The thesis deals with the workers' education of the company AGC Flat Glass Czech a.s. The first part describes the theoretical aspects of education and development of the employees in the firm -- the process of education, educational methods, trends in human resource development, efficiency and costs of training, the plans of succession. Further it characterizes the current state of education and development of the individuals from the perspective of the Czech Republic, and compares the results especially to the European context. The practical part analyses the current system of training and development of workers in the company based on the executed survey. The aim is to assess the current concept of education in the firm AGC Flat Glass Czech, a.s.

O presente estudo teve como objetivo central verificar como participantes de treinamentos corporativos a distância utilizam diferentes formas de comunicação baseadas na Internet. Buscou-se ainda identificar quais são os fatores e estratégias que incentivam e quais barreiras impedem o uso destas formas de comunicação. Para a consecução dos objetivos descritos, realizou-se um levantamento, por meio de entrevistas pessoais, do comportamento de participantes de treinamentos corporativos a distância (denominados ?estudantes?) em cinco organizações bancárias. Este levantamento procurou identificar exatamente como cada participante interagiu com as ferramentas de comunicação durante o período do treinamento do qual participou. Com a finalidade de direcionar o estudo, foram selecionadas quatro ferramentas de comunicação baseadas na Internet: correio eletrônico (e-mail), listas de discussão (newsgroups), auxílio ao usuário (help desk) e bate-papo eletrônico (chat). A seleção foi feita dessa forma uma vez que as tecnologias apresentadas eram comuns a todos os treinamentos estudados. As análises, essencialmente qualitativas, mostraram uma forte preferência do estudantes pelo e-mail como ferramenta de comunicação para os mais diversos propósitos. Mostraram ainda que os estudantes buscam, de forma relativamente organizada, traçar e implementar estratégias, individualmente ou em grupos, de utilização das ferramentas de comunicação com o objetivo de aproveita-las ao máximo, utilizando-as para a maior gama de propósitos possível dentro dos treinamentos. Palavras-chave: educação a distância, treinamento corporativo, comunicação. / This study has as it?s core objective the verification of how participants of the distance corporate training use different types of internet based communication. There was also a need to identify the main motivational strategies as well as the barriers that restrain the use of this kind of communication. In order to achieve the core objective, a survey based on personal interviews was done on five banking agencies regarding the behavior of current corporate participants of the distance training (known as ?students?). This survey sought exactly how each participant interacted with the communication tools during the training period. In order to focus on the study, four internet communication tools were chosen: e-mail, newsgroups, help desk and chat. The selection was done this way once the technology shown was common in all training studies. The analyses, mostly qualitatives, have shown the students? preferences for the email as a communication tool for a variety of purposes. They have also shown that students seek in a relatively organized way, sketch and implement strategies, individually or in groups, on the use of communication tools aiming to seize them as best they can and using them for all possible purposes within the training.

Contemporary e-learning research often addresses a singular instructional topic, learning strategy, or authoring tool. Technological advancements and evolving delivery methods are changing the e-learning practitioner experience more rapidly than ever before, and the need for a holistic illustration of the modern-day practitioner experience has never been greater. This Interactive Qualitative Analysis (IQA) of the e-learning creation experience consists of Affinity Production Interviews, interviews, and an online survey of e-learning practitioners working with adult audiences. The result of the study is an e-learning creation experience system driven by participants’ stories. The system is comprised of twelve affinities including leadership, policy, the instructional systems design process, the client relationship, emotions, and more. Exercising the system reveals conditions that influence the ultimate outcome of the system: e-learning success. / text

The instability within the financial services sector is not a new phenomenon, and this has been exacerbated by the global financial crisis. There is a requirement of banks to stay at the forefront of change and innovation, due to the fact that technological advancements and heightened competition are changing the face of banking as we know it. The requirement of corporate training divisions to be innovative is also apparent in the literature. Corporate training divisions within the banking industry operate against the backdrop of a severe skills shortage within South Africa. Furthermore, the necessity of corporate training divisions to be able to show a return on investment for money spent on training is evident. Hence, there is a requirement of both the banking industry as well as corporate training divisions to function entrepreneurially. A relationship is evident in the literature between the performance of organisations, which is seen as a multidimensional construct and entrepreneurial orientation. The primary objective of this research study was to investigate the impact of entrepreneurial orientation on the perceived success of corporate training divisions within selected South African banks. The dimensions of entrepreneurial orientation assessed included Innovativeness; Competitive Aggressiveness; Autonomy; Risk-Taking and Proactiveness. The study also identified the success factors of corporate training organisations and correlated these factors with the dimensions of entrepreneurial orientation. Secondary objectives were also formulated to support the attainment of the primary objective. Fourteen South African banks‟ corporate training divisions were selected to participate in the research study. A comprehensive literature study was followed by an empirical study. An existing questionnaire was adapted to assess entrepreneurial orientation, and a questionnaire was designed based on the literature study to assess the perceived success factors within the selected corporate training divisions. The survey was housed on the internet in electronic format. Factor analysis was applied to assess the discriminant validity of the items measuring entrepreneurial orientation and success factors. Furthermore, Kaiser‟s criterion was used to determine the number of factors to be extracted and the Cronbach alpha coefficients were calculated to assess the internal consistency of the items measuring the various factors under investigation. Regression analysis was used to determine relationships between the entrepreneurial constructs and the success factors as identified in the study. Furthermore, hypotheses were formulated and tested regarding the correlations between the entrepreneurial dimensions and the success factors within corporate training organisations. Relationships between some demographic factors and the constructs under investigation were also analysed. After a detailed analysis of the data, it was concluded that positive relationships do exist between some constructs of entrepreneurial orientation and some constructs of success factors of corporate training organisations. One negative relationship was evident. Positive relationships were also observed between some demographic factors and the constructs investigated. Consequently, Competitive Aggressiveness demonstrated a positive influence on Learner Reaction2; Learning; Learner Behaviour; Business Results; Return on Investment; Supportive Learning Environment; Concrete Learning Processes and Leadership Reinforces Learning within corporate training divisions. Furthermore, the results of the multiple regression analysis also indicated that respondents within the selected banks view that Innovativeness has a positive influence on Supportive Learning Environment; Concrete Learning Processes and Leadership Reinforces Learning. A negative relationship was indicated between Innovativeness and Learner Behaviour. In addition, the results of the multiple regression analysis disclosed that respondents within the selected banks perceive that Autonomy has a positive influence on Learner Behaviour; Supportive Learning Environment and Leadership Reinforces Learning. Moreover, the results of the multiple regression analysis disclosed that respondents within the selected banks perceive that Risk-Taking has a positive influence on Learning; Business Results; and Return on Investment. Also, a statistically significant difference in terms of the mean values in which respondents of 39 years and younger and respondents of 40 years and older perceived six variables, namely Competitive Aggressiveness; Learning; Learner Behaviour; Business Results; Return on Investment and Supportive Learning Environment were indicated. Practical statistical significances which yielded medium effect sizes for Learner Behaviour and Return on Investment were noted. No statistical significant differences were observed in the mean values of males and females. A statistically significant difference in terms of the mean values in which respondents with a highest qualification being a diploma or lower, and respondents with a highest qualification being a degree or higher perceive Learning; Learner Behaviour; Return on Investment and Concrete Learning Processes were reflected. However, no practical statistical significances were noted. Based on the findings of the empirical study recommendations were made to cultivate and foster entrepreneurial orientation within corporate training organisations within the banking industry. / Thesis (MBA)--North-West University, Potchefstroom Campus, 2013

The instability within the financial services sector is not a new phenomenon, and this has been exacerbated by the global financial crisis. There is a requirement of banks to stay at the forefront of change and innovation, due to the fact that technological advancements and heightened competition are changing the face of banking as we know it. The requirement of corporate training divisions to be innovative is also apparent in the literature. Corporate training divisions within the banking industry operate against the backdrop of a severe skills shortage within South Africa. Furthermore, the necessity of corporate training divisions to be able to show a return on investment for money spent on training is evident. Hence, there is a requirement of both the banking industry as well as corporate training divisions to function entrepreneurially. A relationship is evident in the literature between the performance of organisations, which is seen as a multidimensional construct and entrepreneurial orientation. The primary objective of this research study was to investigate the impact of entrepreneurial orientation on the perceived success of corporate training divisions within selected South African banks. The dimensions of entrepreneurial orientation assessed included Innovativeness; Competitive Aggressiveness; Autonomy; Risk-Taking and Proactiveness. The study also identified the success factors of corporate training organisations and correlated these factors with the dimensions of entrepreneurial orientation. Secondary objectives were also formulated to support the attainment of the primary objective. Fourteen South African banks‟ corporate training divisions were selected to participate in the research study. A comprehensive literature study was followed by an empirical study. An existing questionnaire was adapted to assess entrepreneurial orientation, and a questionnaire was designed based on the literature study to assess the perceived success factors within the selected corporate training divisions. The survey was housed on the internet in electronic format. Factor analysis was applied to assess the discriminant validity of the items measuring entrepreneurial orientation and success factors. Furthermore, Kaiser‟s criterion was used to determine the number of factors to be extracted and the Cronbach alpha coefficients were calculated to assess the internal consistency of the items measuring the various factors under investigation. Regression analysis was used to determine relationships between the entrepreneurial constructs and the success factors as identified in the study. Furthermore, hypotheses were formulated and tested regarding the correlations between the entrepreneurial dimensions and the success factors within corporate training organisations. Relationships between some demographic factors and the constructs under investigation were also analysed. After a detailed analysis of the data, it was concluded that positive relationships do exist between some constructs of entrepreneurial orientation and some constructs of success factors of corporate training organisations. One negative relationship was evident. Positive relationships were also observed between some demographic factors and the constructs investigated. Consequently, Competitive Aggressiveness demonstrated a positive influence on Learner Reaction2; Learning; Learner Behaviour; Business Results; Return on Investment; Supportive Learning Environment; Concrete Learning Processes and Leadership Reinforces Learning within corporate training divisions. Furthermore, the results of the multiple regression analysis also indicated that respondents within the selected banks view that Innovativeness has a positive influence on Supportive Learning Environment; Concrete Learning Processes and Leadership Reinforces Learning. A negative relationship was indicated between Innovativeness and Learner Behaviour. In addition, the results of the multiple regression analysis disclosed that respondents within the selected banks perceive that Autonomy has a positive influence on Learner Behaviour; Supportive Learning Environment and Leadership Reinforces Learning. Moreover, the results of the multiple regression analysis disclosed that respondents within the selected banks perceive that Risk-Taking has a positive influence on Learning; Business Results; and Return on Investment. Also, a statistically significant difference in terms of the mean values in which respondents of 39 years and younger and respondents of 40 years and older perceived six variables, namely Competitive Aggressiveness; Learning; Learner Behaviour; Business Results; Return on Investment and Supportive Learning Environment were indicated. Practical statistical significances which yielded medium effect sizes for Learner Behaviour and Return on Investment were noted. No statistical significant differences were observed in the mean values of males and females. A statistically significant difference in terms of the mean values in which respondents with a highest qualification being a diploma or lower, and respondents with a highest qualification being a degree or higher perceive Learning; Learner Behaviour; Return on Investment and Concrete Learning Processes were reflected. However, no practical statistical significances were noted. Based on the findings of the empirical study recommendations were made to cultivate and foster entrepreneurial orientation within corporate training organisations within the banking industry. / Thesis (MBA)--North-West University, Potchefstroom Campus, 2013

abstract: The purpose of this study was to investigate the impacts of three types of instructional presentation methods on learning, efficiency, cognitive load, and learner attitude. A total of 67 employees of a large southwestern university working in the field of research administration were randomly assigned to one of three conditions. Each condition presented instructional materials using a different method, namely dynamic integrated, dynamic non-integrated, or non-dynamic non-integrated. Participants completed a short survey, pre-test, cognitive load questions, learner attitude questions, and a post-test during their experience. The results reveal that users of the dynamic integrated condition treatment showed significant improvement in both learning and efficiency. The dynamic non-integrated participants had a faster mean time to complete an assigned task, however, they also had significantly lower average test scores. There were no other significant findings in terms of cognitive load or learner attitude. Limitations, implications and future studies are discussed. / Dissertation/Thesis / Doctoral Dissertation Educational Technology 2016

O presente estudo teve como objetivo central verificar como participantes de treinamentos corporativos a distância utilizam diferentes formas de comunicação baseadas na Internet. Buscou-se ainda identificar quais são os fatores e estratégias que incentivam e quais barreiras impedem o uso destas formas de comunicação. Para a consecução dos objetivos descritos, realizou-se um levantamento, por meio de entrevistas pessoais, do comportamento de participantes de treinamentos corporativos a distância (denominados ?estudantes?) em cinco organizações bancárias. Este levantamento procurou identificar exatamente como cada participante interagiu com as ferramentas de comunicação durante o período do treinamento do qual participou. Com a finalidade de direcionar o estudo, foram selecionadas quatro ferramentas de comunicação baseadas na Internet: correio eletrônico (e-mail), listas de discussão (newsgroups), auxílio ao usuário (help desk) e bate-papo eletrônico (chat). A seleção foi feita dessa forma uma vez que as tecnologias apresentadas eram comuns a todos os treinamentos estudados. As análises, essencialmente qualitativas, mostraram uma forte preferência do estudantes pelo e-mail como ferramenta de comunicação para os mais diversos propósitos. Mostraram ainda que os estudantes buscam, de forma relativamente organizada, traçar e implementar estratégias, individualmente ou em grupos, de utilização das ferramentas de comunicação com o objetivo de aproveita-las ao máximo, utilizando-as para a maior gama de propósitos possível dentro dos treinamentos. Palavras-chave: educação a distância, treinamento corporativo, comunicação. / This study has as it?s core objective the verification of how participants of the distance corporate training use different types of internet based communication. There was also a need to identify the main motivational strategies as well as the barriers that restrain the use of this kind of communication. In order to achieve the core objective, a survey based on personal interviews was done on five banking agencies regarding the behavior of current corporate participants of the distance training (known as ?students?). This survey sought exactly how each participant interacted with the communication tools during the training period. In order to focus on the study, four internet communication tools were chosen: e-mail, newsgroups, help desk and chat. The selection was done this way once the technology shown was common in all training studies. The analyses, mostly qualitatives, have shown the students? preferences for the email as a communication tool for a variety of purposes. They have also shown that students seek in a relatively organized way, sketch and implement strategies, individually or in groups, on the use of communication tools aiming to seize them as best they can and using them for all possible purposes within the training.

A theoretical part of the diploma thesis summarizes the current generally accepted theories on a corporate training and human resource development in an organization. The practical part aims to present a subject of enterprise and an organizational structure of a selected multinational company and analyzes its current form of a staff training and personnel work. On the basis of the analysis there are suggested measures that should make the human resource management in the company more efficient.

No description available.

This dissertation was completed on 73 sheets (A4, font Times New Roman, size 14, 1.5 line spacing), excluding attachments. Number of tables – 2 (excluding applications). Number of figures – 19 (excluding applications). Number of formulas-0 (excluding applications). Master's thesis consists of an introduction, three parts, conclusion, bibliography, applications. This work begins with an introduction, which consists of the relevance of the master's thesis, problem statement, determining the purpose and objectives of the work, its object and subject, scientific novelty, research methods, practical significance and research methods. In the first Chapter of this work, the definitions, goals and objectives of personnel training are considered and analyzed. In the same section features of corporate training, construction of business process are presented. In the second part of the work, the analysis of the current system of training in the organization was carried out, the characteristics of the company, the personnel of working specialties, the Department for work with personnel were carried out, the analysis of normative documentation was carried out. The third part contains recommendations for changes. Building a business process of corporate training will allow you to configure the learning process properly, which will allow the company to implement large projects by its own highly skilled workers. In conclusion, the main conclusions are formulated, the results are listed and the results of the master's thesis are summed up. / Данная диссертация выполнена на 73 листах (формат А4, шрифт Times New Roman, кегль 14, интерлиньяж 1.5) без учета приложений. Количество таблиц – 2 (без учета приложений). Количество рисунков – 19 (без учета приложений). Количество формул – 0 (без учета приложений). Магистерская диссертация состоит из введения, трех частей, заключения, библиографического списка, приложений. Данная работа начинается с введения, которое состоит из актуальности магистерской диссертационной работы, постановки проблемы, определения цели и задач работы, её объекта и предмета, научной новизны, методов исследования, практической значимости и методов исследования. В первой главе данной работы рассмотрены и проанализированы определения, цели и задачи обучения персонала. В этом же разделе представлены особенности корпоративного обучения, построения бизнес-процесса. Во второй части работы осуществлен анализ действующей системы обучения в организации, проведена характеристика компании, персонала рабочих специальностей, отдела по работе с персоналом, проведен анализ нормативной документации. Третья часть содержит рекомендации по изменениям. Построение бизнес-процесса корпоративного обучения позволит настроить процесс обучения должным образом, что позволит компании реализовывать крупные проекты силами собственных высококвалифицированных рабочих специалистов. В заключение работы формулируются основные выводы, перечислены результаты и подведены итоги магистерской диссертационной работы.