This diploma thesis deals with the non-financial part of the export promotion system of the Czech Republic and is focused on a description of activities of the CzechTrade agency and the Economic and Commercial sections of the Embassies of the Czech Republic. In conclusion, the evaluation and comparison of results based on own research is carried out, followed by proposals for a better effectiveness of the state export promotion system.

Human being, as an individual, is a basic element of social organization and plays different roles within different organizations such as family, school, and working setting. During the process of role-taking, individuals are influenced by three factors: personality traits, organization, and interpersonal relationship within working environment. Given that, the purpose of this study is to understand the association of personal, organizational and environmental factors and ¡§perceptions of organizational politics¡¨(POPs). 29 organizations participated in this study and , from which, 1524 valid respondents were collected and analyzed through methods of ¡§factor analysis¡¨, ¡§validity & reliability test¡¨, ¡§correlation analysis¡¨ and ¡§hierarchical regression¡¨. After applying ¡§factor analysis¡¨ of the POPs, it was categorized by three dimensions analysis: ¡§(1) behaviors of superior and subordinate; (2) go along and get ahead; (3) difference between the policies of compensation and promotion and actual practices. The results of this study in summary are: 1.Personal factor has effects on POPs with respect to all its three dimensions. 2.Organizational factor has effects on POPs with respect to all its three dimensions. 3.Environmental factor has effects on POPs with respect to all its three dimensions.

Visais laikais žmones domino individų elgesys. Kodėl žmonės vienoje ar kitoje situacijoje elgiasi nevienodai, juk egzistuoja tam tikros gyvenimo normos, įstatymai, taisyklės? Atrodo, viskas reglamentuota, apibrėžti konkretūs reikalavimai, žmonėms belieka jų laikytis, tačiau elgesys turi tendenciją kisti. Švietimo organizacijoje šis reiškinys taip pat ne išimtis. Vis dar pastebimos netinkamo mokinių elgesio apraiškos. Kas gi lemia tokį jų elgesį? Ar netinkamas elgesys – tai išradingumo požymis? O gal tai noras pabrėžti savo individualumą? Dažnai analizuojami smurto, patyčių atvejai (tai jau pasekmė), bet per mažai dėmesio skiriama pageidaujamo mokinių elgesio skatinimui ir ugdymui pamokose. Svarbiausiais tikslais ugdymo įstaigoje tampa ne tik padėti mokiniui sėkmingai mokytis, bet ir ugdyti pageidaujamą elgesį. Taigi, kokias taikyti pageidaujamo elgesio ugdymo priemones, kad elgesys būtų pozityvus, motyvuotas, sukoncentruotas į atliekamos veiklos kokybę? Analizuojant, pasirinktą temą, atsakymo ieškoma remiantis probleminiais klausimais: 1. Ar visada sudaromos sąlygos, skatinančios mokinius tinkamai elgtis? 2. Ar aiškios ir priimtinos elgesio taisyklės, kaip laikomasi susitarimų? 3. Ar egzistuoja skatinimo už gerą elgesį sistema, kuri motyvuoja mokinius tinkamai elgtis? 4. Kokie veiksniai skatina mokinius tinkamai elgtis? Nagrinėjant pasirinktą temą orientuojamasi į priežastis ir veiksnius, kurie daro įtaką elgesio kitimui. Išanalizavus priežastinius netinkamo... [toliau žr. visą tekstą] / Throughout the history, people were interested in individual’s behaviour. Why do people in a certain situations behave differently, even though there are certain rules of life and laws? It seems everything is regulated, specific requirements defined, people can only follow them, but the behaviour tends to change. Even in educational organizations this phenomenon is no exception. Improper student behaviour can still be noticed. What determines this behaviour? Is improper behaviour the sign of ingenuity or a need to emphasise person’s individuality? Often cases of violence and bullying (which is a consequence) are analysed, however too little attention is paid to the promotion of the desired behaviour in the classroom. The most important purpose of an educational organisation is not only to contribute to successful student learning, but also to develop the desired student behaviour. So, what should be the methods of the desired behavioural education, in order to make student’s behaviour positive, motivated, focused and concentrated on the quality of the performed activities? In order to answer the thesis question, four hypothesis are raised: 1. Are there the right conditions created in order to encourage students to behave properly? 2. Are there clear and reasonable rules of conduct, which comply with the agreement? 3. Is there an incentive for a good behaviour in a system that motivates students to behave properly? 4. What factors do encourage students to... [to full text]