The aim of this study was to determine the impact of appreciative inquiry (AI) on the development of organisational culture after a merger. The empirical study was con-ducted among the employees of a telecommunications company in South Africa. AI was conducted after a merger of teams within a department of the organisation to assist in the development of a new and combined team culture. Interactive qualitative analysis (IQA) was used to determine the impact of AI on the new culture. The sample size for the study was 35 for the AI session and 20 for the IQA. A qualitative approach was adopted in this study in order to understand and explore the experiences of individuals who had recently been a part of the change process. The research design was based on IQA, a structured approach which constructs a systematic representation of the experience. It was found that AI allowed the teams to gain a new understanding of and insight into what it meant to work together as a unit. A significant difference was noted in the IQA facilitation that was performed six months after the AI session. This re-search therefore confirmed that the AI had a significant positive impact on the culture of the organisation under investigation. / Industrial and Organisational Psychology / M. Com. (Industrial and Organisational Psychology)

Samhället förändras med nya utmaningar. Detta skapa behovet för att organisationer ökar takten för att möta förändringen. Det innebär att arbetssätt och standardisering, kan bidrag till verksamhetsutveckling. Uppsatsen därmed undersökte and presenterade resultat som kan hjälpa ledare i olika organisationer att förstå ledarskaps betydelse för ständiga förbättringar både internt och med andra organisationer. Studien som genomfördes på LBS Kreativa gymnasiet med intervju, enkät, observation och dokumentanalys som datainsamlingsverktyg, visade att skolan/organisationen, med hjälp av relations-baserat ledarskap, arbetar med transparens och öppenhet. Detta arbetssätt har bidragit till en förändrade arbetskultur och dokumenterade organisationens arbete med ständiga förbättringar. I fortsättningsvis, visade sig att lärarna, vårdnadshavare och leverantör är nöjda. Resultat visade också att samarbetet mellan skolan och sin leverantör inte var en återkommande punkt i skolans systematiska kvalitetsarbeten / The changes experienced in society presents challenges that demands for reciprocal approach on continuous improvement within organizations. This entails fashioning work ways and standards that can adapt to these changes; a task that leaders or prospective leaders should be conversant with. Thus, this study investigates and present results that could assist leaders in understanding the importance of their engagement in continuous improvement as well as the relationship with partners. Investigation through means of interview, survey, observation and documents analysis were conducted at LBS Creative Senior High School (LBS Kreativa Gymnasiet). The research presented description of how the school through its various leaders work consistently with improving the school and its students. The result showed that the school, through relational leadership perspective operates with transparency, openness and the engagement of teaching and non-teaching staffs, which have enabled the transformation of work-culture to one that is consistence with improvement. The result also showed that the transformation has contributed to satisfaction as experienced by teachers, parents/guardians and partners, however partnership with companies was based on an order-deliver relationship and thus was not necessary to be part of the school’s continuous improvement plan. / <p>2018-06-27</p>

The aim of this study was to determine the impact of feedback on organisational culture change. The empirical study was conducted among the employees of a financial institution in South Africa by means of a one-group Pre-test-Post-test design using the Corporate Culture Lite Questionnaire. The sample size for the pre-test and post-test measurement was 1584 and 927 employees respectively. A total of 203 feedback sessions were facilitated in five business units after the pre-test measurement according to the survey feedback approach. The data of the two measurements were compared using independent t-tests and p-values, to determine any areas of statistical and practical significant differences. The results indicate that in one of the five business units there was a practical significant difference between the two measurements of organisational culture on ten of the dimensions. This research therefore confirms that feedback has a limited impact on organisational culture change. / Industrial and Organisational Psychology / M. Comm. (Industrial Psychology)

Esta tese se ocupa da educação dos profissionais de saúde a qual vem sendo (re)discutida, amplamente no mundo. De acordo com a Organização Mundial da Saúde, a educação dos profissionais de saúde ainda é considerada fragmentada, descontextualizada e produtora de um currículo estático ao avaliar a dinâmica de mudanças que ocorre nessa área. No Brasil, destaco o movimento da Educação Permanente em Saúde (EPS) que propõe uma mudança na formação a fim de orientar os profissionais de saúde para o trabalho no Sistema Único de Saúde. O conceito de Educação Permanente é uma proposta educativa destinada a intervir e provocar reflexões sobre o processo de trabalho direcionado a melhorar a qualidade do serviço e das condições laborais: educação no trabalho, pelo trabalho e para o trabalho. Assim, essa tese objetivou: compreender como práticas pedagógicas de EPS são utilizadas na formação de profissionais em saúde em uma Residência Multiprofissional em Saúde e analisar como o processo reflexivo-dialógico desenvolvido em uma Residência Multiprofissional em Saúde com seus preceptores gera mudanças ao longo das fases de uma Pesquisa Apreciativa.Este estudo é caracterizado como um Estudo Apreciativo Crítico porque articula a metodologia Pesquisa Apreciativa com a Teoria Crítica Social. Utilizo como orientação teórica a EPS e seus conceitos atrelados ao teórico social crítico Paulo Freire. Este estudo foi implementado no Programa de Residência Integrada Multiprofissional do Hospital de Clínicas de Porto Alegre. Os participantes essa pesquisa foram sete preceptores da referida Residência. Como estratégia para produção dos dados, foram realizados grupos de discussões com os preceptores. A metodologia foi organizada em quatro estágios que constituem um ciclo 4D: Discovery, Dream, Design e Destiny. Cada fase foi desenvolvida em um objetivo específico. A análise de dados foi realizada de acordo com Green et al (2007), Silverman (2000) e Denzin e Lincoln (2000). Como principais resultados estão a identificação das melhores práticas desenvolvidas pelos preceptores, como a consulta multiprofissional, o acolhimento dos residentes e as ações integradas entre as diferentes ênfases da Residência. Em relação aos sonhos dos preceptores, destacamos os estágios vivências, a integração da residência médica com a residência multiprofissional e a valorização financeira dos preceptores. Além disso, saliento a construção da proposta de formação pedagógica para a Residência que foi a criação de um Núcleo pedagógico de Educação Permanente em Saúde. Este estudo convidou os participantes a refletirem criticamente sobre suas práticas em seu espaço de trabalho em um processo dialógico, reflexivo e participativo, pois oportunizou que os preceptores tenham a possibilidade de tornarem-se agentes de mudança, logo, sujeitos de um processo construído coletivamente. Com este estudo, esperamos que os preceptores possam atuar de modo participativo na pesquisa, se sintam coautores e valorizados, além de ampliar o diálogo em torno da problemática da EPS contextualizando-a no espaço da residência multiprofissional. / The education of health professionals during their career is being extensively re-discussed in the world. According to the World Health Organization (WHO) the education of health profes-sionals still considered fragmented, out of the context and it is the producer of a static curricu-lum when assessing the dynamicity of changes which occurs in this area. The concept of Con-tinuing Education in Health is an educational proposal to intervene and provoke reflections on the work process aimed at improving service quality and labor conditions: education in work, education through work and for the work. This thesis aimed: understand how pedagogical prac-tices of Continuing Education in Health is used on multiprofessional residences in health and analyze how the reflexive-dialogic process generates changes throughout the phases of appre-ciative inquiry. This study is characterized as a Critical Appreciative Study because it applies the methodology of appreciative inquiry articulated in the Social Critical Theory. I appliyed the theoretical guidance the Continuing Education in Health and its concepts linked to the critical social theorist Paulo Freire. This research was conducted at Multiprofessional Residence Pro-gram, which is developed in the Hospital de Clínicas de Porto Alegre, Brazil. The participants were seven Residency preceptors. As a data collection strategy groups of discussions through meetings with these preceptors were conducted. The methodology was organized into four stages which constitute a 4D cycle: Discovery, Dream, Design e Destiny. Each stage was de-veloped in a specific objective. The data analysis was conducted according to Green et al (2007), Silverman (2000) and Denzin e Lincoln (2000). The main results are the identification of the best practices developed by the teachers, the multiprofessional consultation, the reception of the residents and the actions integrated between the different emphases of the Residence. As dreams of preceptors, they highlight the steps, the integration between the Medical Residence and the Multiprofessional Residence and also a better wage for preceptors. In addition, I High-lighted the construction of the pedagogical training proposal for the Residence: a creation of a Pedagogical Nucleus of Permanent Education in Health. During the study, the participants were invited to reflect critically on their practices in the work space in a dialogical process, Reflective and participatory process that gave the possibility of becoming agents of change, subjects of a collectively constructed process. The study points to the possibility that preceptors feel them-selves to be co-authors and valued, in addition to broadening the dialogue around the problem of Continuing Education in Health contextualizing it in the space of the multiprofessional res-idence.

Esta tese se ocupa da educação dos profissionais de saúde a qual vem sendo (re)discutida, amplamente no mundo. De acordo com a Organização Mundial da Saúde, a educação dos profissionais de saúde ainda é considerada fragmentada, descontextualizada e produtora de um currículo estático ao avaliar a dinâmica de mudanças que ocorre nessa área. No Brasil, destaco o movimento da Educação Permanente em Saúde (EPS) que propõe uma mudança na formação a fim de orientar os profissionais de saúde para o trabalho no Sistema Único de Saúde. O conceito de Educação Permanente é uma proposta educativa destinada a intervir e provocar reflexões sobre o processo de trabalho direcionado a melhorar a qualidade do serviço e das condições laborais: educação no trabalho, pelo trabalho e para o trabalho. Assim, essa tese objetivou: compreender como práticas pedagógicas de EPS são utilizadas na formação de profissionais em saúde em uma Residência Multiprofissional em Saúde e analisar como o processo reflexivo-dialógico desenvolvido em uma Residência Multiprofissional em Saúde com seus preceptores gera mudanças ao longo das fases de uma Pesquisa Apreciativa.Este estudo é caracterizado como um Estudo Apreciativo Crítico porque articula a metodologia Pesquisa Apreciativa com a Teoria Crítica Social. Utilizo como orientação teórica a EPS e seus conceitos atrelados ao teórico social crítico Paulo Freire. Este estudo foi implementado no Programa de Residência Integrada Multiprofissional do Hospital de Clínicas de Porto Alegre. Os participantes essa pesquisa foram sete preceptores da referida Residência. Como estratégia para produção dos dados, foram realizados grupos de discussões com os preceptores. A metodologia foi organizada em quatro estágios que constituem um ciclo 4D: Discovery, Dream, Design e Destiny. Cada fase foi desenvolvida em um objetivo específico. A análise de dados foi realizada de acordo com Green et al (2007), Silverman (2000) e Denzin e Lincoln (2000). Como principais resultados estão a identificação das melhores práticas desenvolvidas pelos preceptores, como a consulta multiprofissional, o acolhimento dos residentes e as ações integradas entre as diferentes ênfases da Residência. Em relação aos sonhos dos preceptores, destacamos os estágios vivências, a integração da residência médica com a residência multiprofissional e a valorização financeira dos preceptores. Além disso, saliento a construção da proposta de formação pedagógica para a Residência que foi a criação de um Núcleo pedagógico de Educação Permanente em Saúde. Este estudo convidou os participantes a refletirem criticamente sobre suas práticas em seu espaço de trabalho em um processo dialógico, reflexivo e participativo, pois oportunizou que os preceptores tenham a possibilidade de tornarem-se agentes de mudança, logo, sujeitos de um processo construído coletivamente. Com este estudo, esperamos que os preceptores possam atuar de modo participativo na pesquisa, se sintam coautores e valorizados, além de ampliar o diálogo em torno da problemática da EPS contextualizando-a no espaço da residência multiprofissional. / The education of health professionals during their career is being extensively re-discussed in the world. According to the World Health Organization (WHO) the education of health profes-sionals still considered fragmented, out of the context and it is the producer of a static curricu-lum when assessing the dynamicity of changes which occurs in this area. The concept of Con-tinuing Education in Health is an educational proposal to intervene and provoke reflections on the work process aimed at improving service quality and labor conditions: education in work, education through work and for the work. This thesis aimed: understand how pedagogical prac-tices of Continuing Education in Health is used on multiprofessional residences in health and analyze how the reflexive-dialogic process generates changes throughout the phases of appre-ciative inquiry. This study is characterized as a Critical Appreciative Study because it applies the methodology of appreciative inquiry articulated in the Social Critical Theory. I appliyed the theoretical guidance the Continuing Education in Health and its concepts linked to the critical social theorist Paulo Freire. This research was conducted at Multiprofessional Residence Pro-gram, which is developed in the Hospital de Clínicas de Porto Alegre, Brazil. The participants were seven Residency preceptors. As a data collection strategy groups of discussions through meetings with these preceptors were conducted. The methodology was organized into four stages which constitute a 4D cycle: Discovery, Dream, Design e Destiny. Each stage was de-veloped in a specific objective. The data analysis was conducted according to Green et al (2007), Silverman (2000) and Denzin e Lincoln (2000). The main results are the identification of the best practices developed by the teachers, the multiprofessional consultation, the reception of the residents and the actions integrated between the different emphases of the Residence. As dreams of preceptors, they highlight the steps, the integration between the Medical Residence and the Multiprofessional Residence and also a better wage for preceptors. In addition, I High-lighted the construction of the pedagogical training proposal for the Residence: a creation of a Pedagogical Nucleus of Permanent Education in Health. During the study, the participants were invited to reflect critically on their practices in the work space in a dialogical process, Reflective and participatory process that gave the possibility of becoming agents of change, subjects of a collectively constructed process. The study points to the possibility that preceptors feel them-selves to be co-authors and valued, in addition to broadening the dialogue around the problem of Continuing Education in Health contextualizing it in the space of the multiprofessional res-idence.

The aim of this study was to determine the impact of feedback on organisational culture change. The empirical study was conducted among the employees of a financial institution in South Africa by means of a one-group Pre-test-Post-test design using the Corporate Culture Lite Questionnaire. The sample size for the pre-test and post-test measurement was 1584 and 927 employees respectively. A total of 203 feedback sessions were facilitated in five business units after the pre-test measurement according to the survey feedback approach. The data of the two measurements were compared using independent t-tests and p-values, to determine any areas of statistical and practical significant differences. The results indicate that in one of the five business units there was a practical significant difference between the two measurements of organisational culture on ten of the dimensions. This research therefore confirms that feedback has a limited impact on organisational culture change. / Industrial and Organisational Psychology / M. Comm. (Industrial Psychology)

Esta tese se ocupa da educação dos profissionais de saúde a qual vem sendo (re)discutida, amplamente no mundo. De acordo com a Organização Mundial da Saúde, a educação dos profissionais de saúde ainda é considerada fragmentada, descontextualizada e produtora de um currículo estático ao avaliar a dinâmica de mudanças que ocorre nessa área. No Brasil, destaco o movimento da Educação Permanente em Saúde (EPS) que propõe uma mudança na formação a fim de orientar os profissionais de saúde para o trabalho no Sistema Único de Saúde. O conceito de Educação Permanente é uma proposta educativa destinada a intervir e provocar reflexões sobre o processo de trabalho direcionado a melhorar a qualidade do serviço e das condições laborais: educação no trabalho, pelo trabalho e para o trabalho. Assim, essa tese objetivou: compreender como práticas pedagógicas de EPS são utilizadas na formação de profissionais em saúde em uma Residência Multiprofissional em Saúde e analisar como o processo reflexivo-dialógico desenvolvido em uma Residência Multiprofissional em Saúde com seus preceptores gera mudanças ao longo das fases de uma Pesquisa Apreciativa.Este estudo é caracterizado como um Estudo Apreciativo Crítico porque articula a metodologia Pesquisa Apreciativa com a Teoria Crítica Social. Utilizo como orientação teórica a EPS e seus conceitos atrelados ao teórico social crítico Paulo Freire. Este estudo foi implementado no Programa de Residência Integrada Multiprofissional do Hospital de Clínicas de Porto Alegre. Os participantes essa pesquisa foram sete preceptores da referida Residência. Como estratégia para produção dos dados, foram realizados grupos de discussões com os preceptores. A metodologia foi organizada em quatro estágios que constituem um ciclo 4D: Discovery, Dream, Design e Destiny. Cada fase foi desenvolvida em um objetivo específico. A análise de dados foi realizada de acordo com Green et al (2007), Silverman (2000) e Denzin e Lincoln (2000). Como principais resultados estão a identificação das melhores práticas desenvolvidas pelos preceptores, como a consulta multiprofissional, o acolhimento dos residentes e as ações integradas entre as diferentes ênfases da Residência. Em relação aos sonhos dos preceptores, destacamos os estágios vivências, a integração da residência médica com a residência multiprofissional e a valorização financeira dos preceptores. Além disso, saliento a construção da proposta de formação pedagógica para a Residência que foi a criação de um Núcleo pedagógico de Educação Permanente em Saúde. Este estudo convidou os participantes a refletirem criticamente sobre suas práticas em seu espaço de trabalho em um processo dialógico, reflexivo e participativo, pois oportunizou que os preceptores tenham a possibilidade de tornarem-se agentes de mudança, logo, sujeitos de um processo construído coletivamente. Com este estudo, esperamos que os preceptores possam atuar de modo participativo na pesquisa, se sintam coautores e valorizados, além de ampliar o diálogo em torno da problemática da EPS contextualizando-a no espaço da residência multiprofissional. / The education of health professionals during their career is being extensively re-discussed in the world. According to the World Health Organization (WHO) the education of health profes-sionals still considered fragmented, out of the context and it is the producer of a static curricu-lum when assessing the dynamicity of changes which occurs in this area. The concept of Con-tinuing Education in Health is an educational proposal to intervene and provoke reflections on the work process aimed at improving service quality and labor conditions: education in work, education through work and for the work. This thesis aimed: understand how pedagogical prac-tices of Continuing Education in Health is used on multiprofessional residences in health and analyze how the reflexive-dialogic process generates changes throughout the phases of appre-ciative inquiry. This study is characterized as a Critical Appreciative Study because it applies the methodology of appreciative inquiry articulated in the Social Critical Theory. I appliyed the theoretical guidance the Continuing Education in Health and its concepts linked to the critical social theorist Paulo Freire. This research was conducted at Multiprofessional Residence Pro-gram, which is developed in the Hospital de Clínicas de Porto Alegre, Brazil. The participants were seven Residency preceptors. As a data collection strategy groups of discussions through meetings with these preceptors were conducted. The methodology was organized into four stages which constitute a 4D cycle: Discovery, Dream, Design e Destiny. Each stage was de-veloped in a specific objective. The data analysis was conducted according to Green et al (2007), Silverman (2000) and Denzin e Lincoln (2000). The main results are the identification of the best practices developed by the teachers, the multiprofessional consultation, the reception of the residents and the actions integrated between the different emphases of the Residence. As dreams of preceptors, they highlight the steps, the integration between the Medical Residence and the Multiprofessional Residence and also a better wage for preceptors. In addition, I High-lighted the construction of the pedagogical training proposal for the Residence: a creation of a Pedagogical Nucleus of Permanent Education in Health. During the study, the participants were invited to reflect critically on their practices in the work space in a dialogical process, Reflective and participatory process that gave the possibility of becoming agents of change, subjects of a collectively constructed process. The study points to the possibility that preceptors feel them-selves to be co-authors and valued, in addition to broadening the dialogue around the problem of Continuing Education in Health contextualizing it in the space of the multiprofessional res-idence.

Researchers in the field of global leadership have reported a growing need for leaders able to perform from a global perspective, and the lack of qualified leadership candidates to fulfill these responsibilities. Adult education graduate programs represent a unique pool of aspirants to help fill this gap. In 2008, the Commission of Professors of Adult Education (CPAE) published Standards for Graduate Programs in Adult Education. Two of these standards addressed the incorporation of globalization and leadership studies into the planning, administration, and evaluation of adult education graduate programs. This study sought to explore the connection between the phenomenon of global leadership and the development of competencies, identified by Bird’s (2013) framework of nested global leadership competencies, in seven selected adult education graduate programs in the United States and Western Europe. The questions that guided this qualitative, multiple case study explored (a) which of the competencies were addressed in the selected adult education graduate programs, (b) which ones were perceived to be most and less important, (c) which curricular and co-curricular practices were identified in the development of these competencies, and (d) what were the similarities and differences between the adult education graduate programs located geographically in the United States and those located in Western Europe. Findings indicated all of the global leadership competencies were addressed across all seven cases, to varying levels of extent. The competencies of (a) valuing people, (b) inquisitiveness, (c) leading change, and (d) vision and strategic thinking emerged as most important among the participants across all seven cases, as well as within the two geographical locations. Multiple curricular and co-curricular themes emerged as best practices to facilitate development of the global leadership competencies, although they were primarily associated with good instructional practices discussed within the context of globalizing the curriculum. There was less discussion about the competencies within a unifying construct of leadership development. Similarities across all cases included a focus on student-centered learning, while differences were primarily associated with the independent foci of the adult education graduate programs. Implications of the findings were directed towards the CPAE, university administration, adult education faculty, and adult education graduate students.

The purpose of this doctoral dissertation was to advance the scientific knowledge on the development of high-performance coaches by proposing a new developmental approach to help intercollegiate sport coaches learn from their coaching practice. When applied to coach development, the theory of lifelong learning (Jarvis, 2006) suggests that coach learning evolves with the coaches’ experiences and develops from participating in the environment. However, current development opportunities for high-performance coaches lack connection with practice and forego reflective practice. This lead researcher thus set out to undertake a 12-month action research operationalised using appreciative inquiry to accompany intercollegiate sport coaches along their learning journey. A personal learning coach accompanied five intercollegiate sport coaches using narrative-collaborative coaching (NCC) to create a safe space for them to reflect. The findings are presented across four articles. The first article suggested reflective cards as a useful tool for coaches to engage in reflective practice. Findings from Article One also presented a model for other coaches to reflect on their coaching practice. Article Two described the main components of NCC, which was used by the personal learning coach to create a safe reflective space. A step-by-step methodology for using appreciative inquiry is presented. In Article Three, data generated from the journey of a female high-performance women’s rugby coach was used to extend the definition of a personal learning coach and to compare the role of PLC with other coach development actors. Findings about the evolution and the value creation of the accompanied learning journey are also presented. Article Four shared results specific to the intercollegiate context with the presentation of the companionship between a PLC and two intercollegiate ice hockey head coaches. These collaborative partnerships led to unique learning journeys, and created valuable learning activities within complex value creation stories. The four articles together make novel theoretical and practical contributions to the field of coach development by presenting a new developmental approach to accompany coach learning and by introducing an analytical framework to evaluate the value of learning activities.

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