To enable the nurse at least to perform her profession at a standard level, she needs not only material equipment, but also most of all the moral support of her superiors. Sufficient knowledge and experience are important for that profession as well. Another important aspect is to be able to see the meaningful tasks of her work and to have a feeling of certainty. My work has got three targets, which are: Target 1: To show, how the nurses of the middle management motivate their juniors to make them work more efficiently. Target 2: To analyze experience of middle management nurses with a team management. Target 3: To show whether, and in which way the nurses in the middle management motivate their juniors to increase their professional competence. I have used a qualitative research method for my study. A technique of an in-depth discussion was used for the collection of data. The research group contained 14 nurses in chief positions. The statements of individual nurses were categorized. They were divided into six basic groups, which are: Motivation factors, de-motivation factors, composition of the working team, work in a team, education and registration.

"Concurrent Engineering (CE) has already initiated a cultural change in the design and manufacturing of new products. It is expected to lead to better engineered and faster built products. But, in order for a company to take advantage of the power of CE, the members of product development teams have to be educated in the CE method of product development and how decisions made about one aspect of a design can affect other aspects. They also have to be educated in the usefulness of the tools that can be used for CE. Those tools include intelligent agents which can be used to offer design suggestions and criticisms. The goal of this project is to build a computer system which will simulate a design environment and demonstrate the essential aspects of CE, in a way that they can be intuitively understood. It is supported by a grant from the Competitive Product Development Institute at the Digital Equipment Corporation."

Made available in DSpace on 2016-03-15T19:31:18Z (GMT). No. of bitstreams: 1 Marcos Wesley da Silva.pdf: 1788944 bytes, checksum: f773f6f92dde56922f7e92bdee5ed77c (MD5) Previous issue date: 2009-03-05 / Fundo Mackenzie de Pesquisa / This present thesis approaches, from an educational level, strategies of exploration and exploitation and competencies. This study was developed by comparing the modalities of courses, firstly where the student is present in the classroom, and then, distance learning in graduations course, both in the management area. Therefore, the following research problem was defined as: Does the process of education of a student, in graduation course (in the management area), stimulate the development and the use of competencies for the student to become a professional, who knows how to put into practice the knowledge of the strategies of exploration and exploitation in a balanced way? In this sense, actions of building up and developing knowledge by means of exploration and exploitation are understood to be actions which are born from strategies of the organization. The organizational strategies are those which will indicate how the organization will put into practice these actions. To achieve its goals, the research has been structured into four chapters. The first chapter defines concepts related to strategy for subsequent discussion of exploration and exploitation. The second chapter discusses the concept of organizational competencies within the following perspective: educational, organizational, typology of competence and also education for the competence in professional practice. The third chapter contextualizes the educational scenery to be researched highlighting the following points: the history of education, the Brazilian educational system, the graduation and the dynamics of Distance Learning Education. The fourth chapter addresses the methodological procedures and the results of studies carried out. The result of this research shows a list of 51 competencies social skills, functional, cognitive and meta competece. It is confirmed that a graduation course can stimulate the development and the use of competencies for the student to become a professional who knows how to put into practice the use of strategies in exploration and exploitation in a balanced manner. / A presente tese aborda, a partir da educação, as estratégias de exploration e exploitation e competências. O estudo foi desenvolvido comparando as modalidades presencial e a distância em cursos de lato sensu na área de gestão. Para tanto, foi definido o seguinte problema de pesquisa: o processo de formação de um aluno, em um curso de lato sensu (na área de gestão), estimula o desenvolvimento e a utilização de competências para que este se torne um profissional que saiba colocar em prática o conhecimento das estratégias de exploration e exploitation de maneira equilibrada? Nesse sentido, as ações de construção e de desenvolvimento do conhecimento por meio da exploration e exploitation são entendidas como ações de conhecimento, são ações que nascem nas e das estratégias da organização. São as estratégias organizacionais que indicarão como a organização colocará em prática essas ações. Para atender aos objetivos, a pesquisa está estruturada em quatro capítulos. O primeiro capítulo define conceitos relacionados à estratégia para posteriormente discutir os conceitos de estratégias de exploration e exploitation . No segundo capítulo, discute-se o conceito de competências organizacionais dentro das seguintes perspectivas: educacional, organizacional, abordagem única e a educação para a competência na prática profissional. O terceiro capítulo contextualiza o cenário educacional a ser pesquisado destacando os seguintes pontos: história da educação, o sistema educacional brasileiro, a pós-graduação lato sensu e a dinâmica da educação a distância EaD. O quarto capítulo mostra os procedimentos metodológicos e os resultados das pesquisas realizadas. Como resultados das pesquisas, apresentam-se uma lista de 51 competências competências sociais, funcionais, cognitivas e meta competências. Confirma-se que um curso de lato sensu pode estimular o desenvolvimento e a utilização de competências para que o aluno se torne um profissional que saiba colocar em prática o conhecimento das estratégias de exploration e exploitation de maneira equilibrada.