本研究旨在探討國民中學學習型組織與學校效能。首先，蒐集有關學習型組織、學校效能的相關文獻，加以研究。其次，提出研究架構，再以「國民中學學習型組織與學校校能調查問卷」為研究工具。 然後以桃園縣之公私立國民中學（含公私立高中附設國中部）教師為研究母群體，以分層隨機抽樣抽取45學校發出問卷450份，回收421份，回收率達93.56%，有效問卷393份，有效回收率為87.33%。所得資料以描述性統計、t-考驗、單因子變異數分析、積差相關等統計方法進行資料分析，再就研究結果分別加以討論。 根據問卷調查結果，獲致以下結論： ㄧ、國民中學教師之絕學習型組織與學校效能之現況屬中高程度。 二、國民中學教師對學習型組織之知覺因學校歷史、學校規模之不同 而有顯著差異。 三、國民中學教師對學校效能之知覺因年齡、性別、學校歷史、學校 所在地區、學校規模之不同而有顯著差異。 四、國民中學學習型組織與學校效能之間有顯著相關。 根據研究結論，提出以下建議： ㄧ、對桃園縣政府教育行政主管機關之建議 （一）定期舉辦學習型組織專業知能之教育訓練與研習活動，增 進教育人員對學習型組織與學校效能的正確認知，以提昇 教育品質。 （二）合理調整學校班級規模，讓國民中學學校規模朝中型學校 發展。 （三）補助偏遠學校的軟硬體設施，及補助清寒貧困學生，留住 教師，盡心盡力投入教學，以提升偏遠學校教育品質。 二、對學校、校長的建議 （一）建議國民中學校長善用教師特性、學校特性，營造符合學 校發展特色的學習型組織。 （二）善用資深教師經驗及其能力，指導、協助資淺或新進教師， 達到傳承優良班級經營與教學效果。 （三）學校應積極營造成為學習型組織，校長除以身作則參與 外，更應鼓勵與帶動同仁：建立共同願景、團隊學習、改 善心智模式、自我超越、系統思考，以提升同仁專業能力， 提升學校效能。 （四）衡量學校歷史、社區特性與特色，發展適應當地人文色彩、 地方特色的學校教育。 （五）從「系統思考」、「自我超越」、「建立共同願景」型塑學 校學習型組織，提高學校行政效能。 三、對教師的建議 （一）教師們應運用「建立共同願景」、「團隊學習」、「改善 心智模式」、「自我超越」、「系統思考」，以提升班級 經營與學校效能。 （二）年資淺或新進教師能夠向資深有經驗之教師虛心請教，並 多參加活動與研習進修，以提升專業知能。 （三）教師應追求自我超越，參與團隊學習，改善心智模式，以加 強教學效能 四、對未來研究的建議 對研究對象、研究方法及研究工具提出未來研究之參考。 / A Study of the Relationships between Learning Organization and School Effectiveness in Junior High School - Using Taoyuan County as Example Advisor：Min-Ju ching ,PH.d. Author：Jung-kun wen Abstract The purpose of this study was to explore the relationships between learning organization and school effectiveness in Junior High School. First,relevant literature on learningorganization and school effectiveness was collected,investigated, and analyzed.Next, the framework of the research was devised,“Questionnaire of the Investigation of Learning Organization and school effectiveness in Junior High School ”- was developed accrodingly. Then, Junior High School teacher were used as research population, from which 450 teacher in 45 schools were randomly sampled as research subjects. 393 copies of the 421 guestionnaires issued were returned, among which 393 copies were valid. The returning ratio was 87.33%.After questionnaires were collected, statistics methods, such as descriptive statistics, t-test, one-way ANOVA, Pearson,s product-moment correlation,were used to analyze the research data. Conclusions of this study are as follows： （1）Junior High School teacher situation are in the high-intermediary level. （2）Respondent show different perception on Learning Organization due to the differences of history of school,and scale of school. （3）Respondent show different perception on school effectiveness due to the differences of sex, age, history of school,region of school and scale of school. （4）There are significant relationships existed among learning organization and school effectiveness. Suggestions based on the above con clusions are proposed To the educational administration agencies,the junior high schools, teachers,and future studies.

<p> </p><p>Program utvärderingar utgör till stor del grunden till det formella lärandet inom Sida (Swedish International Development Cooperation Agency). Utvärderingars syfte är att bistå med kunskap och Utvärderingar ska garantera att insatser är baserade på god förståelse om verkligheten i mottagarländerna. Genom att gynna organisatoriskt lärande förmodas utvärderingar bidra till biståndets effektivitet (Stefan Molund, 2004).</p><p> </p><p>Teorier om den lärande organisationen hävdar att organisationers fall beror på medlemmars tendens att förenkla och misstolka verkligheten. Medvetet eller omedvetet leder detta till att organisationens vision försvagas, medlemmars engagemang försvagas och den verklighet man sökt att förändra förblir den samma (Peter M. Senge, 1994).</p><p> </p><p>Genom att bistå sektorer som hälsa, utbildning och demokrati mm. har det svenska biståndet präglats av en objektiv eller positivistisk syn på verkligheten i utvecklingsländer. Insatser inom hälsa leder onekligen till effektivitet i fattigdomsbekämpningen.</p><p> </p><p>Min uppsats visar hur Sidas strävan efter objektivitet löper risken att försvaga organisationens vision. I de fattigaste och mest socialt komplexa utvecklingsländerna finns inte förutsättningarna[1] för objektiv utvärdering, och resultaten av en utvärdering blir ofta öppna för olika tolkningar. Trots att utvärderingarna skildrar en sann bild av verkligheten så leder detta till frustration hos handläggare. Resultatet blir att utvärderingar görs av program som handläggarna redan har god kunskap om. Mitt resultat visar att denna trend successivt försvagar Sidas vision då insatser ämnade åt att öka effektiviteten i biståndet allokeras från de ”fattigaste länderna” till länder som kommit längre i utvecklingsprocessen.</p><p>[1] De “fattigaste” utvecklingsländerna saknar de institutioner för datainsamling som krävs för objektiv utvärdering. Att skapa förutsättningarna för den kostnadseffektiva objektiva utvärderingen i utvecklingsländer är ett utvecklingsmål som vilket annat som ingår i den övergripande fattigdomsbekämpningen.</p><p> </p> / Presentation har ägt rum

The general purpose this study has been to determine the perception of MBA students on quality lecturing. Business schools are concerned about how learners evaluate the lecturing experiences in order to monitor the quality of the lecturing. Student evaluations are assumed to mirror relative stable views which hold implications for how tertiary institutions act upon and reward the educational practices of lecturers. It is evident from prior research that broad reaching claims concerning student satisfaction cover large alternatives in terms of a construct being evaluated. Links between what is measured, and how this information should be utilised, are not always well-defined. Previous studies suggest that student satisfaction and perception is a multifaceted concept consisting of several complex dimensions. The true muscle of lecturing is crucial leadership ability. It is not just a lecture or a presentation. Lecturing is a set of skills. It is not just about a gift. It is a set of practices that should be rehearsed, mastered and delivered. A lecturer will certainly not deliver a faultless lecture, but might bring an influential and current lecture. The skill set of lecturing is both a skill and a discipline. A lecturer should learn and practices the discipline; then the skill will be conquered. Everyone can be a powerful and skillful presenter, but it will take time, rehearsal and vigor to overcome mediocrity. The management of business schools should comprehend the importance of quality lecturing. Without emphasis on lecturing, the perceived quality of a business school could be misconceived by students. Quality lecturing should always be a focus point and the emphasis on improved effectiveness by management. / MBA, North-West University, Potchefstroom Campus, 2014

This thesis aims to discuss three main categories such as: leadership, working environment and followers’ creativity. Particularly, the general principle of the work is to define how those notions are intertwined. Having used the principles of the Grounded theory (Corbin &amp; Strauss, 2008), we conducted our research with the main emphasis of originating theory from the data that was collected from empirical and theoretical materials. In particular, we found out that leadership factors classified as “work-related” influence the “organizational culture”. Similarly, “management skills” of the leader are closely interrelated with “organizational structure”. Finally, “team-related” leadership traits have their immediate effect on “organizational climate”. Consequently, we can state leadership is able to set up a creative working environment that fosters individual’s creativity. Later forward, the creative working environment is believed to be an ultimate prerequisite that fosters individuals’ creativity. However, it is pertinent to note that leadership as such, can directly influence employees’ creativity as well. As a final analysis, we claim that authentic leadership due to its indispensable attributes is an ultimate prerequisite that enhances individual’s creativity based on the findings of our research.

The theoretical part of the thesis consists of literary research focused on mentoring, mentoring relationship, goals and importance of mentoring, kinds and phases of mentoring, mentoring at the beginning of a teacher's career, mentoring in the course of his / her career, giving examples of implemented projects which were aimed at mentoring, and the relationship between the mentor and the learning organization. The main goal of the empirical part is to elaborate a model example for effective use of mentoring in nursery schools as a potential tool leading to the learning organization. Some necessary requirements and ideal conditions for implementing the internal mentoring in the nursery school are stated, the time schedule for implementing the internal mentoring has been elaborated, and both formal and content part for its implementation has been suggested, including some advice and recommendations. Three tools have been used in the empirical part of the thesis: research into mentoring in selected nursery schools, observations of the interaction between the mentor and the mentee with a specified goal of mentoring and observations of the cooperation between the mentor and the mentee in a selected nursery school during a controlled activity, analysis of internal mentoring materials in a selected...

As far as my diploma thesis is concerned I deal here with the topic of education of employees in non-governmental organizations. The theoretical part of my work is focused on clarification of often used terms connected with this issue, such as non-governmental organizations, education, qualification and competency, learning organization etc. I address the next part of my work to the system of education in organizations generally and then I search for the particularities of this issue in non-governmental organizations. My work deals with form and system of education of employees in non-governmental organizations, with motivation for education and how the employees themselves perceive the education and vocational development in their non-governmental organizations. To gain data for case study I used the method of qualitative research - method of half-structured interviews which I led with employees and managing employees of non-governmental organizations. The main idea of my work was to understand how the situation on this field look like, what are the trends and progress of education of employees and what news it could bring to civil society or rather to the society in general.

This thesis deals with an internal employee training in ADP Employer Services Czech Republic, a.s., based in Prague. In the theoretical part it describes the importance of an effective education in an organization in general. It focuses on systematic education, forms and methods of employee training and human capital. The practical part deals with an analysis of a current condition of employee training in the organization because this is the field which haven't been analyzed till today. In conclusion there are recommendations that contribute to a more efficient employee training system.

Thesis advisor: Vincent Cho / Thesis advisor: Diana C. Pullin / This study explored the role of professional learning communities for district leadership implementing large-scale technology initiatives such as 1:1 implementations (one computing device for every student). The existing literature regarding technology leadership is limited, as is literature on how districts use existing collaborative structures such as professional learning communities (PLCs) to implement technology initiatives. This study examined how superintendents and their leadership teams expect educator collaboration and whether and how they connect these expectations to large-scale technology implementation. Specifically, the concept of professional learning communities (PLCs) and their constructs were studied as collaborative mechanisms designed to support educators implementing large-scale technology initiatives. This qualitative study employs a multiple case study method to explore how the use of collaborative structures supported large-scale technology implementation in five school districts. These respondents and their stories detail a unique moment in educational leadership as increasing numbers of districts seek to implement such large-scale initiatives in school systems. Study results highlight how superintendents use leadership planning and implementation teams to serve as PLCs at the district level. This study confirms that the collaborative constructs of the PLC do serve to assist in the implementation of large-scale technology implementations in school systems, but largely at the central office strategic planning level. Superintendents utilize these collaborative structures for personal learning as they design implementation but do not scale up such structures for use by all educators across the implementation or system. Recommendations are made for use of collaborative structures to create technology educator learning ecologies across school systems. / Thesis (EdD) — Boston College, 2014. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

Este estudo visou estabelecer as relações entre as práticas de qualidade e o processo de aprendizagem organizacional. Os programas de melhoria contínua, adotados intensamente pelas organizações brasileiras nas ultimas décadas, constituíram a sua principal referência empírica. Resgatando a literatura sobre estes programas observa-se que teóricos importantes consideram o processo de aprendizagem organizacional um estágio superior da sua internalização pelas empresas. Para investigar esta possibilidade, foi elaborado, a partir dos autores clássicos sobre aprendizagem organizacional, um conjunto de indicadores definidores deste estágio: aprendizagem em grupo, construção da memória organizacional, domínio pessoal, espiral do conhecimento, transformação dos modelos mentais e questionamento dos seus pressupostos e agentes da ação organizacional. Por meio da triangulação, uma metodologia múltipla, estes indicadores foram aplicados em duas fábricas da Nestlé, localizadas no interior de São Paulo, que implantaram o programas de melhoria contínua. Como resultado constatou-se que o programa provocou mudanças positivas sensíveis no perfil gerencial e no padrão de comprometimento dos funcionários com seu trabalho e com as empresas. Entretanto, analisando-se as práticas de geração e disseminação de conhecimento, percebe-se que programa de melhoria contínua proporcionou aprendizagem individual dos colaboradores, além de ter atingido resultados economicamente positivos, sendo, a questão da aprendizagem organizacional muito mais sutil e difícil de aferir. Desta maneira, essa pesquisa permitiu verificar que as empresas podem implementar práticas de melhorias contínuas ou outros programas na área da qualidade, mas somente obterão êxito caso acreditem no potencial dos seus colaboradores e os dêem oportunidades para se desenvolverem e contribuírem para a organização como um todo. / This study aimed to present the links between practices of quality and the process of organizational learning. The continuous improvement programs, intensively adopted by Brazilian organizations during last decades, were their main empirical reference. When it comes to the bibliography on the continuous improvement programs, we notice that important writers and academicians consider the organizational learning a superior stage of their internalization by the companies. To research on this possibility, considering classical authors of organizational learning issues, it was elaborated a set of indicators of the mentioned stage, such as: group learning, organizational memory construction, personal dominion, spiral of knowledge, mental models transformation and questioning shared assumptions and organizational actions agents. Through the triangulation technique, a multiple methodology, these indicators were applied in two Nestlé´s factories, located in the interior of São Paulo, which have implemented continuous improvement programs. The results demonstrated that the program levered positive changes in the managerial profile and in the commitment level of the staff with their work and their companies. However, analyzing the practices of knowledge generation and diffusion, it is perceived that the continuous improvement program levered the individual learning, besides having reached economically positive results, being the question of organizational learning a lot more subtle and difficult to measure. In this manner, this research found out that companies can implement continuous improvement practices or other quality programs, but they will only obtain success if they believe in their collaborators potential and give them opportunities to develop themselves and contribute to the organization as a whole.

Swedish schools are required by law to conduct systematic quality work and it has a central position in the Swedish educational system. The work each school conduct is scrutinized by the Swedish Schools Inspectorate. The purpose of this study is to examine teachers´ experiences of systematic quality work at the upper secondary school and the advantages and disadvantages they identified when engaging in systematic quality work. The study used a qualitative method based on semi-structured interviews. The analytical framework used was hermeneutics. The main theories used as a foundation were organizational theory and learning organization-perspective. A total of five teachers from two different upper secondary schools partook in the study. Their statements were categorized in accordance to the study´s three questions. The analysis of the results showed that the structuring of development teams among teachers had an impact on the effectiveness of systematic quality work. The teachers also expressed a lack of time dedicated to quality work and a desire for a variated time when engaging with systematic quality work. The teachers perceived their role as a teacher essential when engaged in systematic quality work.