Probleminis klausimas: Ar ugdymo programa padeda ugdyti žaidžiančių krepšinį moksleivių savikontrolės ir bendravimo įgūdžius? Probleminio klausimo formulavimas leido iškelti hipotezę: Po ugdymo programos žaidžianči�� krepšinį moksleivių savikontrolės ir bendravimo įgūdžiai yra aukštesnio lygio. Tyrimo tikslas: atskleisti krepšinį žaidžiančių moksleivių savikontrolės ir bendravimo įgūdžių ugdymo ypatumus. Uždaviniai: 1. Nustatyti krepšinį žaidžiančių moksleivių (vaikinų ir merginų) savikontrolės ir bendravimo įgūdžių lygį. 2. Ugdomuoju eksperimentu atskleisti ugdymo programos poveikį krepšinį žaidžiančių moksleivių socialinės ir varžybin��s savikontrolės įgūdžiams. 3. Ugdomuoju eksperimentu nustatyti ugdymo programos poveikį krepšinį žaidžiančių moksleivių verbaliniams, neverbaliniams, situaciniams ir varžybiniams (kodavimo, dekodavimo) bendravimo įgūdžiams. Anketinei apklausai buvo panaudotos 3 LKKA psichologijos ir pedagogikos katedroje aprobuotos metodikos. Tyrimas buvo atliekamas Kauno miesto mokyklose, buvo ištirta 147 žaidžiantys krepšinį moksleiviai (15–16 metų), tarp kurių 78 vaikinai ir 69 merginos. Tyrimo metu nustatyta, kad žaidžiančių krepšinį vaikinų savikontrolės įgūdžiai yra geresni (p< 0,05), nei žaidžiančių krepšinį merginų. Merginų ir vaikinų socialiniai gebėjimai yra panašaus lygio (p>0,05). Vaikinų kodavimo ir dekodavimo įgūdžiai yra aukštesnio lygio (p<0,05), nei merginų Po ugdomojo eksperimento krepšinį žaidžiančių moksleivių socialinės ir varžybinės... [toliau žr. visą tekstą] / Problematic question of my work is: Does the training program help educate self–control and communication skills of pupil basketball payers? The problematic question let me hypothesize. The pupil basketball player’s self–control and communication skills become better after training program. The objective of investigation is to reveal the self–control and communication skills training peculiarity of basketball – playing pupil. The goals of investigation are: 1. To ascertain the self–control and communication skills level of basketball – playing pupil (boys and girls). 2. To reveal the effect of education program of basketball – playing pupil social and competitive self – control with education experiment 3. To reveal the effect of education program of basketball – playing pupil verbal, nonverbal, situational and competitive (encode and decode) with education experiment Questionnaires poll. There were used 3 LKKA sanctioned method of psychology and pedagogy department. The research was carried out in Kaunas city secondary schools. In this research participated 147 basketball – playing pupil (15 – 16 year old): 78 boys and 69 girls. During research were examined, that basketball – playing boys self – control skills are better (p<0,05), then basketball – playing girls. Basketball – playing boys and girls social skills are similar level (p>0,05). Basketball – playing boys code and encode skills is higher level then girls (p<0,05). After education program basketball – playing... [to full text]

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<p>This study investigated the extent to which skills development is implemented within the naval dockyard Simon's Town within the context of the NSDS and the various forms of legislation. In March 2001 the Department of Labour embarked on an initiative called the National Skills-Development Strategy to address unemployment, and thus enhancing the economy. One of the areas that were identified to address the above concerns was the skills-development of its people. It is against this background that this study investigated the implementation of the NSDS within the Naval Dockyard.</p>

To stay competitive within the market, organizations need to accurately understand the skills and competencies of their human resources to better utilize them and more effectively respond to internal and external demands for expertise. This is particularly important for most services organizations which provide a variety of products and services to multiple and changing clients. The ability to accurately locate experts is also important to knowledge workers. From this perspective, finding individuals with appropriate knowledge and skills is important for accomplishing knowledge intensive tasks and solving complex problems. This thesis focuses on the problem of representing and reasoning about skills and competencies over time for more effective human resources management and expert finding. Proper modeling of skills and competencies provides, among other things, a common language for assessments, a foundation for consistent interviewing, a linkage between performance management and learning, and a means for aligning business strategy and skills for driving organizational performance. It also improves knowledge management by making explicit what the organization knows and can perform. In this thesis, we present a framework for profiling human resources over time. In particular, we use first-order logic to represent and reason about expertise, skills and competencies and capture information about sources of skill and competency information. The framework provides: - a formal ontology for skill and competency management which specifies how individuals should be represented and evaluated against a skill, - a technique for inferring and validating skills and competencies over time using different sources of information, - a systematic way of evaluating human resources in order to provide a more efficient, structured, and consistent assessment process, and - techniques for identifying unreliable sources of information and revising trust in these sources. This work enhances the ability of organizations to better utilize their human assets and improves the task of expert finding required for accomplishing knowledge intensive tasks and solving complex problems.

To stay competitive within the market, organizations need to accurately understand the skills and competencies of their human resources to better utilize them and more effectively respond to internal and external demands for expertise. This is particularly important for most services organizations which provide a variety of products and services to multiple and changing clients. The ability to accurately locate experts is also important to knowledge workers. From this perspective, finding individuals with appropriate knowledge and skills is important for accomplishing knowledge intensive tasks and solving complex problems. This thesis focuses on the problem of representing and reasoning about skills and competencies over time for more effective human resources management and expert finding. Proper modeling of skills and competencies provides, among other things, a common language for assessments, a foundation for consistent interviewing, a linkage between performance management and learning, and a means for aligning business strategy and skills for driving organizational performance. It also improves knowledge management by making explicit what the organization knows and can perform. In this thesis, we present a framework for profiling human resources over time. In particular, we use first-order logic to represent and reason about expertise, skills and competencies and capture information about sources of skill and competency information. The framework provides: - a formal ontology for skill and competency management which specifies how individuals should be represented and evaluated against a skill, - a technique for inferring and validating skills and competencies over time using different sources of information, - a systematic way of evaluating human resources in order to provide a more efficient, structured, and consistent assessment process, and - techniques for identifying unreliable sources of information and revising trust in these sources. This work enhances the ability of organizations to better utilize their human assets and improves the task of expert finding required for accomplishing knowledge intensive tasks and solving complex problems.

In South Africa, changes to the political landscape have highlighted the glaring differences in the previous government's policies in the provision of worker education and training for a highly skilled workforce throughout the different sectors. This situation invoked the need for changes to the skills development policies for improving the skills profile in the country. Through the introduction of the National Skills Development Strategy along with other supportive legislation and policies that serve as vehicles for redress and transformation of skills development and training in the workplace, workplace learning has become critical for attainment of national goals for a highly skilled workforce. Workplace learning discourse necessitates a multidisciplinary approach to understanding adult learning in the workplace. This study aims at establishing the perceptions held by employees from the eThekwini municipality on the use of the WSP as an instrument for promoting workplace learning. Comprehension of the usage of the WSP as a means of addressing the national skills development agenda is important in organisations concerned with the role played by their human resources for the success and sustainability of the organisations in the market as local and global players. / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2006.

In 1991, the National Collegiate Athletic Association (NCAA) created the Challenging Athletes' Minds for Personal Success (CHAMPS)/Life Skills Program to support the student development initiatives of participating universities and colleges and to enhance the quality of the collegiate student-athlete experience within the university setting (NCAA, 2005). The CHAMPS/Life Skills Program focuses on five areas: Academic Excellence, Athletic Excellence, Personal Development, Career Development, and Service. Very few modifications have been made to the CHAMPS/Life Skills Program Educational material. The material is out of date and does not meet the needs of instructors or collegiate student-athletes. Many university faculty members use various forms of technology to supplement their teaching methods. The current presentation of the CHAMPS/Life Skills Program content exists only in paper- and pencil- format.The purpose of this creative project was to update the existing CHAMPS/Life Skills Program material and transform the material into an electronic format. This project focused on updating the Personal Development chapter, including updates to topics such as: stress management and self-esteem. A Sport Psychology chapter was created to equip CHAMPS/Life Skills Program instructors with sport psychology knowledge applicable to a collegiate student-athlete population. Electronic and additional hard copy resources were created in this project. The updated chapters and an evaluation form were distributed to three academicians familiar with the Creative Project. The academicians were asked to provide feedback and evaluate the updated chapters. The provided feedback can be used during the final preparation of the CHAMPS/Life Skills Program Manual. / School of Physical Education, Sport, and Exercise Science

Purpose: The purpose of this study was to describe and develop what set of skills a design leader require and if these differentiate them from the generic leader in SME organisations. Theory: The themes and concepts we have based the research on is first and foremost design leadership and skills. We have utilised studies by for example: Miller and Moultrie (2013), Joziasse (2011), Turner (2013) and Mumford et al. (2007) in order to develop an extensive theoretical framework.   Methodology: We have approached this research in a deductive and qualitative manner through a descriptive and somewhat exploratory design. We have conducted six semi-structured interviews with leaders at manufacturing SME organisations in ‘Småland’. Conclusion:  Through this research we have established a set of skills that a design leader requires in manufacturing SME organisations. In conclusion we found that the design leader requires well developed generic leadership skills in form of; learn/adapt, speak (convey information), listen (attentive), motivate, inspire, analyse, manage, problem solve, project manage, observe, plan and apprise as well as design specific skills; draw, synthesize, envision-imagine-visualise, edit, design and employ technology. We also identified the difference between the design leader and generic leader, whereby we found a slight difference, even though most generic leaders interviewed utilise aspects of design leadership due to positions interlinking. On top of this we tried to clarify what a design leader really is in these types of organisations, as this was found to be slightly vague in previous literature.

In South Africa, many health and social problems such as HIV/AIDS, substance abuse, teenage pregnancy, truancy and violence are constantly on the increase. Measures to combat these problems have until now proved unsuccessful. As a result the social functioning of young people become detrimentally affected. Therefore it is necessary to find new ways of preventing these pathological phenomena, since the future demography of the country depends on the physical, psychological, emotional and cognitive aspects of the present generation. The study was undertaken to assess life-skills education at schools. The researcher felt that it is important because inadequate life-skills education make children vulnerable to social pathologies. The major tools used for data collection were questionnaires and literature reviews. A sample of 43 schools was drawn in the North-West and Mpumalanga Provinces. The findings revealed that the schools and parents do not prepare children for life. That is schools do not offer Life-Skills education or the time spent on Life Skills education is minimal and educators are insufficiently equipped to offer Life-Skills education programmes. It is also found that children receive their sex education from their peers. This shows that parents do not play their role with regard to the proper socialisation of children. The study suggests that life-skills education programmes and more in-service training be organised for educators so that they can offer effective Life-Skills education to learners. Finally, the study submits that, to be successful, prevention should focus on comprehensive team approach. Prevention is not a limited function of educators, social workers or health professionals, but it can be provided in a concerted effort by all these professionals, parents as well as the community. Through this, the increase of health and social problems can be minimised among young people. / (M. SWK.) North-West University, Mafikeng Campus, 2003

Increasing unemployment and low economic growth are of growing concern in the world economy and a recognised intervention to combat these challenges is entrepreneurship. Tourism has been acknowledged as an underexploited sector with considerable potential for addressing these challenges. In order to advance entrepreneurial activity, it is essential for students to possess the necessary entrepreneurial skills. However, the absence of consensus on the content of training courses and curricula is currently a concern in the field of entrepreneurship. South African higher education institutions need to redefine their roles and academics should take heed, and ensure that the curricula that they provide correspond with the requirements of practitioners. Through analysing the development skills of successful entrepreneurs, the focus of training courses and curricula can be established. This study constitutes exploratory research into an important issue facing many higher education institutions today and is supported by a detailed literature review and an empirical study. Higher education institutions have to remain competitive due to the turbulent and changeable environment within which they operate. The literature review, in accordance with the scope and limitations of the study, concentrated on the principles of tourism management, together with the entrepreneurial and marketing development skills essential to tourism entrepreneurs. For the empirical part of the study, a self-administered questionnaire was sent to a sample of tourism enterprise owners, tourism management academics and tourism management students. The objective was to develop a set of guidelines for the content of the entrepreneurship and marketing subjects for tourism management students. The research findings provide a balanced view in that they incorporate the perceptions of tourism enterprise owners, tourism management academics and tourism management students. The skills analysed within this study, together with the suggested implementation method, can be used to guide the structured integration of the development of these skills into tourism management programmes. The intention of the study was to cover a wide range of entrepreneurial and marketing development skills essential for the tourism entrepreneur, so that a clear set of skills could be formulated for the recommended inclusion into the content of tourism entrepreneurship and marketing curricula. / Thesis (Ph.D. (Business Management))--North-West University, Vaal Triangle Campus, 2009.