A key task of managing an inbound call center is in estimating its performance and consequently plan its capacity, which can be considered a complex task since several system variables are stochastic. These issues are highly crucial for certain time-sensitive services, such as emergency call services. Waiting times affect the service quality of call centers in general, but various customers may place different waiting time expectancies depending on the need. Call center managers struggle to find the relationship between these expectations to their strategical, tactical and operational issues. They are assisted by queueing models that approximate the outcome. Simple setups use analytical approximations while a network of multi-skilled agents serving several customer classes is dependent on computer simulations. Regardless of simple or complex setups, models assume that the system components are homogenous, that the components have some parametric distribution, and that they remain the same regardless of the setup. Human resource and marketing research show that such status quo assumptions are not highly reliable. As an example, customer experience is often affected by the skill of the agent, and agents themselves are affected by their workload and duties, which inter alia affect their efficiency. This thesis aim to assist the Swedish emergency call center with a strategical issue, which require detection of some causalities in the set of system components. The overall aim is to design a simulation model, but such model requires a lot of detailed system knowledge, which itself adds to the knowledge gap in the research field. Findings that contribute to the scientific knowledge body include the burst model that addresses some of the non-stationarity of call arrivals, since some rapid rate increments derives from a latent emergency event. Other contributions are the introduction of stochastic agent behavior, which increases the uncertainty in queueing models; and the service time relationship to geographical distance. The latter may involve general evidence on how area-specific understanding and cultural differences affect the quality of service. This is important for organizations that consider off-shoring or outsourcing their call center service. These findings, along with several undiscovered and unknown influencers, are needed in order to design a reliable simulation model. However, the proposed model in this study cannot be rejected, in terms of waiting time replication. This robust model allowed traffic routing strategies to be evaluated and also assisted managers of the emergency call center into a strategical shift in the late 2015. / <p>Vid tidpunkten för framläggningen av avhandlingen var följande delarbeten opublicerade: delarbete 1 och 3 inskickat.</p><p>At the time of the defence the following papers were unpublished: paper 1 and 3 submitted.</p>

Cette thèse a pour objet d’étudier la (les) compétence(s) d’enseignants de FLE lors de la formation initiale dans le contexte vietnamien, lequel, en pleine rénovation, exige la conception et la construction de nouveaux dispositifs de formation de qualité. Elle débute par une analyse de l’état des lieux de la formation actuelle des enseignants au Vietnam qui permet de repérer des éléments pertinents pouvant inspirer la conception d’un référentiel de compétences pour les futurs enseignants. Pour ce faire, il est fait appel aux notions de compétence disciplinaires contenues dans le CECRL (version 2001), de compétences professionnelles de l’enseignant et de l’enseignant compétent dans le contexte déterminé. Plus particulièrement, deux enquêtes par questionnaire auprès des enseignants et des étudiants-futurs enseignants, des entretiens avec des enseignants formateurs et des observations de classe ont effectués comme méthode de constitution des données. L’analyse des résultats confirme d’une part la problématique relative aux lacunes de la formation et d’autre part les domaines de compétences à développer pour une formation initiale d’un enseignant de FLE au contexte vietnamien. La construction d’un référentiel de compétences accompagné des standards et indicateurs est le fruit de la recherche dont la perspective immédiate est de pouvoir mettre en oeuvre des formations appuyées sur la (les) compétence(s) de l’enseignant. / This dissertation aims to investigate teacher’s competences in the face of various contextual changes in the Vietnamese tertiary education which require new perspectives and approaches in curriculum development. These competences are analyzed in the Common European Framework of Reference (CEFR, 2001) on teachers’ professional competences and competent teachers. Data were collected from distributing survey questionnaires to in-service and pre-service teachers, interviews with university instructors. Data analysis reveals limitations in the current curriculum and helps to identify areas of competences that teachers of French in Vietnam need to develop. The research results consist of a competence framework with detailed descriptions for competence-based teacher training programs to be implemented.

Children with disabilities (CWD) in East Africa experience occupational injustice in its most severe forms. A number of complex and dynamic factors contribute to this injustice including cultural beliefs about disability, a significant gap between policy adaptation and policy implementation, and physical barriers as a result of poverty. Uwezo is the Swahili word for ability, a name suitable for a program created to empower CWD in low-income countries (LIC) and lower-middle income countries (LMIC) to achieve their maximum potential. Uwezo is a community-owned and community-run vocational education program for CWD that will originate in East Africa with the intent to expand globally to serve additional communities in need. Children with disabilities ages 3-16 will learn three categories of classroom and experiential instruction including: education for everyday living, life skills and vocational study. Designed with sustainability as a priority, the program will be presented to community members as a template, intended to be carefully tailored according to the community’s unique priorities and needs. Ultimately, Uwezo has the potential to rapidly shift cultural perception about disability, enhance the local economy, inspire grassroot advocacy efforts, and improve the and quality of life for children and persons with disabilities.

First-line supervisors in U.S. retail organizations are unable to resolve nearly 34% of typical daily customer problems for their organizations. The purpose of this single case study was to explore the strategies retail supermarket managers have used to improve 1st line supervisor problem solving abilities within a retail supermarket company in Winston-Salem, North Carolina. The conceptual framework for this study was the skills-based leadership model. Data were collected from semistructured interviews with 4 retail store manager participants with a successful record of improving first-line supervisor problem solving abilities. Additionally, the review of company documents including training guides, training checklists, job descriptions, annual goal setting templates, and company website postings supplemented the semistructured interviews. Data analysis entailed coding, conceptualizing concepts and ideas, identifying themes, and member-checking to ensure the trustworthiness of interpretations. Based on the methodological triangulation of the data collected, 4 themes emerged after the data analysis: (a) the importance of communicating expectations with first-line supervisors, (b) coaching first-line supervisors on performance, (c) first-line supervisor learning and development, and (d) measuring first-line supervisor performance. Findings from this study may contribute to social change by providing insights and strategies that retail store managers can use to improve 1st-line supervisor problem-solving abilities. Improvement in problem-solving abilities may improve employees' lives, communities, and organizational performance.

The principal is an important key to school success and student achievement (Anderson & Togneri, 2003; Met & Lorenz, 1997). Considering the role of principals of dual immersion schools, few studies have considered factors leading to their success (Nicholson, Harris-Johhn, & Schimmel, 2005; Simmons et al., 2007). With current advancements in skill mapping and meta-analyses, the understanding of skill and trait theory has improved, greatly enhancing the researcher's ability to effectively identify a leader's skills and traits (Derue, Nahrgang, Wellman, & Humphrey, 2011; Marzano, Waters, & McNulty, 2005; Scouller, 2011; Zaccaro, 2007). A clearer understanding of the skills and traits dual immersion principals need would help other dual immersion principals and the districts and states that train these principals (Waters, Marzano, & McNulty, 2003). Through a set of interviews and surveys, the researcher explored themes and patterns based on principals' opinions of the skills and traits they use. The researcher compared one-way dual immersion schools with two-way dual immersion schools in an effort to distinguish how principals' opinions vary between these two contrasting immersion paradigms. An analysis of principal responses from the surveys and interviews revealed that a number of traits and skills identified in previous research are also important for dual immersion principals. In addition, the research found a number of new skills and traits unique to the dual immersion context. This research also found that many skills and traits of dual immersion principals varied between the contexts of one-way and two-way. These findings indicate an important shift in our understanding of the role of principal and the ways that dual immersion principals are trained.

Submitted by Fabiana Gonçalves Pinto (benf@ndc.uff.br) on 2015-12-21T14:41:46Z No. of bitstreams: 1 Fabiana Silva Marins Nazareno Cosme.pdf: 2308189 bytes, checksum: f3ba353270961268f4dfc41b3eb788b0 (MD5) / Made available in DSpace on 2015-12-21T14:41:46Z (GMT). No. of bitstreams: 1 Fabiana Silva Marins Nazareno Cosme.pdf: 2308189 bytes, checksum: f3ba353270961268f4dfc41b3eb788b0 (MD5) Previous issue date: 2013 / Mestrado Profissional em Ensino na Saúde / O estudo emergiu a partir da vivência da autora como preceptora em Unidades Básica de Saúde que recebem estagiários. Objeto de estudo: a construção de competências pelo preceptor de Enfermagem na Atenção Básica. Objetivos: descrever as atividades do enfermeiro preceptor, da atenção básica, na formação de graduandos de Enfermagem; identificar as competências que o enfermeiro preceptor necessita desenvolver e/ou aprimorar para atuar na formação de graduandos de Enfermagem; analisar possíveis estratégias para o desenvolvimento e/ou aprimoramento das competências identificadas e elaborar uma tecnologia educacional, com a participação dos preceptores sobre competências e estratégias didático-pedagógicas, com base nos achados deste estudo, que subsidie a prática reflexiva da preceptoria de graduandos de Enfermagem no SUS. Trata-se de um estudo qualitativo, descritivo e exploratório, sendo o projeto aprovado pelo Comitê de Ética e Pesquisa Hospital Universitário Antônio Pedro e da Secretaria Municipal de Saúde do Rio de Janeiro, em respeito à resolução nº196/96 do Conselho Nacional de Saúde. Os cenários da pesquisa foram três unidades de Atenção Básica, duas do município de Niterói e uma do município do Rio de Janeiro. Os sujeitos foram onze enfermeiros-preceptores de alunos da graduação em Enfermagem. A coleta de dados foi realizada através de entrevistas semi-estruturadas. As bases conceituais do Estudo foram as competências para o educador elencadas por Perrenoud e a Reflexão na ação discutida por Schön. Os dados foram analisados norteados pelo ciclo da reflexividade proposto por Valente (2009) e categorizados os resultados em unidades temáticas: Ações do Enfermeiro Preceptor na formação do graduando: evidenciando seu papel e O desafio da Preceptoria na Atenção Básica: competências e estratégias demandadas dessa prática. Analisando as categorias apresentadas, foi concluído que não há um auto-reconhecimento claro por parte dos preceptores de seu papel como agentes de transformação social, o que é percebido em suas ações. Identificou-se que a reflexão retrospectiva sobre a prática do preceptor ainda é incipiente, apontando prioritariamente para a necessidade de competências relacionadas à falta de pro atividade sobre sua própria formação e à deficiência no planejamento do processo ensino-aprendizagem advindo de falta de capacitações específicas. / The study emerged from the experience of the author as preceptor in Basic Health Units that receive trainees. Object of study: the building of competences by the preceptor of Nursing in the Basic Attention. Objectives: to describe the activities of the preceptor nurse, of basic attention, in the education of the graduating nursing student; identify the competences that the preceptor nurse needs to develop and/or enhance to act in the education of graduating nursing students; analyze possible strategies for the development and/or enhancement of competencies identified and elaborate an educational technology, with the participation of preceptors on skills and didactic-pedagogic strategies, based on the findings of this study, which subsidizes the reflexive practice of preceptorship of nursing students in the SUS. This is a qualitative study, descriptive, exploratory, and the project is approved by the Ethics Research Committee of the University Hospital Antônio Pedro and of the Municipal Health Secretariat of Rio de Janeiro, in respect to Resolution N.196/96 of the National Health Council. The research scenarios were three units of Basic Attention, two of Niterói municipality and one of Rio de Janeiro municipality. The subjects were eleven preceptor nurses of the graduation nursing students. Data collection was realized through semi-structured interviews. The conceptual bases of the Study were the skills for the educator listed by Perrenoud and the Reflection in the action discussed by Schön. Data were analyzed guided by the cycle of reflexivity proposed by Valente (2009) and categorized the results into thematic units: Preceptor Nurse´ s actions in the formation of the student: highlighting their role and the challenge of Preceptorship in Basic Attention: skills and strategies originated from this practice. Analyzing the categories presented, it was concluded that there is no self-recognition by the course tutors of their role as agents of social transformation, which is perceived in their actions. It was identified that the retrospective reflection on the practice of the preceptor is still incipient, pointing primarily to the need for skills related to the lack of pro activity on their own training and disability in planning the teaching-learning process arising from a lack of specific skills.

Diploma thesis is focused on research of employee's motivation to participate in corporate volunteering programs. Theoretical chapters summarize contemporary knowledge of corporate volunteerism phenomenon and its roots - corporate social responsibility on one side and volunteering on the other. Thesis is also dealing with specific, still not very well examined area of skills-based volunteering and with use of particular examples from Czech environment it presents its actual form. Thesis deals with various theories for volunteer motivation. Theoretical part of thesis is followed by empirical research focused on motives of corporate volunteers for participation in this type of volunteerism, their attitudes toward skills-based volunteering and also perceived differences between corporate and noncorporate (civic) volunteering. Key words Volunteering, volunteer, corporate volunteering, corporate volunteer, skills-based volunteering, motivation for volunteering, corporate social responsibility (CSR)

Made available in DSpace on 2011-05-04T12:36:22Z (GMT). No. of bitstreams: 0 Previous issue date: 2009 / O presente estudo analisa em que medida a matriz curricular do Curso de Técnico em Enfermagem da ESPMT, no ano de 2004, contribuiu para a introdução de novas práticas no processo de trabalho das equipes da Saúde da Família do município de Sapezal. Parte-se da premissa de que a Estratégia da Saúde da Família (ESF) é considerada por alguns autores como uma das principais estratégias de (re)organização dos serviços e de (re)orientação das práticas profissionais do SUS, tendo como base a promoção da saúde a integralidade, a intersetorialidade e o trabalho em equipe. O processo de formação educacional nas Escolas Técnicas do SUS merece discussão sob dois aspectos: 1) A necessidade de adequação da matriz curricular às mudanças sociais, aos novos perfis epidemiológicos principalmente na adequação dos currículos e às demandas dos serviços; 2) O descompasso entre os serviços e a disponibilidade de pessoal preparado para atender às necessidades da população. Foi realizado estudo qualitativo com os egressos do curso de técnico em enfermagem que atuam nas Unidades da Saúde da Família (USF) do município de Sapezal. A pesquisa revelou que a matriz curricular elaborada pela ESPMT no ano de 2004 para o curso de Técnico em Enfermagem de Sapezal, embora tenha sido elaborado com o objetivo de preparar pessoal para trabalhar na Estratégia de Saúde da Família, não incorporou, do ponto de vista teórico e da prática pedagógica, os conteúdos específicos para o ESF. A pesquisa de campo mostra uma realidade de trabalho destes profissionais centrada na prática da assistência técnica de enfermagem. O processo de trabalho nas Unidades da Saúde da Família de Sapezal está voltado para o posto de trabalho, com atividades especializadas. Embora a ESPMT venha operando desde 2004 no modelo de competência, os conteúdos ministrados no curso está mais voltado para o posto de trabalho, baseado em normas e procedimentos e não por competências. A ênfase está na formação específica do técnico em enfermagem sendo que os poucos conteúdos relativos à saúde coletiva são ministrados no último módulo, quando a etapa de formação dos auxiliares já foi concluída no Módulo III. / The current study analyzes the extent to which the 2004 course curriculum at the Mato Grosso School of Public Health (ESPMT) contributed to the introduction of new practices in the work performed by Family Health teams in the municipality (county) of Sapezal, Mato Grosso State, Brazil. The initial premise is that some authors consider the Family Health Strategy one of the main strategies for reorganization of services and reorientation of professional practices under the Unified National Health System (SUS), with the following as the basis for health promotion; comprehensiveness, intersectorality, and teamwork. The educational training process in the Technical Schools under the National Health System deserves discussion from two perspectives: 1) the need to adjust the course curriculum to social changes and new epidemiological profiles, principally in relation to curricula and the health services’ demands and 2) the mismatch between health services and the availability of personnel prepared to deal with the population’s needs. A qualitative study was performed with nurse technician course alumni working in the Family Health Units in Sapezal. According to the study, although the curriculum elaborated by the Mato Grosso School of Public Health in 2004 for the nurse technician course in Sapezal was prepared to train people to work under the Family Health Strategy, from the theoretical and pedagogical point of view, it failed to incorporate specific contents pertaining to the strategy. The field research showed that nurse technicians’ work reality was centered on technical nursing care. The work process in the Family Health Units in Sapezal is focused on individualized, hierarchically framed, and rigidly specialized work, without considering teamwork, singularity, subjectivity, and inter-subjectivity. As for the course content, although the School of Public Health has been working since 2004 with a skills-based model, the conclusion is that the course curriculum for nurse technicians in Sapezal is focused on the workplace based on norms and procedures rather than skills. The emphasis is on specific training for nurse technicians, and the limited content related to collective health is given in the final module, while the training stage of nurse technicians is already concluded in Module III.