Industry practitioners and educators both agree that tourism and hospitality management curricula need to reflect recent and future industry needs and developments, to ensure graduates are equipped with appropriate and industry-relevant skills. Furthermore, the combination of theory with practice is viewed as an essential component of a student’s tourism and hospitality management education. In the past, limited attempts have been made to provide empirical support to claims that a practical internship experience develops management competence in tourism and hospitality management students. In addition, Australian research into the management competencies employers in tourism and hospitality industries expect of recent graduates is minimal. Given the proliferation of tourism and hospitality-related courses over the past decade and the relative importance attributed to internship in developing students’ management competencies, such evaluations are considered important.Thus, this study focused on three main research objectives which were; to identify the management competencies that managers of organisations within tourism and hospitality industries expect of recent tourism and hospitality graduates; to determine whether students’ management competencies are developed during the internship component of Southern Cross University’s Bachelor of Business in Tourism degree; and to determine whether the management competencies of Southern Cross University’s Bachelor of Business in Tourism students meet the expectations of selected managers of organisations in four tourism and hospitality sectors. The study utilised the 24 management competencies and eight roles of Quinn, Thompson, Faerman and McGrath’s (1990) Competing Values Framework (CVF) to test two research hypotheses. The first hypothesis proposed that students’ pre-internship mean scores will be significantly lower than their post-internship mean scores with respect to the 24 management competencies and eight managerial roles associated with Quinn et al.’s (1990) Competing Values Framework. The second hypothesis proposed that students’ post-internship mean scores will not be significantly lower than the selected managers’ mean scores with respect to the 24 management competencies and eight managerial roles associated with Quinn et al.’s (1990) Competing Values Framework. A specific survey instrument, the Self Assessment of Managerial Skills (DiPadova, 1990), was used to survey managers within four sectors of Australian tourism and hospitality industries and Bachelor of Business in Tourism internship students from Southern Cross University in Lismore, Australia. Students were surveyed before and after internship.The study found that students’ perceptions of their level of managerial competence had significantly increased after the completion of their internship placement in six of the 24 management competencies and three of the eight managerial roles, thus partially supporting the first research hypothesis. Further, it was found that pre-internship, students perceived these six competencies were their weakest competency areas, with one exception - Presenting Information by Writing Effectively. This suggests that internship has complemented competencies developed during their coursework. The study also found that after completing internship, students’ perceptions of their managerial competence were reasonably congruent with the expectations of this sample of managers, thus supporting the second research hypothesis. In this study students’ post-internship competencies were found to be reasonably aligned with Quinn, Faerman and Dixit’s (1987) research which examined the relationship between management competencies and hierarchical levels in an organisation. Empirical data collected from the students and the managers, identified students’ management profiles preand post-internship and the management profile that managers expect of recent graduates. These profiles resembled Quinn’s (1991) description of a Master Manager. These findings suggest that internship has assisted students in moving closer to the competence required of a Master Manager.The study concludes that the internship component of a student’s tourism and hospitality education can hold real educational benefits in preparing them for future management roles. Also, as entry level graduates, this cohort of students has the ability to demonstrate competence over a range of transferable generic management competencies and should be effectively equipped to undertake a range of managerial opportunities that may be presented to them. The study demonstrates the importance of conducting empirically based evaluation to provide support to the debate on the true educational value of internship and highlights the need for further research in this area. It also demonstrates the application of the eight management roles and 24 management competencies of the CVF (Quinn et al., 1990) to tourism and hospitality industries.With the recent proliferation of tourism and hospitality management programs, tertiary education providers are now being held more accountable for the courses they offer. Curricula must reflect the changing needs of industry. Research in collaboration with tourism and hospitality industries must continue to ensure that courses offered are not only relevant but are also producing graduates with skills and knowledge they will need as future managers.

Thesis (MA (Industrial Psychology))--University of Stellenbosch, 2007. / This study was driven by a need that was identified within a large telecommunications organisation to establish the Talent Management competencies required of line managers, and to provide HR managers with a measure to constructively, rationally and purposefully manage the Talent Management performance of line managers. In an attempt to address the above research needs, the study set about to 1) identify the Talent Management competencies required by line managers in order to successfully implement the organisation’s Talent Management strategy; 2) formulate these competencies within a model, and 3) determine what the desired Talent Management outcomes are and how these relate to line managers’ Talent Management competencies. The initial part of this study describes the development of a Talent Management competency 360° evaluation questionnaire. This objective was achieved by means of a literature search, followed by the Critical Incidents Technique (CIT) of interviewing. The questionnaire consists of 8 dimensions and 43 items. The sample consisted of 123 leadership development candidates within this organisation. A total of 357 questionnaires were obtained. A comprehensive Talent Management competency model was developed that defines and describes the line manager behaviours required in order to successfully carry out the Talent Management strategies within an organisation. These competencies were evaluated against the outcomes of Job Satisfaction, Affective Commitment and Intention to Quit that the Talent Management competencies are meant to affect. Item analysis and dimensionality analysis were performed on each of the subscales, using SPSS. Thereafter, confirmatory factor analysis was performed on the relevant measurement model data sets, using LISREL. The results indicated in all cases satisfactory measurement model fit. Subsequently, the comprehensive Talent Management competency structural model was tested using LISREL. Reasonable to good model fit was indicated for the structural model. Ten of the 24 stated hypotheses in this study were corroborated. A notable unique result of this research presented itself in the significant positive relationships uncovered between the exogenous latent variable, Talent Management Mindset, and the endogenous latent variables of Attracts and Recruits Talent, Builds and Maintains Relationships, Provides Meaningful and Challenging Work, Remunerates and Rewards Fairly and Manages Work-life Balance. These significant positive relationships provide empirical evidence for the first time of the importance of instilling a Talent Management mindset within the line managers. Additional significant links established between Affective Commitment and Intention to Quit, between Attracts and Recruits Talent and Organisational Job Satisfaction, and between Organisational Job Satisfaction and Intention to Quit corroborates previous research findings.

O uso de simuladores de negócios em cursos de administração de empresas tem crescido significativamente nos últimos anos. Entretanto, apesar da oferta no mercado de novas simulações, não houve um avanço proporcional no desenvolvimento dos aspectos pedagógicos de uso desse recurso. Os estudos realizados nessa tese têm como objetivo estruturar uma arquitetura pedagógica que utiliza simuladores de negócios para a construção de competências de gestão em cursos de administração. Para isto, investigou-se a prática educativa de professores brasileiros, americanos e europeus quando do uso dessa ferramenta, sistematizando as atividades realizadas a partir dos seus aspectos organizacionais, tecnológicos, metodológicos e de conteúdo. Os aspectos metodológicos da arquitetura, por apresentarem diversas atividades desenvolvidas, foram organizados de acordo com os momentos do processo de aprendizagem, quais sejam as práticas iniciais, as atividades de problematização, de instrumentalização e de síntese. Para definição dos aspectos organizacionais, em particular daqueles relacionados ao propósito da arquitetura, também se fez uma pesquisa procurando identificar quais são as competências de gestão desenvolvidas por simuladores de negócios. Foram entrevistados professores com mais de oito anos de experiência no uso de simuladores de negócios, além de 44 alunos que descreveram suas percepções sobre as atividades pedagógicas preferidas e as competências de gestão desenvolvidas. Este levantamento foi complementado por uma pesquisa documental sobre as sugestões dadas por desenvolvedores de simulações. A partir das contribuições de professores, alunos e desenvolvedores de simulações, foi proposta uma nova arquitetura pedagógica, chamada de AP-CompSim. A fim de avaliar a construção das competências de gestão nessa arquitetura, foi desenvolvido um teste de avaliação de conhecimentos e habilidades, com 24 questões estruturadas para este fim. O teste foi aplicado primeiramente em duas turmas, utilizando a arquitetura pedagógica que vinha sendo adotada regularmente em um curso de administração de empresas. Num segundo momento, o teste foi aplicado em duas turmas que adotaram a AP-CompSim, tendo-se comparando as competências desenvolvidas na arquitetura inicial com as da nova proposta, verificando-se que os perfis de aprendizagem foram modificados. A nova arquitetura resultou em um perfil de alunos com construção de competências em um nível mais elaborado de conhecimentos, quando comparados com os da arquitetura inicial. Além disso, o percentual de alunos que migrou de um perfil de construção conceitual para um mais elaborado subiu de 43% para 60%. Com isso, pôde-se comprovar que a arquitetura pedagógica proposta não apenas gerou construção de competências mais elaboradas, mas também aumentou o número de alunos que puderam construir competências de gestão através do simulador de negócios. Entre as principais contribuições desta tese estão a sistematização das atividades pedagógicas adotadas por professores numa estrutura pedagógica consistente, o desenvolvimento de um teste para avaliação de competências de gestão e a avaliação de competências construídas através de simuladores de negócios. / The use of business simulations in management courses has grown significantly in recent years. However, despite the offer of new simulations, there was not a proportionate advance in developing pedagogical aspects when using this tool. Studies in this thesis aim to structure a pedagogical architecture using business simulations to build management skills in management courses. With this intention, we investigated educational practice of Brazilian, American and European professors when using this tool, systematizing all activities in organizational, technological, methodological and content aspects. Methodological aspects of architecture, due to having various activities developed, were organized according to learning process moments, namely early practices, challenging problems activities, supporting and synthesis activities. It was also conducted a survey to define organizational aspects, particularly those related to the purpose of architecture, seeking to identify what are the management skills developed by business simulations. We interviewed professors with over eight years of experience in using business simulations, and 44 students who described their perceptions on educational activities and developed management skills. This survey was supplemented by a documentary research on suggestions given by simulations developers. Based on professors, students and developers contributions, we proposed a new educational architecture, called AP-CompSim. In order to assess constructed management skills thru this architecture, it was developed assessment tests for knowledge and skills, with 24 structured questions for this purpose. Test was first applied in two groups, using the pedagogical architecture that had been adopted in a regular course of business administration. Secondly, test was applied to two groups that have adopted AP-CompSim, having compared the skills developed in the initial architecture with the new proposal and verifying that learning profiles have been modified. New architecture has resulted in a profile of students with building skills in a more elaborate level of knowledge when compared with the initial architecture. Furthermore, the percentage of students who migrated from a conceptual construction profile for a more elaborate one increased from 43% to 60%. Thus, it was possible to prove that teaching architecture proposed not only generated more elaborate skills construction, but also increased the number of students who were able to build management skills through business simulator. Among main contributions of this thesis are the systematization of educational activities adopted by teachers in a consistent pedagogical structure, development of a test for evaluation of management skills and evaluation of skills built through business simulators. / El uso de simulaciones de negocios en cursos de administración ha crecido significativamente en los últimos años. Sin embargo, a pesar de la oferta en el mercado de nuevas simulaciones, no hube un avance proporcional en el desarrollo de los aspectos pedagógicos de la utilización de esta herramienta. Los estudios realizados en esta tesis tienen como objetivo estructurar una arquitectura pedagógica utilizando simulaciones de negocios para construir competencias de gestión en cursos de administración. Para esto, se investigó la práctica educativa de profesores brasileños, estadounidenses y europeos al usar esta herramienta, con la sistematización de las actividades en aspectos de organización, tecnológicos, metodológicos y de contenido. Los aspectos metodológicos de la arquitectura, porque han desarrollado diversas actividades fueron organizados de acuerdo a los tiempos del proceso de aprendizaje, es decir, las primeras prácticas, las actividades de problematización, instrumentalización y la síntesis. Para definir los aspectos de organización, en particular los relacionados con los fines de la arquitectura, también se llevó a cabo una encuesta tratando de identificar cuáles son las habilidades de gestión desarrolladas por simulaciones de negocios. Se entrevistó a los profesores con más de ocho años de experiencia en el uso de simulaciones de negocios, y 44 estudiantes que han descrito su percepción de las actividades educativas preferidas y de habilidades de gestión desarrolladas. Esta encuesta se complementó con una investigación documental sobre las sugerencias dadas por los desarrolladores de simulaciones. A partir de las contribuciones de los profesores, estudiantes y desarrolladores de simulaciones, se propone una nueva arquitectura educativa, denominada AP-CompSim. Con el fin de evaluar las habilidades de gestión construidas en esta arquitectura se desarrolló una prueba de evaluación de conocimientos y habilidades con 24 preguntas estructuradas para este propósito. La prueba se aplicó por primera vez en dos grupos, utilizando la arquitectura pedagógica que se había adoptado en un curso regular de administración de empresas. En segundo lugar, se aplicó la prueba a dos grupos que han adoptado la AP-CompSim, y, después de haber comparado las habilidades desarrolladas en la arquitectura inicial con la nueva propuesta, se puede verificar que los perfiles de aprendizaje se han modificado. La nueva arquitectura ha dado lugar a un perfil de estudiantes con habilidades de construcción en un nivel más elaborado de conocimientos en comparación con la arquitectura inicial. Por otra parte, el porcentaje de estudiantes que cambió de un perfil de construcción conceptual para una más elaborada aumentó del 43% al 60%. De este modo, fue posible demostrar que la arquitectura presentada no sólo generó construcción de competencias más elaboradas, pero también aumentó el número de estudiantes que eran capaces de construir habilidades de gestión a través del simulador de negocios. Entre las principales aportaciones de esta tesis son la sistematización de las actividades educativas adoptadas por profesores en una estructura pedagógica coherente, el desarrollo de una prueba para la evaluación de las competencias de gestión y la evaluación de competencias construidas a través de simuladores de negocios.

O uso de simuladores de negócios em cursos de administração de empresas tem crescido significativamente nos últimos anos. Entretanto, apesar da oferta no mercado de novas simulações, não houve um avanço proporcional no desenvolvimento dos aspectos pedagógicos de uso desse recurso. Os estudos realizados nessa tese têm como objetivo estruturar uma arquitetura pedagógica que utiliza simuladores de negócios para a construção de competências de gestão em cursos de administração. Para isto, investigou-se a prática educativa de professores brasileiros, americanos e europeus quando do uso dessa ferramenta, sistematizando as atividades realizadas a partir dos seus aspectos organizacionais, tecnológicos, metodológicos e de conteúdo. Os aspectos metodológicos da arquitetura, por apresentarem diversas atividades desenvolvidas, foram organizados de acordo com os momentos do processo de aprendizagem, quais sejam as práticas iniciais, as atividades de problematização, de instrumentalização e de síntese. Para definição dos aspectos organizacionais, em particular daqueles relacionados ao propósito da arquitetura, também se fez uma pesquisa procurando identificar quais são as competências de gestão desenvolvidas por simuladores de negócios. Foram entrevistados professores com mais de oito anos de experiência no uso de simuladores de negócios, além de 44 alunos que descreveram suas percepções sobre as atividades pedagógicas preferidas e as competências de gestão desenvolvidas. Este levantamento foi complementado por uma pesquisa documental sobre as sugestões dadas por desenvolvedores de simulações. A partir das contribuições de professores, alunos e desenvolvedores de simulações, foi proposta uma nova arquitetura pedagógica, chamada de AP-CompSim. A fim de avaliar a construção das competências de gestão nessa arquitetura, foi desenvolvido um teste de avaliação de conhecimentos e habilidades, com 24 questões estruturadas para este fim. O teste foi aplicado primeiramente em duas turmas, utilizando a arquitetura pedagógica que vinha sendo adotada regularmente em um curso de administração de empresas. Num segundo momento, o teste foi aplicado em duas turmas que adotaram a AP-CompSim, tendo-se comparando as competências desenvolvidas na arquitetura inicial com as da nova proposta, verificando-se que os perfis de aprendizagem foram modificados. A nova arquitetura resultou em um perfil de alunos com construção de competências em um nível mais elaborado de conhecimentos, quando comparados com os da arquitetura inicial. Além disso, o percentual de alunos que migrou de um perfil de construção conceitual para um mais elaborado subiu de 43% para 60%. Com isso, pôde-se comprovar que a arquitetura pedagógica proposta não apenas gerou construção de competências mais elaboradas, mas também aumentou o número de alunos que puderam construir competências de gestão através do simulador de negócios. Entre as principais contribuições desta tese estão a sistematização das atividades pedagógicas adotadas por professores numa estrutura pedagógica consistente, o desenvolvimento de um teste para avaliação de competências de gestão e a avaliação de competências construídas através de simuladores de negócios. / The use of business simulations in management courses has grown significantly in recent years. However, despite the offer of new simulations, there was not a proportionate advance in developing pedagogical aspects when using this tool. Studies in this thesis aim to structure a pedagogical architecture using business simulations to build management skills in management courses. With this intention, we investigated educational practice of Brazilian, American and European professors when using this tool, systematizing all activities in organizational, technological, methodological and content aspects. Methodological aspects of architecture, due to having various activities developed, were organized according to learning process moments, namely early practices, challenging problems activities, supporting and synthesis activities. It was also conducted a survey to define organizational aspects, particularly those related to the purpose of architecture, seeking to identify what are the management skills developed by business simulations. We interviewed professors with over eight years of experience in using business simulations, and 44 students who described their perceptions on educational activities and developed management skills. This survey was supplemented by a documentary research on suggestions given by simulations developers. Based on professors, students and developers contributions, we proposed a new educational architecture, called AP-CompSim. In order to assess constructed management skills thru this architecture, it was developed assessment tests for knowledge and skills, with 24 structured questions for this purpose. Test was first applied in two groups, using the pedagogical architecture that had been adopted in a regular course of business administration. Secondly, test was applied to two groups that have adopted AP-CompSim, having compared the skills developed in the initial architecture with the new proposal and verifying that learning profiles have been modified. New architecture has resulted in a profile of students with building skills in a more elaborate level of knowledge when compared with the initial architecture. Furthermore, the percentage of students who migrated from a conceptual construction profile for a more elaborate one increased from 43% to 60%. Thus, it was possible to prove that teaching architecture proposed not only generated more elaborate skills construction, but also increased the number of students who were able to build management skills through business simulator. Among main contributions of this thesis are the systematization of educational activities adopted by teachers in a consistent pedagogical structure, development of a test for evaluation of management skills and evaluation of skills built through business simulators. / El uso de simulaciones de negocios en cursos de administración ha crecido significativamente en los últimos años. Sin embargo, a pesar de la oferta en el mercado de nuevas simulaciones, no hube un avance proporcional en el desarrollo de los aspectos pedagógicos de la utilización de esta herramienta. Los estudios realizados en esta tesis tienen como objetivo estructurar una arquitectura pedagógica utilizando simulaciones de negocios para construir competencias de gestión en cursos de administración. Para esto, se investigó la práctica educativa de profesores brasileños, estadounidenses y europeos al usar esta herramienta, con la sistematización de las actividades en aspectos de organización, tecnológicos, metodológicos y de contenido. Los aspectos metodológicos de la arquitectura, porque han desarrollado diversas actividades fueron organizados de acuerdo a los tiempos del proceso de aprendizaje, es decir, las primeras prácticas, las actividades de problematización, instrumentalización y la síntesis. Para definir los aspectos de organización, en particular los relacionados con los fines de la arquitectura, también se llevó a cabo una encuesta tratando de identificar cuáles son las habilidades de gestión desarrolladas por simulaciones de negocios. Se entrevistó a los profesores con más de ocho años de experiencia en el uso de simulaciones de negocios, y 44 estudiantes que han descrito su percepción de las actividades educativas preferidas y de habilidades de gestión desarrolladas. Esta encuesta se complementó con una investigación documental sobre las sugerencias dadas por los desarrolladores de simulaciones. A partir de las contribuciones de los profesores, estudiantes y desarrolladores de simulaciones, se propone una nueva arquitectura educativa, denominada AP-CompSim. Con el fin de evaluar las habilidades de gestión construidas en esta arquitectura se desarrolló una prueba de evaluación de conocimientos y habilidades con 24 preguntas estructuradas para este propósito. La prueba se aplicó por primera vez en dos grupos, utilizando la arquitectura pedagógica que se había adoptado en un curso regular de administración de empresas. En segundo lugar, se aplicó la prueba a dos grupos que han adoptado la AP-CompSim, y, después de haber comparado las habilidades desarrolladas en la arquitectura inicial con la nueva propuesta, se puede verificar que los perfiles de aprendizaje se han modificado. La nueva arquitectura ha dado lugar a un perfil de estudiantes con habilidades de construcción en un nivel más elaborado de conocimientos en comparación con la arquitectura inicial. Por otra parte, el porcentaje de estudiantes que cambió de un perfil de construcción conceptual para una más elaborada aumentó del 43% al 60%. De este modo, fue posible demostrar que la arquitectura presentada no sólo generó construcción de competencias más elaboradas, pero también aumentó el número de estudiantes que eran capaces de construir habilidades de gestión a través del simulador de negocios. Entre las principales aportaciones de esta tesis son la sistematización de las actividades educativas adoptadas por profesores en una estructura pedagógica coherente, el desarrollo de una prueba para la evaluación de las competencias de gestión y la evaluación de competencias construidas a través de simuladores de negocios.

Graduate engineers are often thrown in at the deep end when they start a career in the construction industry and they may be expected to manage a team of workers almost from the day they start. This could be a problem because of a lack of management education in their undergraduate degrees, compounded by the fact that there are few structured development programmes they can follow. In many cases, engineers from a mostly technical background are promoted into project management positions without any formal development or structured training in team or project management. One of the biggest effects of this is the poor management of construction projects.The study aimed to establish the most relevant project management competencies that graduate engineers in the construction industry need to be exposed to prior to leading large sections on a construction site. This aim was met by interviewing seven graduate engineers within two years after joining the construction industry, two human resources senior managers, and eight senior project managers, directors and managing directors of a large South African-based construction company. The data from the interviews were combined with data from a literature review to design questionnaires, which were distributed, and more data were obtained from 29 graduate engineers, 16 human resources professionals, and 42 senior project managers, directors and managing directors.The study identified seven competencies deemed the most important ones to be developed in graduate engineers – no significant difference in opinion on these competencies were found between the various respondent groups. The study also identified six methods that would be well suited to develop these, but found a significant difference in the opinions of the different respondent groups on which methods would be best suited. It seems that one of the main differences between the views held by the graduate engineers and those held by the more senior personnel is their opinion about physically working on a construction site and gaining experience in that way, as opposed to receiving formal training early on in their careers. / Dissertation (MBA)--University of Pretoria, 2012. / Gordon Institute of Business Science (GIBS) / unrestricted

En kvalitativ fallstudie har genomförts på en industrianläggning i Mellansverige i syfte att undersöka den upplevda vikten av att projektledare i industriella projekt besitter teknisk kompetens. För att besvara studiens syfte har följande forskningsfråga formulerats; Hur upplevs behovet av teknisk kompetens hos projektledare i industriella projekt? En tematisk analys har genomförts och resulterat i fyra teman; En roll med flera ansikten, Den optimala projektledaren, Stöpta i samma form och Måste alla vandra samma väg? Analysen har resulterat i slutsatserna att projekts storlek påverkar projektledarens roll och ansvar samt vilka kompetenser som upplevs vara viktigast för projektledaren. I små projekt är projektledarens tekniska kompetens av stor vikt, men i större projekt anses den inte vara nödvändig. Det finns en tradition av att projektledare i industriella projekt i grunden är tekniker, vilket påverkar den upplevda vikten av att projektledare i industriella projekt besitter teknisk kompetens. / A qualitative case study has been conducted at an industry facility in the central part of Sweden to research the perceived importance of that project managers in industrial projects have technical competence. The research question for the study is; What is the perceived need for that project managers have technical competence in industrial projects? A thematic analysis has been conducted and resulted in four themes; A role with many faces, The optimal project manager, Molded in the same cast, and Does everyone have to walk the same path? The analysis has resulted in the conclusions that the size of the project affects the project manager role and responsibility, as well as, which competencies that is perceived to be most important for the project manager. In small projects, the project manager’s technical competence is perceived to be of great significance, but in large projects it is not viewed to be essential. There is a tradition of that project managers in industrial projects from the beginning are technical workers, which contributes to the perceived importance of that project managers in industrial project have technical competence.

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Made available in DSpace on 2015-04-16T14:48:44Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 716871 bytes, checksum: fb5792f25e5f1f3a0d3552b2e5dd45be (MD5) Previous issue date: 2008-03-05 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The growing competitiveness in job market of the hotel sector has been requiring from its managers a constant search for new competencies that attend the demands of its specific functions. Considering the shortage of studies in this sector about which would be these competencies or how they have been developed, it was decided to do this research with the aim of filling this detected theoretical gap. Thus, this research has the aim of identifying the existing and developing competencies considered relevant to the Management of the hotel sector of João Pessoa PB. In order to do so it was developed a study of multiple cases of three middle sized companies of the hotel sector in the mentioned city. During all work, the usage of the Resources Competencies Diagram, proposed by Ruas (2001), was chosen as theoretical reference, being the concept of Competencies subdivided in Knowledges, Abilities and Attitudes. After the bibliographical review, a field research was developed with the application of questionnaires, which had the participation of 14 managers of these organizations. It was used the theme based content analysis technique, considering four variables: 1) Profile of the Vocational Training; 2) Courses and Trainings for the Managerial Development; 3) Management Competencies; and 4) Acquisition and Development of Management Competencies. Following a quanti-qualitative approach, the data were initially analyzed by company, then it was developed a general sinthesis of them what made possible to compare them with the information obtained in the theoretical review. Among the main results obtained we find the resources of competencies mentioned as relevant, according to the perception of the managers, and according to the theoretical review developed including a total of 15 knowledges; 11 abilities; and 30 attitudes. It is concluded that the competencies identified as relevant to the hotel sector are characterized as multifunctional , they are common to different managerial posts and analyzed sectors. Among the developing competencies, two were mentioned as results both of courses offered by the organizations and of courses searched by the managers themselves, which are: knowing how to meet the customs expectations and knowing how to cultivate interpersonal relationships . Besides, the daily practice of the profession was considered the most important way of learning for the development of competencies, according to the perception of participants of the research. / A crescente competitividade no mercado de trabalho do setor hoteleiro vem exigindo dos gestores uma busca constante de novas competências que atendam as demandas de suas funções específicas. Considerando a escassez de estudos no setor em questão, sobre quais seriam estas competências gerenciais e como as mesmas vêm sendo desenvolvidas, optou-se pela realização da presente pesquisa com o intuito de suprir essa lacuna teórica detectada. Sendo assim, tal trabalho tem como objetivo identificar as competências existentes e em desenvolvimento consideradas relevantes, para a Gestão no setor hoteleiro de João Pessoa PB. Para tanto, realizou-se um estudo de casos múltiplos em três empresas de médio porte do setor hoteleiro do município mencionado. Durante todo o trabalho, optou-se pela utilização do Diagrama de Recursos de Competências, proposto por Ruas (2001), como referencial teórico, sendo o conceito de Competências subdividido em Conhecimentos, Habilidades e Atitudes. Após a revisão bibliográfica, foi realizada uma pesquisa de campo a partir da aplicação de questionários, que contou com a participação de 14 gestores dessas organizações. Para o tratamento dos dados coletados foi adotada a técnica de análise de conteúdo por temas, considerando quatro variáveis: 1) Perfil de Formação Profissional; 2) Cursos e Treinamentos para o Desenvolvimento Gerencial; 3) Competências Gerenciais; e 4) Aquisição e Desenvolvimento de Competências Gerenciais. Seguindo uma abordagem quanti-qualitativa, inicialmente os dados foram analisados por empresa, e depois foi realizada uma síntese geral destes - o que permitiu compará-los com as informações obtidas na revisão teórica. Dentre os principais resultados obtidos encontram-se os recursos de competências mencionados como relevantes, segundo a percepção dos gestores, e a partir da revisão teórica realizada - incluindo um total de 15 conhecimentos; 11 habilidades; e 30 atitudes. Concluiu-se ainda que, as competências identificadas como relevantes para o segmento hoteleiro caracterizam-se como multifuncionais , sendo comuns aos diferentes cargos gerenciais e setores analisados. Dentre as competências em desenvolvimento, duas foram mencionadas como resultantes tanto dos cursos oferecidos pelas organizações, quanto daqueles buscados pelos gestores por iniciativa própria, que são: saber atender às expectativas dos clientes e saber cultivar relacionamentos interpessoais . Além disto, a prática diária da profissão foi considerada a forma de aprendizagem mais importante para o desenvolvimento de competências, segundo a percepção dos participantes da pesquisa.

Det allmänna trycket på förändringar ökar ständigt, liksom organisationers behov av att hantera och genomföra dessa. Samtidigt är förändringsprojekt komplexa och har en hög misslyckandegrad. Interna förändringsprojekt kan involvera både projektledning och förändringsledning. Skillnaden mellan dessa kan enklast beskrivas som att projektledningens fokus ligger på den tekniska lösningen medan förändringsledningen riktar energin mot att skapa förståelse och acceptans hos projektets berörda individer. Under det senaste decenniet har forskning riktat fokus mot interna förändringsprojekt och behov av kompetenser hos projektledaren. Projektbeställarens perspektiv gällande interna förändringsprojekt och då specifikt skillnaden mellan förändringsledning och projektledning, är inte studerad. Frågan är hur medveten projektbeställaren är om dessa två sidor samt om kompetenser från respektive sida beaktas i valet av projektledare. Syftet med denna studie är att ge en indikation på vilka framgångsfaktorer som projektbeställaren beaktar i interna förändringsprojekt och om dessa faktorer speglas i form av kompetenser som projektledaren önskas ha. Studien undersöker även hur projektbeställaren ser på sin roll vad gäller ansvar och uppgifter. Studien utgick från en kvalitativ metod med explorativ ansats där data samlades in via sex semistrukturerade intervjuer med projektbeställare inom en offentlig organisation. Datamaterialet behandlades sedan med en tematisk analys utifrån ett teoretiskt ramverk med faktorer inom blocken förändringsledning och projektledning. Studien visar att det finns god kännedom gällande förändringars framgångsfaktorer som nämns i teori men att de inte alltid förknippas med kraven på projektledaren. De kompetenser som projektbeställare beaktar hos en generell projektledare utökas med förändringskompetenser när uppdraget gäller interna förändringsprojekt, men då starkt beroende på vilken syn projektbeställaren har på interna förändringsprojekt. Rollen som projektbeställare beskrivs innefatta flertalet ansvar och uppgifter, varav några var utanför denna undersöknings teoretiska ramar. / The global pressure for change and adaption is constantly increasing as well as the organizations need to coop and manage this ever increasing demand for change. Furthermore, change projects are very complex in its nature and suffer from a high rate of failure. Change projects may include both project management and change management. The difference between change management and project management can be described as following: the main focus of project management lies in the technical aspect whilst change management directs the energy towards creating acceptance from the projects receiving individuals. During the last decade, research has been initiated in the field of internal change projects and the need of necessary competencies of the project manager. Still internal change projects and more specifically the difference between change management and project management, have not yet been studied from the project owner’s perspective. The question remains if the project owner is aware of these two sides and if their competencies are reflected in the choice of a suitable project manager. The purpose of this study is to give an indication of which success factors project owners valuates within an internal change project and if those reflect as desired competencies of the potential project manager. This study also includes the role of the project owner and what they themselves define their duty and responsibilities. The design of this study is based from a qualitative methodology with an explorative approach where data was collected from an organization in the public sector via six semi-structured interviews of project owners. The data was later analyzed with a thematic analyze method constructed from a theoretical framework of factors included by the two areas: project management and change management. The result of this study indicates that the project owner have good knowledge regarding the success factors of change which is mentioned in theory. However these success factors are not usually associated with the project managers qualifications. The competencies identified by the project owner to be important by a general project manager are expanded with change management competencies if the project is classified as an internal change project. The addition of required change management competencies is though highly dependent on the project owner’s vision of internal change projects. The role as project owner is described to include a variety of duties and responsibilities of which some of them not covered by the initial theory of this study.

Le recours au coaching comme outil de développement des cadres a augmenté de manière exponentielle au cours de cette dernière décennie. Cependant, les études empiriques sur l’impact du coaching professionnel et les mécanismes à l’œuvre dans celui-ci restent rares.<p>Notre recherche vise à répondre à ce manque en étudiant (a) l’impact d’une intervention de coaching professionnel sur les compétences managériales, l’intelligence émotionnelle, le bien-être et l’atteinte des objectifs, (b) les facteurs qui jouent un rôle dans le succès de l’intervention et les mécanismes par lesquels le coaching produit du changement chez les individus.<p>Pour étudier ces questions, une étude longitudinale a été menée sur 50 cadres à haut-potentiel d’une grande entreprise de télécommunications. Les cadres étaient répartis aléatoirement entre le groupe expérimental (25 participants) et le groupe contrôle (25 participants). L’ensemble des participants a passé une évaluation à 360° de leurs compétences managériales, ainsi que différents questionnaires d’intelligence émotionnelle, de personnalité et de bien-être. Suite à ces évaluations, les 25 participants du groupe expérimental ont reçu 7 sessions de coaching étalées sur un an. L’année suivante, les 50 participants ont repassé les mêmes tests. Des entretiens semi-directifs ont ensuite été menés avec les participants du groupe expérimental afin de recueillir leurs auto-évaluations et perceptions des facteurs qui ont joué un rôle déterminant dans leur évolution. Toutes les sessions de coaching ont été données par le même coach, l’auteur de l’étude, afin de stabiliser et de contrôler la méthodologie de coaching adoptée avec les différents participants.<p>Les analyses statistiques sur les données quantitatives indiquent un impact positif et significatif du coaching sur les compétences managériales et l’atteinte des objectifs de développement. L’impact sur l’intelligence émotionnelle et le bien-être dépend lui des dimensions spécifiques considérées. Les analyses qualitatives des entretiens rétrospectifs menés avec les coachés mettent en évidence les différents facteurs vécus comme clés par ceux-ci, ainsi que les mécanismes par lesquels ces facteurs impactent le succès de l’intervention de coaching.<p>Les implications théoriques et pratiques de ces résultats sont discutées, notamment en termes de compréhension des mécanismes de changement à l’œuvre dans le coaching et d’amélioration des dispositifs de coaching et de formation professionnelle des coachs.<p> / Doctorat en Sciences économiques et de gestion / info:eu-repo/semantics/nonPublished