life goals. Taking into account that working in a foreign context can affect both the professional and personal lives of the individual, often affecting the couple and family, in this study we aim to examine the impacts of work-family conflict and enrichment experienced by workers (that are) in international mobility. Our research also allows us to explore how the work-family articulation (both by perceptions of conflict and enrichment) of workers in international mobility can be explained by three major determinants: social support, self-esteem and cultural intelligence. The study was conducted among 284 workers in international mobility that was living and working in different countries. After multiple analyzes, our results confirm the importance for these workers in international mobility to feel no work-family conflict, but to perceive work-family enrichment in order to experience more well-being. Moreover, our results show that work-family conflict is negatively related to both types of well-being assessed, while the work-family enrichment is only related to subjective well-being. Our results also highlight the negative links between on the one hand, the support offered by the organization and the family with the feeling of self-esteem and on the other, with work-family conflict experienced by workers in international mobility. It also appears that support from co-workers has a positive effect on work-family enrichment experienced and expressed by workers in international mobility. This thesis concludes on the implications of its results for research and practice. Finally, limitations and vision statement for the future research are explained

The need to learn programming increases as more jobs require basic programming skills and computer knowledge. Compulsory school is adding programming to the curriculum, which leads to challenges due to both teachers and students are new to this subject. Even at the university level some students get in touch with programming for the first time in their lives.  This thesis aim to develop a web application that can be used by teachers as a reliable and informative tool when evaluating the learning process of its students, by combining data collected through user interactions while solving programming related puzzles in Python, with answers from periodic self-evaluation surveys.  The study shows that the web application can be seen as a valid tool when evaluating the students' learning process.

Enseigner la communication orale implique pour les enseignants de tenir compte de différents paramètres pour que les élèves puissent réaliser des apprentissages solides et durables. À cet égard, nous pouvons identifier entre autres la prise en compte des distinctions entre l’oral et l’écrit, le stress généré par les situations de prise de parole ou la particularité liée au caractère volatil de l’oral. Bien que différents moyens et outils aient été proposés et validés pour permettre aux élèves de développer adéquatement cette compétence, il subsiste des défis liés, entre autres, à l’aspect métacognitif de l’apprentissage. Certes, les modèles didactiques accordent dans leur structure une place aux activités réflexives, mais comment peut-on accompagner adéquatement les élèves pour que ces activités leur permettent d’en tirer le plein potentiel ? Cette étude propose donc d’explorer l’utilisation d’un outil favorisant justement la mise en œuvre d’activités réflexives, soit le portfolio numérique d’apprentissage, d’en décrire et d’en analyser les apports au regard du développement de la compétence en production orale d’élèves de 3e secondaire en classe de français, langue d’enseignement. Pour atteindre cet objectif général de recherche, nous nous sommes appuyé sur un cadre théorique présentant d’abord des éléments généraux autour de l’enseignement-apprentissage de l’oral puis de l’utilisation du portfolio d’apprentissage au secondaire. Trois éléments complémentaires viennent compléter le cadre théorique : l’autoévaluation, l’engagement affectif et l’autorégulation des apprentissages. Pour répondre aux objectifs spécifiques de recherche découlant de ces concepts, une méthodologie qualitative et interprétative à caractère exploratoire a été élaborée et a inclus la participation de 77 élèves de 3e secondaire. Puisqu’il s’agit d’une thèse par articles, chaque objectif spécifique de recherche fait l’objet d’un article. Dans le premier article, nous décrivons et analysons l’apport du portfolio numérique d’apprentissage sur l’autoévaluation de la compétence en production orale d’élèves du secondaire. Nos résultats montrent que l’utilisation des outils réflexifs associés au portfolio, notamment grâce à la vidéo, permet une meilleure identification des forces et défis en production orale. Dans le second article, décrivons et analysons l’apport de cet outil sur l’engagement affectif des élèves. À la lumière des résultats obtenus, le portfolio d’apprentissage offre une plus-value en ce qui a trait à la diminution du stress des élèves par rapport à la réalisation des productions orales. Dans le dernier article, nous élargissons notre description et notre analyse des apports de l’outil à l’utilisation de stratégies d’autorégulation dans un contexte d’apprentissage de la production orale. Les données analysées montrent que certains processus d’autorégulation, tels que la planification stratégique et l’enregistrement de soi, bénéficient de la démarche associée à la réalisation d’un portfolio numérique d’apprentissage. En conclusion, une synthèse et une analyse de l’ensemble des résultats au regard de la littérature, et des recommandations sont proposées afin d’offrir des pistes d’action et de formation pour les acteurs du milieu scolaire, en particulier les enseignants de français au secondaire. / Teaching oral communication implies that teachers are aware of different parameters so that students can acquire solid and durable learning skills. In this regard, we can identify amongst other things, the taking into account of the distinctions between oral and written production and the stress induced by having to deliver speeches or by the volatile aspect of this form of communication. Although different methods and tools have been suggested and validated in order to allow students to adequately develop this competency, there remain associated challenges such as the metacognitive aspect of learning. Certainly, the didactic models offer in their structure a place for reflexive activities but how can we adequately accompany students so that these activities allow them to grasp their full potential? Therefore, this study proposes to explore the use of a tool that fosters precise implementation of reflexive activities, the digital learning portfolio, and to describe the contributions regarding the development of the oral production competency of Grade 9 students in the French Language of Instruction class. To attain this general research objective, we relied on a theoretical framework primarily presenting general elements regarding oral teaching and learning and secondly, the use of learning portfolios in high school. Three complementary elements complete this theoretical framework: self-evaluation, emotional commitment and self-regulated learning. To meet the specific research objectives arising from these concepts, a qualifying and interpretative method, exploratory in nature, has been developed that includes 77 Grade 9 students. Since this is a thesis of articles, every specific research objective is a subject of an article. In the first article, we have described the contribution of the digital learning portfolio on self-evaluation of high school students in the competency of oral production. Our results show that reflexive tools associated to the portfolio, especially thanks to video, allow for a better identification of strengths and weaknesses in oral production. In the second article, we have described the contribution of this tool on the emotional commitment of students. In light of obtained results, the learning portfolio offers an added value in terms of stress reduction associated with the development of oral production work. In the last article, we have expanded our description of contributions of tools in the use of strategies to self-regulate in the context of learning through oral production. The analyzed data illustrates that certain self-regulating processes, such as planning strategies and self-recording, benefit from the steps associated in the development of a digital learning portfolio. In conclusion, a synthesis and analysis of all the results regarding the literature and recommendations are proposed in order to offer courses of action and training for the professionals in a school environment, particularly French high school teachers.