Deficient executive functioning influences significantly the ability to manage every day life requirements. Nowdays different structured programmes for EF rehabilitation are available for aquired brain damage patiens. Their efficiency had been confirmed by meta- analysis, yet cognitive-behavioural rehabilitation programmes in clinical praktice still lack some kind of systematic intervention particularly aimed at EF. The topic of the theoretical part is an introduction of selected theoretical models of EF and a summary of existing knowledge about EF rehabilitation. I have created a rehabilitation programme specificly focused on the ability of planning and organizing acitivities, which are complex abilities closely linked to the primary components of EF. This programme was created to help patiens with aquired brain damage to work on improvment of such abilities, whose disruption makes managing every day life requirements difficult. Along with that we tried to improve the quality of their lifes. This programme is also being introduced wihin the theoretical part of this work. Further the process of research is being analyzed. The rehabilitation programme was used with 9 aquired brain damage patiens and it's efficiency was measured. Reasons why I used small-n design are analyzed in detail as well as the...

The purpose of the study was to investigate the relevance of School Management Training (SMT) to school practice; present an overview of SMT in Zimbabwe; and identify and analyse relevant SMT models to school headship. The research methods involved a literature study of primary and secondary sources, as well as an empirical situation analysis of SMT in Zimbabwe. The secondary sources comprised books, journals, research dissertations and thesis. The primary sources comprised official circulars, courses outlines the B.Ed (EAPPS) degree programme and the Heads Training Support Programme (HTSP) modules. The knowledge drawn from these sources was the basis for developing appropriate models for SMT. The empirical situation analysis comprised the use of questionnaires and interviews to examine the content, typology, the modes of SMT in Zimbabwe, as provided by a sample of 218 randomly selected school heads in Bulawayo, Matabeleland North and South regions. Personal and group interviews were conducted with selected school heads. The findings revealed the following strengths of SMT in Zimbabwe:  Induction SMT is offered to newly-appointed school heads in order to inspire their confidence in leadership.  Various forms of continuing on-site SMT on-the-job training opportunities to school heads.  Whilst off-site SMT workshops inculcate skills from school headship experience, SMT conferences and seminars run by heads' professional associations cater for SMT needs of school heads. Weaknesses of SMT in Zimbabwe exposed by the study involve:  Lack of SMT newsletters to encourage self-induction  Lack of institutional provision for the smooth co-ordination of SMT  Little involvement of university experts in non-formal SMT A tripartite collaborative SMT model which integrates self-development, university tuition and HTSP tuition is recommended. For the smooth operation of the model a dedicated institute for SMT is recommended. Any further research study, local or in the Southern African Development Community (SADC) region, should investigate the feasibility of a tripartite collaborative model and the dedicated institute in SMT. / Educational Studies / D.Ed. (Education Management)

The purpose of the study was to investigate the relevance of School Management Training (SMT) to school practice; present an overview of SMT in Zimbabwe; and identify and analyse relevant SMT models to school headship. The research methods involved a literature study of primary and secondary sources, as well as an empirical situation analysis of SMT in Zimbabwe. The secondary sources comprised books, journals, research dissertations and theses. The primary sources comprised official circulars, course outlines of the B.Ed (EAPPS) degree programme and the Heads Training Support Programme (HTSP) modules. The knowledge drawn from these sources was the basis for developing appropriate models for SMT. The empirical situation analysis comprised the use of questionnaires and interviews to examine the content, typology, the modes of SMT in Zimbabwe, as provided by a sample of 218 randomly selected school heads in Bulawayo, Matabeleland North and South regions. Personal and group interviews were conducted with selected school heads. The findings revealed the following strengths of SMT in Zimbabwe: • Induction SMT is offered to newly-appointed school heads in order to inspire their confidence in leadership. • Various forms of continuing on-site SMT on-the-job training opportunities to school heads. • Whilst off-site SMT workshops inculcate skills from school headship expenence, SMT conferences and seminars run by heads' professional associations cater for SMT needs of school heads. Weaknesses of SMT in Zimbabwe exposed by the study involve: • Lack of SMT newsletters to encourage self-induction • Lack of institutional provision for the smooth co-ordination of SMT • Little involvement of university experts in non-formal SMT (iii) A tripartite collaborative SMT model which integrates self-development, university tuition and HTSP tuition is recommended. For the smooth operation of the model a dedicated institute for SMT is recommended. Any further research study, local or in the Southern African Development Community (SADC) region, should investigate the feasibility of a tripartite collaborative model and the dedicated institute in SMT / Educational Leadership and Management / D.Ed. (Education Management)

The purpose of this study was to compare the perceptions held by three significant groups concerning management training programs in two-year colleges in the United States on the present and desired future importance of these curriculum objectives: semi-professional, technical, supplemental, retraining and transfer. The perceptions were determined by analyses of responses to questionnaires sent to representative members of each of three groups.

Doctor of Philosophy(PhD) / This thesis investigates performing arts administration and management in the current economic and social environment in Vietnam and Australia within a context of globalisation. A comparative study of two major arts organisations in both Vietnam and Australia was carried out to investigate the following: why and how performing arts organisations are adapting to the changing environment; how arts leaders are adapting to changes; and whether arts managers need specific arts management training. The suitability of pertinent training packages and tertiary arts management courses from an Australian perspective are examined to determine whether these could be adapted for arts administration training in Vietnam. A qualitative case study approach was employed, using judgemental sampling. Two case studies were in Vietnam (the Vietnam National Symphony Orchestra and the Hanoi Youth Theatre), and two in Australia (the Sydney Symphony Orchestra and the Melbourne Theatre Company). Some arts administrators involved with managing these performing arts organisations were interviewed in-depth, and relevant documents, regulations and policies in the arts field were also analysed to lay a foundation for comprehending the operation and management of performing arts organisations in both countries, at a time of change. Findings indicate that globalisation and particularly economic changes are major pressures that are pushing arts organisations to adapt. Furthermore, in the context of the knowledge economy, credentials have become increasingly important for arts leaders to obtain their positions, while in order to be successful in their positions, practical experience, innovation and an entrepreneurial mindset proved to be even more essential. It is suggested that some pertinent arts management training courses in Australia could, if adapted, contribute to enhancing arts management and the entertainment industry in Vietnam, as well as providing mutual benefit to both Vietnam and Australia.

The dissertation presents the argument that the formal training of a professional social worker is relevant but not equivalent to the training needs of a professional manager in the social work field. Social work professionals as managers do not, without management training, have the same credibility and/or skills as professional managers of social work. Within the general topic of welfare, research is first directed to the Australian welfare experience in its historic sense. Selecting relevant philosophical and ideological frameworks the writer a) critically explores traditional and contemporary theories, with special reference being made to bureaucracy, organization, and management; b) investigates theories and practices of social workers and social work managers to ascertain their relevance to contemporary Australian society, using the A.C.T. Family Services Branch as an example of a social welfare agency. This assists in explaining the context, functions and obligations of a welfare agency, as it responds to the needs of the community and of the staff it employs.

This quasi-experimental study was to make a comparison between the level of self-perception prior to and following a training process. The study attested the view that the action learning based program in question was an effective mechanism for change in self-perception. The population studied were officers of the Australian Public Service and the Commonwealth Teaching Service located in the Australian Taxation Office, Austrade, ACT Schools Authority and the Department of Community Services and Health. A pilot study conducted in the Public Service Board in 1987 suggested that an action learning training process may be impacting on management competencies. Respondent's attitudes to nine personality variables were measured using the Saville Holdsworth Occupational (OPQ) Concept 5 Questionnaire. The variables were Assertive, Gregarious, Empathy, Field of Use, Abstract, Structure, Anxieties, Controls and Energies. Using the Solomon's Four quasi-experimental design, containing three experimental and two control groups, pre-test, change and post-test scores were compared using a one-way Analysis of Variance. Where pre-tests were statistically significantly different an Analysis of Covariance was used, The general conclusion from the study was that the experimental groups showed an overall insignificant relationship with training particularly as control groups showed similar differences over time. Apart from few exceptions the results did not support any strong notion of positive change in self-perception as a result of a training intervention.

<p>This study identifies the competencies needed by a multi-cultural project manager, and investigates a potential link between conflict management styles and national culture. It takes as its base the assumption that cultural differences are demonstrated during conflict, and may in fact be the cause of the conflict. As a result, the manager of a multi-cultural project team must be able to manage conflict constructively in order to realise the full potential of the team.</p><p>The research begins by reviewing literature on project management, national culture, and conflict. A survey was performed on over 60 individuals from various cultural backgrounds, to analyse patterns in their methods of handling conflict. The study shows that there is in fact a link between different cultures and different management styles.</p>

This study identifies the competencies needed by a multi-cultural project manager, and investigates a potential link between conflict management styles and national culture. It takes as its base the assumption that cultural differences are demonstrated during conflict, and may in fact be the cause of the conflict. As a result, the manager of a multi-cultural project team must be able to manage conflict constructively in order to realise the full potential of the team. The research begins by reviewing literature on project management, national culture, and conflict. A survey was performed on over 60 individuals from various cultural backgrounds, to analyse patterns in their methods of handling conflict. The study shows that there is in fact a link between different cultures and different management styles.

The purpose of the present study is to design and investigate the effect of Violence Management Training on violent behaviors and anger control of secondary school students. An experimental design with one training and notreatment control group and two measurements (pre and post) was used in the present study. The subjects were selected from 95 ninth and tenth grade secondary students from a multi-programmed lycee in &Ccedil / amlidere region of Ankara. The Violent Behaviors Checklist (VBC) and Anger Control Subscale of STAS (State Trait Anger Scale) were used as the data collection instruments. Violence Management Training, consists of 16 sessions, was implemented to the training subjects. The sessions were held twice a week and each session lasted 50 minutes. On the other hand, no-treatment control group subjects did not receive any training. Mixed Design (one between factor and one within factor) multivariate analysis of variance (MANOVA) was applied to the pretest and posttest VBC scores of v subjects to examine the effect of the Violence Management Training on the violent behaviors of subjects. Additionally, in order to investigate the effect of the Violence Management Training on anger control of subjects, Mixed Design (one between factor and one within factor) analysis of variance (ANOVA) was employed to the pretest and posttest Anger Control Subscale scores of STAS. The results indicated that Violence Management Training was not an effective treatment procedure in reducing violent behaviors and increasing anger control of secondary school students.