Resumo: A medição de maturidade em gerenciamento de projetos é utilizada pelas organizações no intuito de construir condições favoráveis de sucesso em projetos. Os objetivos deste trabalho consistem em estruturar e analisar um modelo de avaliação de maturidade em gerenciamento de projetos fundamentado em pesquisas quantitativa e qualitativa, tendo como fatores contribuintes a existência de um sistema de medição de desempenho, de um escritório de gerenciamento de projetos e de um estrutura organizacional claramente definida nas organizações. Um levantamento tipo survey foi direcioando aos profissionais específicos de área de gerenciamento de projetos, cujos resultados foram submetidos a uma análise multivariada por meio da aplicação da técnica dos minimos quadrados parciais ou partial leas square (PLS). A pesquisa também contemplou uma análise de consistência das respostas do qustionário escolhido baseada em sistemas especialistas Fuzzy, que é uma contribuição científica inádita. A identificação da influência e do impacto individual dos fatores contribuintes permitiu desenvolver um modelo de avaliação da maturidade em gerenciamento de projetos e analisá-lo por meio de um estudo de caso múltiplo. Este modelo traz a inovação na sua dinâmica de utilização por aumentar sua precisão ao incorporar dados das respostas á sua base original e também por possuir embasamento estatístico. Seu ineditismo o distingue dos demais modelos existentes apresentando-o como consistente, de fácil aplicação e capaz de fornecer subsídios para a evolução da maturidade em gerenciamento de projetos nas organizações / Abstract: The measurement of maturity in project management is used by organizations in orderto reache favorable conditions for projects success. The objectives of this work consist of structuring and analyzing and evaluation model of maturity in project management based on quantitative and qualitative research, wich one considers contributing factors such as the existence of a performance measurement system, a project management office and a clearly defined organizational structure. A survey was aimed at professionals of project management area and the results were submitted to a multivariate analysis by partical least squares technique application. The research also contemplates a consistency analysis of the chosen questionnaire responses basedon Fuzzy Expert Systems, what is an original scientific contribution. The identification of the influence and individual impacts of the contributing factors allowed to structuring a model for a evaluating maturity in project management and analyzing it by a multiple case study. This model breaks new ground in its dynamic use for increasing accuracy by incorporating new responses data in its original database, and also for having statistical foundation. Its originality distinguishes it from other existing models and is qualified as a considtent, easy to use and able to provide subsidies for the development of maturity in project management in organizations / Orientador: Valério Antônio Pamplona Salomon / Coorientador: Carlos Eduardo Sanches da Silva / Banca: Fernando Augusto Silva Marins / Banca: Carlos Henrique Pereira Mello / Banca: Luis Alberto Duncan Rangel / Banca: Osvaldo Luiz Gonçalves Quelhas / Doutor

M.Phil. / The major socio-political, technical and global changes in the world have placed increased demands on managers in the corporate environment to develop people orientated skills. In this study emotional leadership was offered as a possible solution to this problem. This essay researched the problem from a personal and professional leadership perspective with the aim to: • investigate the nature of emotional leadership; • investigate the role and contribution of emotional leadership in the corporate workplace; and • identify ways in which managers can apply emotional leadership in the workplace to enhance their effectiveness as managers. In chapter two a word and concept analysis was done and it was found that emotional leadership is the ability to think logically with emotion in four areas: to perceive emotion; to integrate it in thought; to understand it; and to manage it. This ability begins with the self and evolves to include others. Emotional leadership implies to be aware of the messages emotions are conveying, and to manage them effectively, instead of being controlled by emotions. Furthermore it was found that emotional leadership is an ability consisting of hierarchical building blocks with every level bringing together and building on the capabilities of all the preceding ones. In order of hierarchical importance, emotional leadership can be interpreted as: • self-awareness or the ability to monitor the self, observe self in action, and to influence personal actions; • the ability to manage own emotions to personal benefit; • the ability to read, recognise, and discern the emotions of others, and to respond appropriately; and • the ability to assist others to manage their emotions and to respond effectively; It was also found that emotional leadership is not the sole predictor of workplace success. There is, however, agreement and evidence to conclude that emotional leadership can assist with workplace effectiveness and can be effectively used to improve individual, as well as organisational performance. There is also widespread agreement that with the correct training and experiences, managers in the corporate environment can improve their knowledge on emotions and how to manage it effectively, and thus enhance personal effectiveness. It is thus recommended that organisations, in developing people skills, should ensure that an effective balance exists between emotional leadership training and functional skills training. The training should focus on the lymbic system, which facilitates effective emotional leadership development. To ensure holistic training of managers, the training should include all aspects of personal development, as well as interpersonal effectiveness.

Magister Commercii (Industrial Psychology) - MCom(IPS) / Tertiary education is becoming increasingly costly for many students. According to Pieterse (2005), young people can barely afford to make mistakes in their career decisions, as this could cost them too much in time and money. According to Coertse and Schepers (2004), one of the most important decisions adolescents will ever face is choosing what career to pursue. Coertse and Schepers (2004) propose that an adolescent’s career has significant consequences on their identity, values and aspirations. The most efficient way to develop young persons’ abilities, and assist them in realising their true potential, is through the educational and vocational training offered in schools (Lens, Herrera & Lacante, 2004). Many students do not receive proper career guidance at secondary schooling and they find themselves in their final year graduating, and unsure in terms of the career they are going to pursue. Hence, there exists a great need in the South African context for career guidance and for additional research in the levels of career maturity amongst final year undergraduate students. Career maturity has important implications for career development and decision-making practices (Schreuder & Coetzee, 2014). The term career maturity represents a readiness to engage in and the ability to master certain career developmental tasks appropriate to the age and level of an individual (Langley, Du Toit & Herbst, 1996). In previously disadvantaged communities in South Africa, career and educational planning was characterised by under- development, marginalisation, and under-resourcing (Pieterse, 2005). This could negatively impact students’ motivation towards, and perspectives of, their future careers. The present study aimed to assess the career maturity levels among final year students at a tertiary institution. Specifically, how students’ age, gender, stated certainty of career and type of secondary school influenced their career maturity levels. The sample group (N=149) consisted of final year undergraduate students, who were conveniently drawn to voluntarily partake in the research. Participants completed a biographical questionnaire as well as the Career Development Questionnaire (CDQ). Anonymity was ensured and the students were informed that all the information would be treated with strict confidentiality and used only for the stated research purposes. Statistical analyses involved descriptive and inferential statistics (Pearson correlation, T-test and Analysis of variance). The results indicated no significant relationship between the age, stated certainty of career, type of secondary school students attended and their career maturity. However, a significant relationship was found between gender and career maturity.

Magister Commercii (Industrial Psychology) - MCom(IPS) / Career maturity is an essential requirement in human existence. Super (1979) identified five stages which highlight the level of maturity an individual should have achieved at a certain age. However, increasingly, it is being recognised that individuals are not at the level of career maturity where they ought to be. In order to address the matter relating to career maturity, the current research investigated the nature thereof amongst first year university students. The prevalence of specific aspects of career maturity (namely, self-information, decision-making, career information, integration of self-information and career information, and career planning) were investigated. In addition, the correlations between the aspects of career maturity and certain biographical variables such as age, gender and race were examined.

M.Phil. / This research essay focussed on the nature and importance of emotional leadership in the school context within a personal leadership framework. Personal leadership in essence endeavours to guide an individual to personal mastery and focuses on three important questions, which will provide individuals with greater clarity namely: • Who am I? • Where do I want to go with my life? • How will I do this? Our schools are characterised by teachers and learners with a low morale and negative emotional problems. The emotional problems experienced in our schools are evident from media reports on suicidal tendencies, stress, depression and aggressiveness by teachers and learners. Teachers and learners do not understand their emotional reactions and are unaware of strategies to manage their emotions, as well as those of others. Emotional leadership is one of the areas where teachers and learners can benefit from the dynamics of personal leadership. The aim of this study was to investigate the contribution of emotional leadership in the school context. In order to realise this aim, a conceptual analysis of emotional leadership was conducted in chapter two. The essay is based on a literature study and the following steps were employed: library searches on words and concepts related to emotional leadership; research on authoritative sources, including consultation with books and journals. The outcome of this conceptual analysis was a definition of emotional leadership. Self-awareness, managing emotions appropriately, motivating oneself and others, empathy and handling relationships and managing emotions in others well, were described as the components of emotional leadership. Chapter three focussed on the importance of emotional leadership in a school context. Guidelines for the application of emotional leadership in a school context were formulated at the end of chapter three. The following findings were formulated as guidelines for the application of emotional leadership in a school context: • Teachers and learners are encouraged to make proactive choices for their lives and not blaming others for their circumstances. • In order to experience emotional security teachers and learners are encouraged to have a clear vision of the future. • Teachers and learners should perceive themselves more positively to improve their self-image. • Teachers and learners should develop a very strong sense of humour to assist them to get rid of negative emotions and increase their empathy and tolerance levels. • Leading a life of honesty and integrity will ensure emotional security for teachers and learners. • Teachers should continuously listen to their learners with empathy in order to enhance the self-confidence and self-esteem of their learners.

El texto completo de este trabajo no está disponible en el Repositorio Académico UPC por restricciones de la casa editorial donde ha sido publicado. / Mypes (Micro and small companies) play an important role in the economy of a country, since they contribute 24% to Peru's GDP, besides being a generator of employment and business development. In this context, the Mypes of footwear continue to have exponential growth, this due to the result of their operations that are carried out with these companies on a daily basis. Therefore, it is necessary to have qualitative and quantitative data of the reality that these present in your business environment. To identify the level of maturity there are several methods, which provide necessary criteria to identify and qualify the processes that exist within the Mypes.

Entrepreneurial legitimacy and strategies employed to generate legitimacy are topical and pertinent to entrepreneurship. This study sought to understand the impact of formative stage strategic legitimisation employment on entrepreneurial success. Through a review of the literature, the study built a strategic legitimacy scale offering that allowed for historical empirical testing. Using non probability sampling, entrepreneurs were surveyed through a face-to-face questionnaire in an attempt to attain closed response data regarding their historical strategic legitimisation activities and growth indicators. The study provided empirical evidence for a positive relationship between formative stage strategic legitimisation employment and venture development. Furthermore the presence of exponential value returns against strategic legitimacy activities was exposed at low and moderate levels of legitimacy engagement. While volatile value returns were shown at high levels strategic legitimacy employment. Furthermore the effectiveness of formative stage strategic legitimacy activities was shown to not be effected by the maturity of the industry in which a venture started. Copyright / Dissertation (MBA)--University of Pretoria, 2010. / Gordon Institute of Business Science (GIBS) / unrestricted

Volatiles of peach (Prunus persica L., cultivar, Gleason Early Elberta) fruit were studied by gas-liquid chromatography , thin-layer chromatography, and infrared spectrometry. Hard mature , firm mature, soft mature , tree ripe, and artificially ripened hard mature fruit obtained from four seasons , 1964 to 1967, were used. A total of 86 peaks were observed in the chromatogram of the tree ripe peach volatiles. Major components of the volatiles identified were mainly esters, gamma and delta lactones , aldehydes, alcohols, and terpenes. In general, concentration of the volatile components were found to increase with the maturity of the fruit. However, that of the artificially ripened fruit did not reach the same level of the tree ripe fruit.

This study was undertaken to add to the knowledge of the psychosocial effects of the 4-H program upon its members. The objectives were to determine if 4-H involvement is associated with the psychological and social maturation of adolescent members, and to investigate how several variables such as age, urban/rural residence, and S. E.S . mayhelp explain this relationship or lack of relationship. To accomplish these objectives 165 youths (103 4-H, 62 non 4-H ) and one parent of each youth, responded to mail-out questionnaires, answering questions of biographical content, and items from the Psychosocial t~aturity inventory. Responses were compiled and analyzed by the use of several statistical summary techniques. The author considers the following findings to be of the greatest theoretical significance. Discriminant analysis showed 4-Hers to be different from non 4-Hers in regard to parental reports of their Interpersonal and Social Adequacy . Carrelatianal analyses supported the notion that 4-H involvement may indeed lead to increased Social Adequacy, but showed that although Interpersonal Adequacy was higher in 4-Hers than non 4-Hers, this advantage is apparently not soley due to 4-H program effects.

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