Made available in DSpace on 2014-06-11T19:24:51Z (GMT). No. of bitstreams: 0 Previous issue date: 2013-06-12Bitstream added on 2014-06-13T18:21:23Z : No. of bitstreams: 1 moura_ac_me_bauru.pdf: 768603 bytes, checksum: 3a4c697e1aca9fdc24b478b9b8008b04 (MD5) / O presente trabalho tem por finalidade analisar as atividades experimentais propostas em algumas situações de aprendizagem do Currículo Oficial do Estado de São Paulo para o tópico de eletricidade e magnetismo na disciplina de Física. O objetivo é identificar indícios que possibilitem realizar inferências a respeito do desenvolvimento das competências e habilidades, sugeridas para as atividades experimentais. Para isso adotamos uma determinada ideia de competência e habilidade apresentada por Zabala e Arnau que, por sua vez, aponta para falta de clareza em relação aos termos apresentados nos documentos referentes às avaliações de larga escala, em específico, suas matrizes referenciais e em alguns documentos que orientam o trabalho do professor. Para uma melhor compreensão das abordagens experimentais, realizamos um levantamento dos artigos nas publicações de duas das principais revistas da área, com o intuito de compreender a ideia de competência e habilidade utilizada nas atividades experimentais. Assim, para atingir o objetivode nosso trabalho, analisamos o texto das competências e separamos em unidades que representam as habilidades presentes nos esquemas de atuação das competências. Essas unidades foram separadas em categorias formuladas a partir do entendimento das ações que cada unidade representa. No mesmo sentido, realizamos uma análise e separação das indicações dos roteiros das atividades experimentais, separando em unidades e organizando em categorias a partir do entendimento das ações sugeridas no roteiro. Dessa forma, com o apoio do nosso referencial teórico a respeito do desenvolvimento de competências e habilidades, procuramos identificar indícios no roteiro das atividades que possibilitassem o desenvolvimento das mesmas... / The present paper holds as objective the analysis of the proposed experimental activities in some of the Learning Situations in the Oficioal Syllabus of the State of São Paulo concerning the topic of electricity and magnetism in the subject of physics. The objective is to identify evidence which could make possible the carrying out of inferences about the development of competences and skills, suggested for the experimental activities. In order to do so, we have adopted a certain idea of competence and skills presented by Zabala and Arnau whose which, on the other hand points to the lack of clearness regarding the terms presented in the documents concerning the large scale assessments, specifically, its referencial matrices and in some documents which orientate the teacher's work. For a better understanding regarding the experimental approach, a survey on the articles in the publications of two of the main magazines (journals) in the area was carried out in order to understand the idea comprehended in competences and skills utilized in the experimental activities. Thus, in order to meet our work's objective, the text about the competences was analised and separated by us into units which represent the skills present in the schematics of competences performance. These units have been separated in categories which were framed with basis on the understanding of the performances which each unit represents. On the same hand, an analysis and separation of the appointing of the guidelines for the experimental activities was carried out they were separated into unities and organized into categories having as basis the understanding of the performances suggested in the guidelines. Thus, with the support of our theoretical about the development of competences and skills, we have sought to identify evidence in the guidelines of the activities... (Complete abstract click electronic access below)

A habilidade de relacionar o processo de aprendizagem organizacional com o desenvolvimento de competências nem sempre é perceptível nas organizações. Neste sentido, o objetivo deste trabalho foi analisar as dimensões da aprendizagem organizacional relacionadas aos indivíduos e a cultura no processo de desenvolvimento das competências organizacionais em uma instituição de ensino superior. Para tanto, foi realizada uma pesquisa quanti-qualitativa, por meio do método misto como estratégia explanatória sequencial. A primeira etapa de investigação foi quantitativa descritiva usado uma survey, cuja análise dos dados ocorreu por uma estatística uni e multivariada baseada em uma análise fatorial. Foram consideradas as dimensões da cultura organizacional e o indivíduo relativas a aprendizagem organizacional, definidas com base em Neergard (1994) e foi usado como instrumento de pesquisa o questionário Dloq-A. A análise do resultado obtido nesta etapa serviu de subsídios para o desenvolvimento de um roteiro de entrevista semiestruturadas com gestores sobre competências organizacionais. Da análise integrada dos resultados de ambas as etapas, concluiu-se que a aprendizagem organizacional desenvolve competências organizacionais. Entre os principais achados desta dissertação, identificou-se quatro novos construtos da cultura de aprendizagem que estão diretamente relacionados ao desenvolvimento das competências organizacionais categorizadas e codificados através da análise de conteúdo. / Submitted by Ana Guimarães Pereira (agpereir@ucs.br) on 2017-09-22T16:15:08Z No. of bitstreams: 1 Dissertacao Ricardo Jose da Cunda Nascimento.pdf: 1249733 bytes, checksum: 9dd927966a7a90f54b79bb8bc1638fd0 (MD5) / Made available in DSpace on 2017-09-22T16:15:08Z (GMT). No. of bitstreams: 1 Dissertacao Ricardo Jose da Cunda Nascimento.pdf: 1249733 bytes, checksum: 9dd927966a7a90f54b79bb8bc1638fd0 (MD5) Previous issue date: 2017-09-22 / The ability to relate the organizational learning progress to the development of competences is not always perceptible in organizations. Therefore, the aim of this research was analyzing the dimensions of organizational learning related to the individuals and the culture in the process of organizational competences in a higher education institution. Therefore, a quanti-qualitative assay was performed, applying a mixed sequential explanatory method strategy. The first step of the study was quantitative descriptive through a survey, in which data analysis was achieved over univariate and multivariate statistics based on a factorial analysis. The dimensions of organizational culture and the individual related to organizational learning were considered and defined based on Neergard (1994). The Dloq-A questionnaire was also used as an instrument of research. The analysis of the results obtained in this step subsidized the development of an interview script with managers about organizational competences. From the integrated analysis of both stages, it was concluded that organizational learning develops organizational competences. Among the main findings of this dissertation, four new constructs of the learning culture that are directly related to the development of categorized organizational competences were identified and encoded through content analysis.

Thesis (MTech (Emergency Medical Care))--Cape Peninsula University of Technology, 2016. / Background - As emergency medical care students approach the exit level of their four-year qualification, additional focus get placed on assessment of their ability provide patient care in the real world pre-hospital emergency care environment. Upon graduation, there is no opportunity for newly graduated emergency care practitioners to complete an internship programme. The assessment of clinical competence is therefore regarded as a critically important and invaluable activity within the academic unit. Academic staff within the Emergency Medical Care department at UJ recognised the need for the development of a standardised assessment instrument to purposefully assess pre-hospital clinical performance and developed an assessment instrument referred to as the University of Johannesburg Clinical Performance Assessment Instrument (UJ CPAI). Having developed the UJ CPAI it became necessary and important to scientifically investigate and evaluate the extent to which the CPAI (as a newly developed instrument) meets the requirements of what is considered to be a "good assessment instrument". For this reason investigation of the validity, reliability and end-user support for the implementation of the UJ CPAI became the central aim and focus of this study.

A habilidade de relacionar o processo de aprendizagem organizacional com o desenvolvimento de competências nem sempre é perceptível nas organizações. Neste sentido, o objetivo deste trabalho foi analisar as dimensões da aprendizagem organizacional relacionadas aos indivíduos e a cultura no processo de desenvolvimento das competências organizacionais em uma instituição de ensino superior. Para tanto, foi realizada uma pesquisa quanti-qualitativa, por meio do método misto como estratégia explanatória sequencial. A primeira etapa de investigação foi quantitativa descritiva usado uma survey, cuja análise dos dados ocorreu por uma estatística uni e multivariada baseada em uma análise fatorial. Foram consideradas as dimensões da cultura organizacional e o indivíduo relativas a aprendizagem organizacional, definidas com base em Neergard (1994) e foi usado como instrumento de pesquisa o questionário Dloq-A. A análise do resultado obtido nesta etapa serviu de subsídios para o desenvolvimento de um roteiro de entrevista semiestruturadas com gestores sobre competências organizacionais. Da análise integrada dos resultados de ambas as etapas, concluiu-se que a aprendizagem organizacional desenvolve competências organizacionais. Entre os principais achados desta dissertação, identificou-se quatro novos construtos da cultura de aprendizagem que estão diretamente relacionados ao desenvolvimento das competências organizacionais categorizadas e codificados através da análise de conteúdo. / The ability to relate the organizational learning progress to the development of competences is not always perceptible in organizations. Therefore, the aim of this research was analyzing the dimensions of organizational learning related to the individuals and the culture in the process of organizational competences in a higher education institution. Therefore, a quanti-qualitative assay was performed, applying a mixed sequential explanatory method strategy. The first step of the study was quantitative descriptive through a survey, in which data analysis was achieved over univariate and multivariate statistics based on a factorial analysis. The dimensions of organizational culture and the individual related to organizational learning were considered and defined based on Neergard (1994). The Dloq-A questionnaire was also used as an instrument of research. The analysis of the results obtained in this step subsidized the development of an interview script with managers about organizational competences. From the integrated analysis of both stages, it was concluded that organizational learning develops organizational competences. Among the main findings of this dissertation, four new constructs of the learning culture that are directly related to the development of categorized organizational competences were identified and encoded through content analysis.

The thesis studies the development and transfer of core competencies in multinational corporations. It aims to advance the general body of knowledge relating to core competencies, to have practical applicability for management practitioners and academics, to explain how three companies from South Africa became global leaders in their fields and to examine the lessons they learned about international business. Three South African originated multinationals and a US multinational company were studied. The basic methodology is a case study. The methods of research were personal interviews, telephone interviews, written questionnaires, documents, archival records and direct observations. Value chains were used to evaluate the effectiveness of methods of development and transfer and the success of transfer of core competencies. It is concluded that different and multiple methods are needed to develop and transfer core competencies. The effectiveness of methods varies by company and value chain location. There is a significant high degree of correlation between the ratings of success in transferring core competencies and the effectiveness of the methods used to transfer them. This gives substantial credibility to the information provided by the companies and highlights the importance of selecting appropriate methods. There are some variances between the research results and established literature on the development and transfer of core competencies. There are notable differences between the companies from South Africa and the US multinational on the effectiveness of methods used to develop and transfer core competencies. There are also areas where all the companies are in accord. "Roadmaps" covering the effectiveness of methods for developing and transferring core competencies in different locations in a value chain are presented. Practical examples of the companies' actions relating to acquisitions and post-acquisition integration, their experiences in different countries, challenges they face, the methods used to assess transfer, avoid pitfalls and improve transfer, and other issues are also provided.The success of the multinationals from South Africa is explained by a combination of history, competitive factor conditions, management practices, attributes and leadership. The conclusions of the thesis are followed by recommendations on how to improve the management, development and transfer of core competencies.

South African Telecommunication market is becoming more challenging and highly competitive which results in market share continuously shifting between the role-players in this sector. The market is characterized by diverse service offering radical price plans that are offered by the operators. An organization that operates in this space needs to have some sort of competitive advantage which will ensure that it remains relevant and be able to survive the tough competition. Competitive advantage in an organization is seen as having leverage of rival organizations and is derived from either the external sources or internal sources. The external sources include factors like lower prices, differentiated services etc. This research unpacks the internal sources for achieving competitive advantage. These internal sources are seen as the internal corecompetencies, which are the combination of skills, knowledge and intellect that will ensure that the organization thrives amongst the competitors. The dimensions of core competencies that have been analysed are innovation, strategic entrepreneurship, intellectual capital and effective leadership. The primary objective of this research is to determine the impact of these internal core competencies in improving the organizational competitive advantage. This will in turn provide a view of the critical skills and knowledge base in the organization and how these skills will assist the organization in surviving in this challenging and competitive environment. This research makes use of the resource based view (RBV) as the baseline model for core competencies and to address the short comings of RBV, organizational learning theory dimensions have been added to the operational model of this research. The research then provides the analysis of all the dimensions of core competencies using statistical modelling to provide empirical evidence. Based on the empirical evidence, descriptive statistics and using the theoretical frameworks, the recommendations for this research are provided.

Risk management in hospitals is an approach intended to improve the quality of services by identifying active and latent factors that put patients at risk of physical and psychological harm when in hospital, and then acting to identify, monitor and control those risks, and effectively manage their impact. The object of this report is to describe important risk management competencies for medical practitioners working in South African hospitals, these practitioners’ current proficiency levels and the competencies with the biggest gaps in practice. The report is intended to present a risk management competency model for medical practitioners working in SA hospitals. This study was conducted in two phases of which Phase 1 was a qualitative research seeking to identify the competencies using literature review and in-depth interviews with medical experts. The second phase was quantitative, characterised by a survey utilising a questionnaire comprising competencies derived from Phase 1. The sample size for Phase 2 was 90 respondents drawn from three population groups and including medical practitioners, professional nurses and members of the hospital management team. The research identified risk management competencies that were later ranked according to their importance using weighted mean averages. A gap analysis was conducted to assess the difference between what practitioners should know and what practitioners actually do in the hospitals in relation to risk management. A new model of “risk management competencies for medical practitioners” has been developed consisting of the knowledge, skills, behaviour and attitude competency domains that have never been previously identified. This model can be used to update certification requirements for independent medical practitioners and professional development programmes for medical practitioners as well as update curricular offerings of the medical schools / Dissertation (MBA)--University of Pretoria, 2014. / zkgibs2015 / Gordon Institute of Business Science (GIBS) / Unrestricted

Dissertation (M Cur (Trauma and Emergency Nursing))--University of Pretoria, 2006. / Nursing Science / unrestricted

Indiana University-Purdue University Indianapolis (IUPUI) / This study described the education courses in Master of Science in Nursing Education (MSN Ed) degree and post-master’s certificate (PMC) in nursing education programs and determined which of the eight NLN Core Competencies, used to certify nurse educators, were represented. Data regarding the required credit hours, practicum hours, distance accessibility, and preparation for the Certified Nurse EducatorCM (CNE) Examination also were collected. The study used a descriptive design using a web scraping technique. Program information was obtained from the accrediting bodies for graduate nursing programs in 2015. Course description data were obtained from web pages via curriculum plans, course catalogs, graduate handbooks, or other institutional web pages. Data were collected from each program website, collated, uploaded, and analyzed. In both types of programs, evidence was found for the NLN Core Competencies: Facilitate Learning (97%), Participate in Curriculum Design and Evaluation of Program Outcomes (97%), Use Assessment and Evaluation Strategies (95%), Pursue Continuous Quality Improvement in the Nurse Educator Role (88%), Engage in Scholarship (45%), Function as a Change Agent and Leader (30%), Facilitate Learner Development and Socialization (28%), and Function within the Educational Environment (12%). Only 36% and 40% of MSN Ed and PMC in nursing education programs, respectively, were completely distance accessible. Required credit hours varied from 28 to 65 for the entire MSN Ed and from 6 to 47 for the nursing education courses. PMC credit hours varied from 3 to 45. Practicum clock hours, for both programs, ranged from 60–500 while practicum credit hours ranged from 1–18. Revision of MSN Ed and PMC curricula is indicated to improve inclusion of content in all competency areas. Moreover, increasing the number of distance accessible programs may encourage more nurses to consider a master’s degree or post-master’s certificate in nursing education.

No description available.