With the industrial economy and changing times demand for talent in the organization of work, employee would not only want the salary, but further hope to cultivate the ability to meet their own interest with organizational development. There are more and more companies also starting to focus on employee career development and nurturing of talent management policies, such as personal development plans, job rotation, mentoring, competency model, succession planning, and so on are also promoting inter-enterprise. However, the implementation of the organization's policies and implementation have to cooperate with the staff's participation and recognition. Employees identify with the company's personal development plan and job rotation, and whether it will improve job satisfaction? The questionnaire of this study were mainly to foreign companies as well as one thousand large companies for the study, 150 questionnaires were recovered, a recovery rate of 98%, and focuses on employees whether it will affect the company agree that the level of implementation of personal development plans and job rotation job satisfaction, come join competent support and personal growth needs two interference variables, whether due to personal development plans and job rotation the tone recognition revealed the level of work satisfaction interference effect, the findings were as follows: 1. Career planning have a significant positive impact on the autonomy employee satisfaction. But no interference effects supervisor support. 2.Personal development plan career planning, feedback, development, all employees perceived supervisor support have a significant positive effect on satisfaction, but interference effects supervisor support only for personal development plan. 3.The organization and implementation of the career development of personal development plans, improvement of job rotation have a significant positive effect on external satisfaction of employees and supervisor support interference effects. 4. Organization and implementation of the improvement of job rotation have a significant positive effect on satisfaction of employees a sense of accomplishment, and competent support interference effects. 5. Correlation personal development plan and job rotation and job satisfaction, personal growth needs are no interference effects. Keywords: personal development plans, job rotation, supervisor support, personal growth need, work satisfaction

Since 2006 there have been two major changes to the Swedish Education Act. In January 2006, the first change, concerning nine-year compulsory school, took effect. The Act now requires that Personal Development Plans (i.e. individuella utvecklingsplaner – IUP) be introduced for students in elementary school, special schools for disabled children, Sami schools and special schools. The second change came into effect in July 2008. The content of the personal development plan was expanded to contain not only plans for future development, but also teachers’ written assessments of students’ knowledge and learning process. To implement the new regulations and support teachers’ work, many schools have turned to digital tools. The combination of new regulations and digital tools has generated new, unexplored circumstances for teachers, students and parents. The aim of this thesis is to provide a greater understanding of the work process with students ́ personal development planning and the role of digital documentation in this process. The aim is also to investigate students’, teachers’ and guardians’ experiences and participation. The main focus is on experience of the work processes associated with the recent reform of methods for communicating students’ knowledge and learning processes. To better understand this new educational situation, students’, parents’ and teachers’ experience of working according to the new regulations has been analysed and problematized. The research questions address how the use of digital tools influences the process, in what ways the process affects students’ and parents’ participation and in what ways the students’ identity work is affected by the communication and work process. The study is based on qualitative semi-structured interviews, a survey study and a document analysis. The material was analysed through an inductive thematic analysis. The analysis draws on activity theory and theories focusing on participation at higher and lower levels, and on social relationships through concepts of power and control, as well as visible and invisible pedagogy. Patterns in the material were analysed using concepts of communicative and strategic communication, negotiation of influence, self-regulation and techniques for disciplining, positioning processes and the individual’s approach to a prevailing norm. The concept of cultural capital has also been used as an analytical concept. Students, parents and teachers all state that the process is now, finally, about the student’s personal learning. Thus, the study shows that students’ goals and personal planning do not significantly affect teaching in schools. Responsibility for achieving the goals is left to the student alone. Students can decide when and how they will work towards the goals in the plan. The follow-up process is concentrated to the discussion on progress with parents each semester where new goals are set for the student. The study also shows that the process with the personal development plans is focused on students’ behaviour and on transforming students into model students who perform at their absolute best. The study also shows that parents are entering as a new player – their child’s representative in negotiation. Teachers on the other hand are trying to manage the work process rationally by copying and pasting written opinions among several students and formulating and adapting students’ goals to suit their teaching. Students’ personal development plans are significant texts where players other than the student and his or her parents or teachers, are able to scrutinize and criticise the content as the student’s plans are public documents. All in all, the study shows that the whole work process with students’ personal development plans requires both awareness and understanding of the importance of language and wording. The work process is not only about learning; it is also about power, control and negotiation. / ”Ja, det blir typ mycket bättre koll på, jag tror det blir bättre så här koll på vad man behöver träna på”, beskriver Ella 11 år. Ella refererar till de ändringar i grundskoleförordningen som gör gällande att alla elever i grundskolan ska ha en individuell utvecklingsplan med skriftliga omdömen och vad hon tror att de nya bestämmelserna kommer att leda till. Vad får de nya bestämmelserna och arbetsprocessen med de individuella utvecklingsplanerna för betydelse för elever, föräldrar och lärare? Vad får användningen av ett digitalt verktyg i sammanhanget för betydelse? Handlar arbetsprocessen med de individuella utvecklingsplanerna med skriftliga omdömen enbart om att synliggöra elevers kunskaper och lärande eller innefattar den även något annat? Den här avhandlingen handlar om den arbetsprocess som sker när elever, föräldrar, och lärare förbereder och genomför utvecklingssamtal samt upprättar individuella utvecklingsplaner för elevernas lärande med stöd av ett digitalt verktyg. Syftet med avhandlingen är att med stöd av aktivitetsteori och teorier om delaktighet och inflytande samt makt- och kontrollprinciper ge en ökad förståelse för arbetsprocessen med de individuella utvecklingsplanerna. Syftet är också att utforska betydelsen av digital dokumentation och hur arbetet inverkar på möjligheterna till delaktighet och inflytande samt elevernas identitetsarbete i arbetsprocessen. Både elever, föräldrar och lärare uttrycker i studien att det nu äntligen handlar om elevens eget lärande och att arbetet med de individuella utvecklingsplanerna möjliggör ett förändrat arbetssätt i den riktningen. Studien visar dock att arbetsprocessen med elevers individuella utvecklingsplaner handlar om mer än enbart elevens lärande. I studien framträder fenomen som makt, kontroll och förhandling. Det framträder också en förestä̈llning om en mönsterelev som förväntas bidra till ett gott arbetsklimat och som presterar sitt allra yttersta. Eleverna, förldrarna och lärarna deltar i skapandet av mönstereleven frå̊n olika perspektiv, med olika motiv och med olika strategier. Elevers individuella utvecklingsplaner med skriftliga omdömen är betydelsefulla texter vars innehåll både kan granskas och kritiseras av andra än eleven, dess föräldrar och lärare i och med att utvecklingsplanen är en offentlig handling. Detta kräver både en medvetenhet och kunskap om arbetsprocessen och vad språket och formuleringarna i de skriftliga omdömena om eleven kan få för betydelse.

Title: Implementation of Personal Development Plans in Non-Governmental Organisations Author: Michaela Čížková Abstract The aim of this thesis is to identify factors which might prevent or help non-profit organizations in implementation of Personal Development Plans as a mean of employee development in the Czech Republic. Theoretical part of this paper describes non-profit organisations in context of their specificity in frame of employee development and introduces the variables, which influence this subject and which it is necessary to take into consideration when planning the implementation of Personal Development Plans. The empirical part uses the Grounded Theory method to research phenomena, which can serve as prerequisite in successful implementation of PDP, either in the initial phase or when solving issues caused by this tool. Conclusion and discussion chapter is dedicated to interpretation of the research results from perspective of employee development, their comparison with professional resources and the possible implication for non-profit organisations in the Czech Republic. Key words: Personal Development Plans (PDP), employee development, Non-Profit Non- Governmental Organisations, Human Resource Management