Η παρούσα εργασία εκπονείται στα πλαίσια της επιστήμης του μανατζμεντ του ανθρώπινου παράγοντα-κεφαλαίου και ειδικότερα υπό το πρίσμα της εκπαίδευσης και ανάπτυξης στελεχών μέσω του θεσμού της συμβουλευτικής / συμβούλευσης / mentoring στους Ελληνικούς χρηματοπιστωτικούς οργανισμούς. Παράλληλα, διεξάγεται έρευνα που αφορά στο κατά πόσο τα ανωτέρω στελέχη αντιλαμβάνονται κάποιο πρόσωπο, από το εργασιακό τους περιβάλλον, στο ρόλο του μέντορα και πως επηρεάζονται. / The present study is concentrated on the science of human resource management and specifically describes the methods of training and development for executives in the Greek financial institutions, while it is focused on the method of mentoring. At the same time is carried out research that concerns to find out if the above executives conceive at least a person, from the same organism, in the role of mentor and how they are influenced by him/her.

The dissertation work avers the findings of special physical performance in young volleyball players. The testing of the volleyball teaom of Třebín took plage in the season 2006 / 2007 during the volleyball training in Římov. This work is dividend into two parts. The first part avers the characteristics, rules and foundations of volleyball, the means of motor skills and thein specifications. The second part looks at problems in practice. There are tables and graphs of measured and statistically teamed data here.

The continuous and rapid economic development of China, has leads to a wide range of discussions and speculations contributing towards the reform of the Chinese social welfare system, particularly the expanding of minimum living security benefits.   This study includes a comprehensive literature review which outlines the content, implications and perceptions for minimum living security in China, The research methodology has been designed in order to highlight the key feedback and perceptions of different local stakeholders in China regarding the current minimum living securities, such as government, tax payers and beneficiaries. These discussions have taken the social exchange theory as its basis. The benefits and costs incurred by those in society who experience the minimum living standard have been evaluated. Furthermore, the findings have also suggested that there are various factors which have given rise to different social welfare systems in China.   the findings have highlighted that since the Chinese economy has been successful in these past few years, China has started to rollout minimum living security measures to provide financial support to disadvantaged people and families. This has resulted in a very positive development as regards social development, ethics and fairness in society. However, this research has also pointed out the challenges that the social welfare system is meeting. For instance, excessive social welfare is likely to bring pressures and challenges to the financial system of public finance; on top of that, this may lead to adverse public perceptions for long term benefit takers. The formation of the social welfare system is driven by the combined factors of economic development, public finance strength, national culture, political systems and social perceptions.   This has paved the way for the continuous yet tailored development of the Chinese social benefit system so far. This research has adapted the triangulation styled research, combining it with secondary studies and primary findings obtained from focus group interviews, as well as other existing studies in order to reach insightful conclusions.   This study provides recommendations with the focus being on boosting and optimizing the social welfare and minimum living security in China in a more effective and efficient manner. Focus is in area of balancing and sustainable financial budget; promoting more job creation and training; simplifying the system and promoting transparency in the systems to guarantee long term success. This has aligned with existing research to ensure all stakeholders in the social welfare system are being managed in the value creation manner. This is vital for success and to ensure that the social welfare system in place is benefiting society, particularly the vulnerable, while still making it sustainable.

O livro didático (LD) tem sido, historicamente, o principal recurso material da Educação. Objeto de estudo de alguns pesquisadores, os olhares para ele em geral se voltam à sua metodologia e ao seu conteúdo. No entanto, são escassos os trabalhos que se aproximam das suas funções e da sua utilização no cenário de ensino de espanhol como língua estrangeira no Brasil. Nesta investigação recuperamos seu histórico, diretamente associado a medidas político-educacionais, bem como suas possíveis funções e usos, com base em alguns documentos oficiais nacionais Parâmetros Curriculares Nacionais PCN (BRASIL, 1998b); Orientações Curriculares para o Ensino Médio OCEM (BRASIL, 2006) e Diretrizes Curriculares Nacionais da Educação Básica DCN (BRASIL, 2013d) e em estudos de pesquisadores da área, sobretudo Choppin (2002, 2004); Gérard; Roegiers (1998); Lajolo (1996); Oliveira; Guimarães; Bomény (1984) e Richards (2002). Ademais, apresentamos aspectos relativos à formação inicial e continuada de professores no país que exercem impacto no papel do livro em sala, com base na Lei de Diretrizes e Bases da Educação LDB (BRASIL, 1996a) e na Resolução CNE/CP nº 2 (BRASIL, 2015e); questões referentes à (des)valorização docente, segundo as DCN (BRASIL, 2013d) e Nóvoa (1999); entre outros tópicos que abordam a relação dos mestres com o LD, de acordo com Almeida Filho (2010), Eres Fernández (2009), Fiscarelli (2008), Leffa (2008a) e Munakata (1997, 2012a). Damos voz a duas docentes do estado de São Paulo uma de escola pública e outra de colégio privado e, por meio delas e do referencial legal e teórico, aproximamo-nos do cotidiano do LD de espanhol. Para tanto, tomamos como base três instrumentos de pesquisa complementares: questionários, entrevistas e assistências às aulas e procedemos à triangulação dos dados obtidos. Constatamos de que modo o LD é usado e em poucas ocasiões pudemos observá-lo sendo suplementado por outros recursos. Concluímos que sua principal função é a referencial (CHOPPIN, 2004, p. 552-553) e que as profissionais em raras situações usufruíram do seu arbítrio na utilização dele, o que é prejudicial para o ensino e a aprendizagem por atribuir pouca importância às especificidades de cada realidade. Diante desta constatação, creditamos a prática de utilização dependente ao histórico de desvalorização docente, à capacitação deficiente do professorado e às crenças sobre o ensino de línguas que constituem a trajetória das profissionais em questão. Com o objetivo de preparar os mestres para essa desejável autonomia do LD, explicitamos que, a nosso ver, é necessário repensar os cursos superiores de formação. Observamos também que o acesso a recursos didáticos ou didatizáveis complementares a eles não tem relação direta com o nível socioecomômico da escola, e sim com o comprometimento do profissional. Por fim, com vistas a contribuir para reflexões e melhorias no objeto de nosso estudo e no seu cotidiano em sala, propusemos sugestões de alternativas para a concepção e o emprego desse recurso educacional de presença tão expressiva. / Textbooks have been, historically, a core resource in Education. As the object of study for many researchers, they are generally analyzed from the point of view of methodology and content. However, studies on the functions and use of textbooks in the field of teaching Spanish as foreign language in Brazil are scarce. The present study traces back the history of textbooks related to educational policies and examines the possible functions and uses of textbooks, grounded on some official national documents such as the National Curriculum Parameters PCN (BRASIL, 1998b); Curricular Orientations for the High School Level OCEM (BRASIL, 2006) and the Basic Schooling National Curricular Guidelines DCN (BRASIL, 2013d) and on studies carried out by researchers in the field, mainly Choppin (2002, 2004); Gérard; Roegiers (1998); Lajolo (1996); Oliveira; Guimarães; Bomény (1984) and Richards (2002). In addition, the study presents aspects related to: the initial training and continuous development of practising teachers in the country and their impact on the role of the textbook in class, under the terms of the Law on Brazilian Education Guidelines and Bases LDB (BRASIL, 1996a) and on Decision number 2 of the National Council of Education (BRASIL, 2015e); issues related to the (de)(a)ppreciation of the teaching staff, according to the DCN (National Curricular Guidelines) (BRASIL, 2013d) and Nóvoa (1999); among other topics related to teachers relationship with the textbook, as found in Almeida Filho (2010), Eres Fernández (2009), Fiscarelli (2008), Leffa (2008a) and Munakata (1997, 2012a). We give voice to two teachers from the State of São Paulo one from a state school and one from a private institution and through them and the legal and theoretical framework, we approach the daily use of the textbook in the area of Spanish. To that aim, we made use of three complementary research instruments: questionnaires, interviews and attendance to classes, and then triangulated the data obtained. We observed the way in which the textbook is used and found out that only in rare instances the textbook was supplemented by other resources. The conclusion is that the main function of the textbook is referential (CHOPPIN, 2004, p. 552-553) and that teachers seldom exercise discretion in its use, negatively affecting the teaching and learning process by not giving due importance to the specificities of each learning situation. In view of these findings, we credit the practice of dependent use of the textbook to the history of depreciation of teaching, to the inefficient qualification available to teachers and to the beliefs on language teaching under which those teachers have operated. With the aim of empowering teachers to enjoy a desirable autonomy in relation to the textbook, we suggest that there is a need to rethink the content of teacher development courses. We also observed that the access to teaching resources or to other resources which may be a complement to the former does not correlate directly to the socioeconomic level of the school, but rather, with the level of commitment of the professionals involved. In conclusion, with a view to contributing to discussions and improvements related to the object of our study and to its daily use in the classroom, we propose alternatives for the creation and use of this educational resource which has such a crucial role in the classroom.

The overarching purpose of this collected papers dissertation was to explore the best practices used by Human Resource Development (HRD) professionals to help working mothers who are experiencing postpartum depression symptoms after maternity leave. The first paper in this dissertation was an integrative literature review. The second paper in this dissertation investigated whether participation in online support groups served to moderate the effect of postpartum depression symptoms on work impairment (measured in terms of absenteeism and presenteeism). Both studies were undergirded by the stress-buffering hypothesis, which posits that social support can moderate the effect of experiencing a stressful event. Study #2 also included the self-labeling theory, which explains how a person with mental illness seeks voluntary support. Study #1 reviews studies that examine how to support women experiencing postpartum depression symptoms in the workplace. No studies were found in HRD literature. The stress-buffering hypothesis held weight in informing HRD professionals to help women experiencing postpartum depression symptoms. The majority of the studies pointed to social support, especially from coworkers and supervisors, as having a positive effect on postpartum depression symptom scores. Study #2 explores the effect of participation in online support groups on the work impairment of women experiencing postpartum depression symptoms. This study surveyed working mothers with children under the age of one from online support groups. The survey consisted of three measures: The Edinburg Postnatal Depression Scale (Cox, Holden, & Sagovsky, 1987); the Work Productivity and Activity Impairment (WPAI; Reilly, Zbrozek, & Dukes, 1993); and the Online Social Support for Smoking Cessation survey (OS4; Graham, Papandonatos, Kang, Moreno, & Abrams, 2011). This study did not support the hypothesis that online support group participation would moderate the effect of postpartum depression symptoms on work impairment. Overall, the findings of these studies are entry points into the HRD literature about how working women who are experiencing postpartum depression symptoms can be supported by their employers. Further research is necessary to examine the type of social support that is effective at helping working mothers.

This research explores the implications of the practice of collaborative professional enquiry on professional re-formation and development. A series of case studies focuses on four aspiring Chartered Teachers as they lead collaborative enquiries in two schools. The case studies take account of the experiences of the teachers in the collaborative groups, as well as the managers in both schools. Using a Foucauldian theoretical framework, relations of power between all participants are explored. This reveals that active positioning is in operation. The Chartered Teachers are positioned in an ‘in-between’ space: neither teacher nor manager, and this appears to have allowed them to construct and negotiate new possibilities, contributing to their developing professional identities. While this challenged the established hierarchies in schools, the teachers reported that undertaking collaborative professional enquiry under the leadership of the Chartered Teachers, benefitted themselves and their pupils, appearing to offer opportunities to demonstrate an active professionalism which was in contrast to the expectations of their managers. The findings raise several issues for consideration by the profession. These include a recommendation that collaborative professional enquiry is encouraged as a core pedagogical resource. The research also highlights the need for policy makers to take account of the way power is exercised in and on schools when developing new policies and evaluating the success of current ones. It is argued that genuine and open dialogue is necessary and it is recommended that the national CPD framework should reconsider the current practice of supporting distinctive pathways within the profession.

No description available.

No description available.

<p>In the past, Human Research Development (HRD) professionals have faced barriers of gaining access to the data they need to conduct higher level evaluations. However, recent technological innovations have presented opportunities for them to obtain this data, and consequently, apply new approaches for the training evaluation process. One approach being used is the application of data analytics. Because organizations have begun to embrace its use, recent research activities in the literature have focused on the promotion of analytics versus the practical application of analytics in the organization.<b> </b>This study investigated how HRD professionals utilize data analytics in the training evaluation process. It contributes to the body of research on the practical application of analytics in determining training effectiveness. The Unified Theory of Acceptance and Use of Technology (UTAUT) and Sociomateriality served as the theoretical framework for understanding how HRD professionals use data analytics in the training evaluation process. To address the research objective, a qualitative descriptive design was employed to investigate the phenomenon of lived experience, how HRD professionals use data analytics in the training evaluation process. Data were collected through semi-structured interviews with six (6) participants who were front and center in the organization’s transition to the analytics tool, Metrics That Matter (MTM), for evaluating training initiatives. The thematic analysis approach was applied. The study findings suggest three factors that influenced HR professionals to use human resource analytics, while revealing four ways they used those analytics in the training evaluation process. More importantly, findings from this study will provide training departments and HRD professionals recommendations for expanded job role and/or function descriptions, as well as best practices for incorporating data analytics in the training evaluation process.</p>

No