The diploma thesis is dedicated to the purpose and importance of knowledge management. The aim of this work is to describe the chief knowledge officer position in the knowledge society. It defines its roles and identifies competencies that are keys to success of this position. It unveils impact and responsibilities of chief knowledge officer in a knowledge organization. It assesses and predicts development of this position. The thesis can be divided into two parts, theoretical and empirical. First chapters focus on the theory in the field of knowledge management, knowledge society and furthermore it focuses on the position chief knowledge officer, its development and competencies. The thesis contains also an analysis of research from foreign countries. Empirical part of the thesis includes interviews with representatives on the position chief knowledge officer. Keywords: Knowledge management Chief knowledge officer Knowledge society Intellectual capital Enterprises

The aim of the work is to find out differences and consistent solutions in the field of professional development in the Czech and Slovak career system. Basic method used in the thesis is content analysis and comparative research of the Slovak law with the proposal of the Czech law and their relevant norms. In the first two chapters, which are theoretical part, basic terms are defined: teacher and their professional development, career system and its parts. Results of the comparative research of both laws and other relevant documents are presented in the third chapter. The subchapter 3.7 includes findings from the comparative research summed up in the answers on research questions. The results of the findings prove that career systems of both countries coincide in many areas, which might be caused by common historical background. The most important coincidences include - application of "multi-level career structure", seeing professional development as a way to reach competences, and performing attestation as a way of proving competences for the higher career level. Main differences were found in the focus groups of pedagogical staff, which can perform attestation, in the options to gain functional education and in the obligation of specialist teachers to undergo the training for specialists before...