Nos últimos anos tem-se verificado uma expansão na área de conhecimento denominada Gestão de Projetos. Esta área busca reunir as melhores práticas administrativas e gerenciais aplicáveis a projetos, com foco em cumprimento de prazos, do orçamento e com a qualidade prevista para suas entregas. Em virtude dos bons resultados que se tem obtido com a adoção dessas práticas, há uma crescente demanda por profissionais capacitados a atuar na área. Essa capacitação de profissionais tem sido suprida por meio de diversos cursos disponíveis no mercado, a maioria deles associados a algum processo de certificação. Tais processos, no entanto, tem o foco muito concentrado nos aspectos teóricos dos conhecimentos envolvidos. Neste contexto, surge a simulação computacional como ferramenta de treinamento com o objetivo de oferecer aos profissionais uma experiência prática. Esta ferramenta se insere num contexto mais amplo de treinamento, no qual os alunos serão incentivados a exercitar os conhecimentos teóricos já estudados e, dessa forma, consolidá-los. Neste trabalho é descrito o processo de desenvolvimento de um Software Simulador voltado para o ambiente e o propósito exposto. Uma importante contribuição deste trabalho é a demonstração da viabilidade de construção de um simulador com tal propósito, materializada no software apresentado. Outra contribuição é de, num único texto, reunir, adequar e documentar um conjunto de conceitos e modelos que se encontram esparsos em um grande número de referências bibliográficas. São também apresentados os paradigmas, recursos, funcionalidades e características do Simulador, bem como uma aplicação criada para teste e validação do mesmo. Uma versão operacional do software produzido acompanha este texto. / In recent years we have seen the growth of Project Management best practices and techniques used as an effort to achieve project goals resumed as the release its deliverables on time and on budget with the specified quality. Due to the success reported by the practicioners in real situations, there has been an increasing demand for professionals with Knowledge and skills on such project management practices and techniques. As a consequence, to supply this increasing demand, there is a strong need to prepare new professionals. Courses and certification processes have been the answer to this demand, but their methods almost rely upon project management theories. In this context, the computer simulation emerges as a training tool to be used to offer the trainees a practical experience without the real life risks. Used as a business game, its goal is the practice of already learned theory. The purpose of this text is to present the work done on the simulation software development including the literature review as a background, the elicitation of software requirements, the definition and adoption of models and data structure used. Also, the Simulator characteristics, functionalities and resources are presented and described, using an application developed to test the software. This text main contribution is the documentation of many concepts and models used to build tte simulation software, as well as the working software itself. At the end, conclusions are pointed out and further work are recommended.

Um estudo de campo foi realizado para investigar as principais dimensões presentes em jogos de empresas relativas a atitudes de satisfação e orientação de aprendizagem. Foram analisadas três tipo de variáveis: opiniões, estrutura dos programas e perfil demográfico de 659 graduandos, pós-graduantdos e profissionais que participaram dos 23 cursos. As análises multivariadas indicaram que a aprendizagem cognitiva (30,7%) prevaleceu ante a todos os fatores encontrados, muito acima da satisfação (3,9%). Foram caracterizados quatro tipos atitudinais: entusiastas precavidos (32,6%) voltados para a aprendizagem vivencial, empreendedores determinados (34,4%) atraídos pela complexidade do jogo, observadores unidos (27%) que preferem o ensino expositivo tradicional e críticos desambientados (6%)para os quais o que importa é ganhar ou perder o jogo. / A field study was conducted to investigate educational dimensions in total enterprise business games courses. Three kinds of variables were studied: opinions, structure of the courses, and the profile of participants in 23 courses. The multivariate analisys indicated that cognitive learning (30.7%) was considered a much more important factor as compared to satisfaction (3.9%). As a result of a discriminant analisys were identified four attitudinal orientations: entusiastic experiential learners (32.6%), entrepreuners challenged by the game complexity(34.4%), observers united (27%) that prefer traditional lectures, and demanding students performance oriented (3.9%).

Um estudo de campo foi realizado para investigar as principais dimensões presentes em jogos de empresas relativas a atitudes de satisfação e orientação de aprendizagem. Foram analisadas três tipo de variáveis: opiniões, estrutura dos programas e perfil demográfico de 659 graduandos, pós-graduantdos e profissionais que participaram dos 23 cursos. As análises multivariadas indicaram que a aprendizagem cognitiva (30,7%) prevaleceu ante a todos os fatores encontrados, muito acima da satisfação (3,9%). Foram caracterizados quatro tipos atitudinais: entusiastas precavidos (32,6%) voltados para a aprendizagem vivencial, empreendedores determinados (34,4%) atraídos pela complexidade do jogo, observadores unidos (27%) que preferem o ensino expositivo tradicional e críticos desambientados (6%)para os quais o que importa é ganhar ou perder o jogo. / A field study was conducted to investigate educational dimensions in total enterprise business games courses. Three kinds of variables were studied: opinions, structure of the courses, and the profile of participants in 23 courses. The multivariate analisys indicated that cognitive learning (30.7%) was considered a much more important factor as compared to satisfaction (3.9%). As a result of a discriminant analisys were identified four attitudinal orientations: entusiastic experiential learners (32.6%), entrepreuners challenged by the game complexity(34.4%), observers united (27%) that prefer traditional lectures, and demanding students performance oriented (3.9%).

A research report submitted to the Faculty of Commerce, Law and Management, University of the Witwatersrand, in partial fulfilment of the requirements for the degree of Master of Management in Business Executive Coaching Johannesburg, 2017 / A flow experience is described by Mihaly Csikszentmihalyi, the founding thought leader of the experience, as “the holistic sensation present when we act with total involvement” (1975, p.43). Flow experiences have been linked to positive outcomes for individuals and organisations (Csikszentmihalyi & LeFevre, 1989; Engeser & Rheinberg, 2008; Privette, 1983; Salanova, Bakker, & Llorens, 2006) suggesting that this is a desirable experience to facilitate in the workplace. Csikszentmihalyi states that there is much that can be done to introduce more flow to the day-to-day experiences of life, including at work (1999), yet, despite the documented role of organisational leaders as “climate engineers” (Linley, Woolston, & Biswas-Diener, 2009, p. 37) there has been no specific consideration of the flow experiences of executives as leaders. The possible relationship between coaching and flow experiences has to date received attention in mainstream literary circles, and superficial attention in academic literature (Britton, 2008; Wesson & Boniwell, 2007). Coaching executives to achieve flow has not been considered in existing literature in the Executive Coaching domain, but since Executive Coaching is still viewed as emerging (Hamlin, Ellinger, & Beattie, 2008), a confirmation that Executive Coaching can be applied to foster flow experiences in the workplace would add to the credibility of this field. The purpose of this study has been to identify how the emerging discipline of Executive Coaching can facilitate the creation of flow experiences in executive workplaces. The answer to this question has been sought through building an understanding of how flow is experienced by executives in the workplace, and then investigating how flow experiences can be facilitated in executive workplaces. The research study adopted a qualitative approach due to the known suitability of this method to consider the life experiences of participants. Face- to-face, semi-structured interviews were used as the core data collection method addressing a sample size of 16 respondents, made up of 13 executives and three executive coaches. This approach has previously been applied to collect rich narrative data on flow experiences. The study found that whilst executive flow experiences show some commonalities with the existing literature on flow and flow experiences at work, several distinct antecedents for and characteristics of executive flow were identifiable. These precursors and features of executive flow were attributed at three levels: a) at the level of the organisation; b) through the type of work, and c) at the individual level. Executive experiences of anti-flow, the opposite of flow, were also identified. These were typically characterised and initiated by opposite factors to those linked to flow experiences. The study outcomes identified the ability of executives to proactively pursue flow experiences, and further showed that self-awareness and an awareness and use of one’s strengths increase the likelihood of flow experiences. The study thus found that there clear focus areas exist which can be manipulated through interventions to increase likelihood of executive flow experiences. The study outcome that the three areas that impact executive flow experiences correlate to Executive Coaching focus areas introduces the possibility that coaching may be a suitable intervention to increase the likelihood of executive flow experiences. This developing hypothesis is subsequently supported by the final research theme that Executive Coaching may be able to support the executive in cultivating the respective individual, organisational and work conditions to increase the likelihood of flow experiences at work. / MT2017

Self-compassion and self-forgiveness appear to have much in common, as both relate to one’s self-regard during challenging circumstances; however, their empirical relationship is largely yet to be explored. The present study examines theoretical and empirical areas of overlap and proposes a theory of their relationship, including its possible impact on health. Self-compassion and self-forgiveness were proposed to have a direct relationship that may be mediated by reduction in rumination, shame, and experiential avoidance. These factors together were also hypothesized to have a positive impact on health functioning. The current study tested these models in a sample of undergraduate students (n = 199). In parallel mediation analysis, selfcompassion and self-forgiveness were related to one another and this association was partially mediated by shame, only. As such, neither rumination nor experiential avoidance were included in subsequent analyses. In serial mediation analyses, self-compassion, shame, and selfforgiveness were found to affect health outcomes in various ways. For psychological distress, the association of self-compassion was partially mediated by shame and self-forgiveness, in an indistinguishable fashion. For mental health status, self-compassion was found to have a significant direct effect, only. For both somatic symptoms (full mediation) and physical health status (indirect only effect), the association of self-compassion operated through self-forgiveness both alone and linked with shame. As these two emerging areas in the psychological literature continue to mature, researchers should prioritize both integration between and nuances within these constructs in order to develop a more complete understanding of self-compassion, selfforgiveness, and their implications for health.

Classroom-based projects are insufficient, in of themselves, when preparing students for positions in the digital media field today. David Kolb and Roger Fry argue that effective learning entails the possession of four different abilities: concrete experience, reflective observation, abstract conceptualization and active experimentation.2 Encouraging students to participate in community-based projects outside the classroom can help build the necessary skill sets in learning how to work in a real-world environment. Community-based learning teaches the student on three distinct levels: intellectually, socially, and emotionally including feelings, values, and meanings. Digital Media students should involve themselves in community projects to exercise their skills and broaden their experience. Working on community-based projects allows them to build their portfolio while affording the opportunity to start working under the constraints of actual projects with timelines and budgets. Students learn what an individual’s time is worth, what mistakes can cost, and how to deal with a client. Students also learn how to manage a real world project with deadlines. This paper describes our approach in having students come together to enhance their digital media skills by contributing in the development of a community-based animation festival. This paper also addresses how students learned to plan and manage a festival event while working with a community-based organization.

Thesis (M. Cur.) -- University of Limpopo, 2017 / BACKGROUND Midwifery learning encompasses both theory and experiential components. Experiential learning plays an important role in midwifery training. Conducting the first normal vaginal delivery seemed traumatic for the learner nurses when they witness the bulging of the perineum when the head of the fetus is crowning. The trauma and stress of learner nurses resulted in negative reactions such as fainting, vomiting, and failing midwifery experiential assessments. The aim of the study was to design the strategies to enhance the adaptation of learner nurses regarding midwifery experiential learning in the clinical settings of Limpopo Province. RESEARCH METHOD A quantitative descriptive cross-sectional research method was used to collect numeric data with regard to the factors that hinder the adaptation of learner nurses regarding midwifery experiential learning in the clinical settings of Limpopo province. Data was collected using a self-administered questionnaire and analysed using the Statistical Package for Social Sciences (SPSS) version 23 with the assistance of the statistician. RESULTS The study revealed that the factors that hinder the adaptation of learner nurses regarding midwifery experiential learning are lack of accompaniment of learner nurses to the maternity units, the anxiety experienced by learner nurses when they witnessed the first delivery, learner nurses not being included in decision making processes in the maternity units and the hostile attitudes of registered midwives towards the learner nurses in the maternity units. Strategies were developed to enhance the adaptation of learner nurses regarding midwifery experiential learning in the clinical settings of Limpopo province. CONCLUSION The study concluded that learner nurses faced challenges that hinder their adaptation to midwifery experiential learning in the clinical settings of Limpopo Province.

El presente proyecto formula un plan estratégico a 5 años para el Hotel Nuevo Amanecer, que tiene 7 años de funcionamiento y está localizado en el circuito Valle Sagrado de los incas. El análisis abarca una evaluación de las áreas operativas y administrativas, tomando como base la información del año 2018. El hotel tiene alta dependencia de las agencias de viajes donde la mayor demanda se da por grupos asiáticos, europeos y americanos por eso la ocupabilidad anual promedio del hotel en el 2018 fue 42% frente al 35.5% que marca Mincetur. La investigación toma en cuenta las necesidades de los turistas nacionales y extranjeros, que se hospedan en hoteles tres estrellas, es así que busca diferenciarse y crear un océano azul. La propuesta de valor a futuro se basa en el turismo vivencial, la responsabilidad social y la sostenibilidad, usando la tecnología existente en el equipamiento e infraestructura eco-amigable, que minimice el impacto ambiental y que reduzca los gastos. Al finalizar el año 2024 se cumple con los objetivos financieros como son: el incremento en las utilidades netas en 40%, aumento de la ocupabilidad en 5% e incremento de las ventas en 5% generado por las actividades de turismo vivencial dentro del hotel y en las comunidades. / The present project formulates a 5-year strategic plan for Nuevo Amanecer Hotel, which has been in operation for 7 years and is located on the Sacred Valley of the Incas. The analysis includes an evaluation of the operational and administrative areas, based on the information of the year 2018. The hotel has a high dependence on travel agencies where the highest demand is for Asian, European and American groups, The annual occupancy in 2018 was 42% compared to the 35.5% of Mincetur data. The research identified the preferences between domestic and foreign tourists who choose three-star hotel so the brand seeks to differentiate and create a blue ocean. The future value proposition is based on vivential tourism, social responsibility and sustainability, using existing technology with eco-friendly equipment and infrastructure, which minimizes environmental impact and reduces expenses. At the end of the year 2024 the financial objectives are acomplish, such as: the increase in net profits by 40%, increase in occupancy rate by 5% and sales growth by 5% generated by the activities of vivential tourism within the hotel and in the communities. / Trabajo de investigación

No description available.

The purpose of this study was to understand the lived experiences of skydiving instructors who have shaped the instructional practices of experienced and active accelerated freefall instructors (AFFIs) in Central and Southern Florida. By contributing to the training curriculum, this research attempted to close the experiential gap between novice and senior instructors in a more efficient manner. Due to the complex nature of teaching skydiving and an absence of an opportunity for a skydiving instructor in training to work in freefall with non-certified skydivers, understanding the lived experiences of active AFFIs is of critical importance. This study aimed to answer the following research questions: (a) How do active accelerated freefall training instructors personalize the lessons learned in the AFFI instructor training course, forming their own best practices and instructional style? and (b) What roles do lived skydiving experiences, both significant and critical, play in the development of an active AFFI’s current instructional style and best practices? Sites selected included five dropzones located in Central and Southern Florida, with three of those sites yielding a total of 10 participants. Data were collected regarding basic demographic information as well as about the lived experiences of the active AFFIs through both structured and semi-structured interviews and document analysis. Interviews were conducted either in-person or over the phone based on the preference of the participants. Data analysis took place in three phases: separation of qualitative and quantitative data, open coding, and axial coding following Merriam’s (2009) process of coding. Findings revealed an understanding that accelerated freefall (AFF) instruction has become rooted within the culture and experiences of the skydiving community through the stance “license to learn.” This stance has led to the emergence of an educational model outlining the roles culture and experience play not only in the development of the active AFFIs, but also how those lessons are passed on to the next generation of AFFIs. Findings in this research will play a significant role in the development of future curricular adjustments, highlighting the importance of this stance while also providing a solid foundation for future inquiry. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2019. / FAU Electronic Theses and Dissertations Collection