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Prior to 1989, in New Zealand, very few women were represented in senior leadership positions in schools, especially co-educational secondary schools. Following the 1989 Education Act, commonly referred to as the 'Tomorrow's Schools' legislation, women began to be appointed in increasing numbers to school principalships. In New Zealand, as in other western democracies where New Right ideologies have impacted on educational policy, the role of the school principal has become more demanding and complex. If principals are to be supported in this role, it is considered important that the knowledge and experiences which influence their professional practice are better understood so that professional development programmes are targeted appropriately. This study builds on previous studies of women's experiences of leadership in education (Neville, 1988; Shakeshaft, 1989, 1995; Strachan, 1991, 1997; Court, 1992; Ozga & Walker, 1995; Hall, 1996; Coleman, 1996, 2000; Ah Nee-Benham & Cooper, 1998; Henderson-Kelly & Pamphilon, 2000; McCarthy, 2001; McLay & Brown, 2001) but has as its focus, the sources of influence on five women principals' practice. It has a complementary focus to McLay's and Brown's (2001) study of women headteachers in UK independent secondary schools. They investigated the women's formal training but also sought to find out what life experiences might have prepared them for the role of leading a school. Ah Nee-Benham's and Cooper's (1998) narratives of minority women in school leadership positions in the United States provided the inspiration for this study of five New Zealand principals. While the women in this study are not 'voices from the margins' as are the women in Ah Nee-Benham's and Cooper's study, through the use of narrative and other qualitative methods, their individual accounts capture the voice of experience which is too often missing from the educational leadership literature (Ah Nee-Benham & Cooper, 1998; Heck & Hallinger, 1999; Southworth, 2001). The women's stories add collectively to an emerging literature base which seeks to unravel how leaders actually think and work. This study specifically examines five women principals' personal theories and beliefs about leadership and investigates how their personal histories and career experiences have influenced their professional knowledge and practice. The research methods reflect a commitment to understanding the women's experiences from their perspectives and their stories are seen as providing a window into what they know. Methods such as concept mapping, open-ended unstructured interviews and annals (snake diagrams) help unpack their personal theories about leadership as well as assist understanding of the influence of their personal histories and professional experiences. The educational leadership literature provides a useful starting point to analyse the first part of the research question regarding the women's conceptions of leadership. The literature acknowledges various approaches to leadership, three of which may be called 'moral/critical', 'people-centred' and 'corporate managerial'. Respectively, they each have 'world-views' which emphasise 'ideals', 'people' and 'efficiency'. In this study, I aim to identify what 'world-views' underpin the women's conceptions of leadership but also how they have constructed these concepts. The different needs of each of their schools in association with the principals' own backgrounds and values systems have strongly influenced their varying conceptions of leadership. While on one level their beliefs are unique, on another, they reveal some common themes. The principals are people-focussed but this commitment is underpinned by deeply held ideals about the purpose of schools enriching lives. Efficient management systems are seen as important supporting concepts to assisting people and accomplishing ideals. In order to answer the second part of the research question regarding how the women's personal histories and professional experiences have influenced their professional knowledge and practice, this study drew on the findings of an Australian study which investigated the sources of influence on teacher knowledge in action (McMeniman, Cumming, Wilson, Stevenson & Sim, 2000). It provided the platform and focus for the current study of women principals. A key finding of this study is that the women's beliefs and practices have been influenced by both their personal histories and various career experiences which have assisted them to grow professionally. Central to their learning from these experiences, however, is the way in which the individual interprets or filters experience and actively constructs meaning. Principals' knowledge bases are socially constructed but mediated by their personal theories. Learning from experiences in the workplace has a critical influence especially if it is scaffolded by experts (Billett, 2001) or if there is a community of practice (Wenger, 1998, 2000) encouraging participation. When this learning is augmented by various research access points (McMeniman et al., 2000) such as critical dialogue with peers, in-service education and formal postgraduate studies, it potentially has a direct and daily influence on principals' practice. Although this study is limited to an analysis of five women principals, the commonalities in the sources of influence on their practice, lead one to suggest that the findings may have relevance for other principals, both male and female, and possibly other practitioners.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-12-14T11:44:09Z No. of bitstreams: 1 Eliane Teixeira Rennó.pdf: 720998 bytes, checksum: 45ebe62796f539e3bb9a0dcb8640d543 (MD5) / Made available in DSpace on 2018-12-14T11:44:10Z (GMT). No. of bitstreams: 1 Eliane Teixeira Rennó.pdf: 720998 bytes, checksum: 45ebe62796f539e3bb9a0dcb8640d543 (MD5) Previous issue date: 2018-11-30 / Starting from the hypotheses that, from an early age, the individual may have difficulties in relation to the stages of learning, impediments to becoming sufficient in their school learning and presenting difficulties in their academic and/or professional development, this research verified what lies beneath non-learning under a psychoanalytic view. The theoretical-methodological approach used is that of listening research and investigation research (NAFFAH NETO; CINTRA, 2012). Three clinical cases, transcribed with reports and vignettes, and collected from unidentified collaborators served as a basis for seeking answers to the following research questions: Which factors in the initial bond prevent a person form interacting with knowing/learning? What causes a person not to relate well to the pursuit of knowledge? What would the reason for them not to develop in the academic and professional spheres be? The concepts that underlie this study are mainly those of intellectual inhibition (KLEIN, 1931) and those on the primitive aspects of development and also those present in A theory of thinking (BION, 1962c), presenting the concepts of alpha function, reverie, K and (-K) link and learning from experience. In conclusion, this research revealed that learning/knowing difficulties are related to how the baby‘s early experiences in parental bonding occur and that emotional factors significantly influence the way a person interacts whit his/her intellectual development / Partindo das hipóteses de que, desde a mais tenra idade, o indivíduo pode ter dificuldades em relação às etapas do aprender, impedimentos para tornar-se suficiente em seu aprendizado escolar e apresentar dificuldades em seu desenvolvimento acadêmico e/ou profissional, esta pesquisa verificou o que há por trás do não aprender, sob um olhar psicanalítico. O enfoque teórico-metodológico é o da pesquisa-investigação e pesquisa-escuta (NAFFAH NETO; CINTRA, 2012). Três casos clínicos, transcritos com relatos e vinhetas e colhidos de colaboradores não identificados, serviram de base para buscar respostas às seguintes questões de pesquisa: Quais fatores, no vínculo inicial, impedem uma pessoa de interagir com o conhecer/aprender? O que leva uma pessoa a não se relacionar bem com a busca do conhecimento? Qual seria o motivo de não se desenvolverem no âmbito acadêmico e profissional? Os conceitos que fundamentam este estudo são, principalmente, os de inibição intelectual (KLEIN, 1931), os relativos aos aspectos primitivos do desenvolvimento e também os presentes em Uma teoria sobre o pensar (BION, 1962c), a partir dos conceitos de função alfa, rêverie, vínculo K e (-K) e o aprender com a experiência. Concluída, esta pesquisa revelou que as dificuldades do aprender/conhecer estão relacionadas à forma como acontecem as experiências iniciais do bebê no vínculo parental e que os fatores emocionais influenciam significativamente na forma como a pessoa interage com o seu desenvolvimento intelectual

Submitted by Haroudo Xavier Filho (haroudo.xavierfo@ufpe.br) on 2016-03-03T17:46:17Z No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) DISSERTAÇÃO (2015-02-12) - ANNYE ELIZABETH MENDES BARBOZA.pdf: 2462127 bytes, checksum: f8991bcdfa5bc1d66b5bb263d62a4006 (MD5) / Made available in DSpace on 2016-03-03T17:46:17Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) DISSERTAÇÃO (2015-02-12) - ANNYE ELIZABETH MENDES BARBOZA.pdf: 2462127 bytes, checksum: f8991bcdfa5bc1d66b5bb263d62a4006 (MD5) Previous issue date: 2015-02-12 / A aprendizagem de gestores é um tema de relevância não somente para profissionais e organizações, mas para toda a sociedade. Assim, a lacuna nos estudos referentes a esse tema inspirou a realização desta pesquisa. O objetivo geral deste estudo foi compreender como acontece a aprendizagem de gestores por meio de suas experiências na organização estudada – uma construtora pernambucana de médio porte. Três questões orientaram esta investigação: a) Quais as principais experiências de aprendizagem dos gestores? b) O que os gestores aprendem por meio de suas experiências? c) Como os gestores aprendem por meio de suas experiências? Esta pesquisa foi fundamentada na abordagem construtivista da aprendizagem pela experiência, com base nos conceitos de experiência e reflexão de Dewey. Realizou-se um estudo de caso único, no qual a Viana & Moura Construções S/A foi selecionada mediante critérios. Seis foram os gestores pesquisados e 12 entrevistas semiestruturadas realizadas, além de análise documental e observações. A análise de dados ocorreu em paralelo à coleta e utilizou-se o método comparativo constante e a amostragem teórica advindos da teoria fundamentada. Os resultados indicaram dois eventos como as experiências mais significativas de aprendizagem dos gestores, por meio dos quais concluiu-se que eles aprenderam novas concepções como insumo para decisões e novas formas de conduzir processos. E, concluiu-se que eles aprenderam por meio da vivência de problemas e pelas reflexões, havendo destaque para o papel das emoções nesses processos. Considerou-se que essa investigação possa ter contribuído para a confirmação de conceitos de Dewey, em especial o caráter transacional das experiências e as fases do pensamento reflexivo. / Managers’ learning is a subject of high impact not only to organizations and its employees, but also to the whole society. Thus, the gap within the studies on this subject has motivated this research. The aim of this study was to understand how managers have learnt from their experiences in the selected organization – a pernambucana midsize construction company. Three questions guided this investigation: a) what are the managers’ most significant learning experiences? b) what do managers learn from their experiences? c) how do managers learn from their experiences? This research is based on the constructivist approach of learning from experience, drawing from Dewey’s concepts of experience and reflection. A single case study was conducted, and Viana & Moura Construções S/A was selected by several criteria. Six managers were interviewed as 12 interviews were carried out, besides, documental analysis and observations were also executed. Data analysis took place at the same time as data collection, and the constant comparative method and theoretical sample, drawn from the grounded theory, were applied. The results showed two events as the most significant to the managers, through which they’ve learnt new concepts as inputs to make decisions and new ways of conducting processes. Furthermore, they’ve learnt while going through problems and while reflecting. The presence of emotions on the processes of learning also stood out. It is argued that this investigation might have contributed to the reassurance of Dewey’s concepts, in particular, the transactional aspect of experiences and the phases of inquiry.

Le retour d'expérience (REX), sous la forme d'analyses d'accident le plus souvent, constitue un instrument privilégié de management de la sécurité dans les organisations industrielles à hauts risques. Cette recherche s'inscrit dans le domaine de la sécurité dans les tunnels routiers et vise à proposer une approche intégrée du REX, qui repose sur le travail quotidien de gestion de la sécurité par les opérateurs en s'appuyant sur les espaces collectifs de construction de l'expérience. La thèse défendue est que la sécurité dans les environnements dynamiques tels que les tunnels routiers repose sur la capacité des collectifs de travail transverses à faire face aux imprévus, les perturbations quotidiennes comme les évènements. Cette capacité se construit notamment à travers les discussions entre opérateurs et avec leurs managers sur les difficultés de leur travail. Les dispositifs de REX doivent favoriser l'existence de débats sur l'activité pour améliorer la gestion de la sécurité et favoriser ainsi le développement de l'individu et de l'organisation. Cependant cela implique des conditions d'organisation pour que le débat soit possible et pérenne.Une intervention-recherche visant la conception d'un dispositif de REX fondé sur l'activité individuelle et collective a été réalisée chez un exploitant de tunnels routiers pour éclairer cette problématique. Les analyses menées en collaboration avec les opérateurs de l'exploitation avaient pour objectifs d'aider les opérateurs à mettre en relation la manière dont ils gèrent la sécurité sur le terrain avec la manière dont le REX traite les évènements. L'analyse du REX existant montre dans un premier temps qu'il est centré sur les évènements de trafic majeurs, faisant l'objet de procédures et de règles formelles, alors que les incidents critiques pour les opérateurs sont majoritairement des incidents d'exploitation, peu cadrés. Dans un second temps, l'analyse de l'activité montre que les opérateurs développent de façon informelle des instances d'échange collectif pour anticiper les aléas, s'organiser et analyser les évènements. Une démarche de simulation organisationnelle avec les opérateurs, les managers et les partenaires de la recherche a été engagée pour transformer le dispositif de REX. Elle débouche sur un REX élargi en termes de définition des évènements et d'acteurs impliqués. Le nouveau dispositif s'appuie sur les processus-métiers existants, tout en développant les instances collectives d'analyse inter-métiers et inter-organisations. Il structure les pratiques informelles d'organisation et de partage d'expérience des opérateurs. Des espaces de discussion inter-métiers sur les pratiques réelles ont pu s'élaborer à partir de simulations d'évènement, animés par des managers de proximité. L'expérimentation de cette méthodologie montre que ces espaces favorisent la confrontation des représentations, des pratiques et la transmission des connaissances. Ils permettent aussi l'élaboration de règles opérationnelles transverses et font émerger les besoins de règles formelles à relayer aux managers. Ils sont constructifs car ils participent au développement de l'organisation formelle autant que de l'activité des opérateurs. Cette méthodologie a favorisé la construction de l'expérience à partir de l'analyse des évènements.L'intervention-recherche a permis de revenir sur les classifications officielles des évènements dans les tunnels routiers. Les conditions et modalités de mise en place d'un REX intégré sont définies et discutées, ainsi que celles des espaces de discussion par simulation. L'ingénierie de l'intervention ergonomique de conception organisationnelle et la place de l'intervenant sont aussi revisitées à l'aune de nos résultats. / Operating experience feedback, mainly through accident analysis is a method of choice for safety management in high risk organizations. The present research takes place in the field of road tunnel safety, proposing an integrated approach of experience feedback from the daily management of safety by tunnel monitoring staff through collective spaces for discussion and experience building.Our hypothesis is that safety in such dynamic environments as road tunnels depends on the capacity of operating teams to face the unexpected events, disturbances and accidents. This capacity is built through discussions between operating staff and with the management about the difficulties encountered during work. The return on operating experience should allow the debate on work activity in order to reach a better safety management, foster individual development and a better organization. However, there are organizational conditions for the debate to be possible and sustainable.A research and intervention protocol was set up with a road tunnel operator to test and improve a scheme for the return on operating experience based on individual and collective activity. Analyses were conducted to help operational staff link the way events are treated in day to day security management with the processing in the operational experience feedback scheme. An analysis of the current scheme showed that it is focussed on major traffic events, comprising of a set of procedures and formal rules, while the operational events, felt as critical by operators do not have a framework for discussion. Further, work activity analysis shows that operational staff develops informal spaces of collective exchanges to organize work, anticipate hazards and analyse events.Organizational simulations including operating staff, managers and the research partners were set up to transform the feedback scheme. The simulation led to an enlarged framework for feedback, defining the events to be analysed and participants to be included. The new scheme roots in the existing professional processes, develops inter-professional as well as inter-organization discussion spaces. The new scheme facilitates the sharing of experience among operating staff and structures the informal organizational practices we observed.Inter-professional discussion spaces, conducted by the team managers, were set up based on the analysis of simulated events. These structured discussion spaces proved to be effective in the confrontation of work practices, events and roles representations as well as conducive for knowledge transmission. The discussion space allows setting transverse operational rules and highlights the need for formal rules to be set by the management. The inter-professional discussion spaces are operant in improving the formal organisation as well as developing the activity of operational staff. This methodology favoured the building of experience from event analysis.This research-intervention was an opportunity to review the official classification of road tunnel events. The conditions for an integrated operating experience feedback scheme are set and discussed, as well as the implementation of simulation-based discussion spaces.From our results, we re-consider the design of interventions in organizational design, as well as the role of the intervening ergonomist.

Many successful professionals, recognized for their experience, knowledge, competence and commitment to their field, experience a contradiction when they realize that their contributions are no longer valued by decision-makers in their organizations. Professionals, regardless of gender, position, education, race or profession, who experience workplace devaluation agree that this experience devalues their contributions and demeans their sense of self. This study illuminates the professionals' perspective of workplace devaluation through their experience. Within the framework of grounded theory methodology, this research examined three research questions: (a) What is the experience of professionals' workplace devaluation? (b) How did professionals learn from the experience? (c) What did professionals learn from the experience? The unit of analysis is the professional within an organization. Four participants were selected who (a) had several years experience with their organization; (b) were previously valued by the organization; (c) were current in their field; (d) had experienced workplace devaluation; and (e) were able to articulate insights, thoughts, and emotions on their experience. Multiple interviews with each participant provided the data. A comparative, iterative analysis of the data yielded: (a) a seven-phase process of the experience; (b) six constructs embedded in the process, and (c) four categories of learning. The dialogic interview method facilitated the participants' apperception, reflection, and progress through the process. Three emotions--fear, powerlessness, anger--and their interaction with the other constructs (autonomy, communication, personalization, authority, and recognition) influenced coping strategies and actions taken by each participant. The four narratives explicate the interrelationships of the findings. Three major conclusions are: (a) A rich description of the workplace devaluation experience offers a glimpse into the complexity of this topic and into the professionals' "lived world." (b) The learning process, grounded in the data, depicts how these four professionals used the power of their emotions to create balance within themselves as they attempted to explicate their situation of workplace devaluation. (c) The results indicate that greater learning occurred in organizational knowledge and intrapersonal knowledge for these professionals. Questions for further research are noted along with practical suggestions and recommendations for the praxis of adult educators, decision-makers, and professionals. / Ph. D.