A relação diagnóstica em contexto de creche e jardim-de-infância

O presente estudo enquadra-se no domínio das Ciências da Educação e na área específica da Análise da Acão Educativa. Não se afastando das preocupações inscritas nos objetivos de um mestrado de autor "A Criança em Diferentes Contextos Educativos”, também se compagina com as nossas determinações pessoais e profissionais, empreendidas na convicção da investigação como um projeto de vida. Para o efeito, arquitetámos o nosso universo de estudo a partir da observação naturalista em sete salas de creche e de jardim-de-infância do distrito de Évora. Da população estudada fizeram parte diferentes acores educativos, entre eles, as crianças dos 3 meses aos 6 anos de idade, as educadoras e as auxiliares de Acão educativa. Pretendemos, a partir dos sinais emitidos pelas crianças, retirar indicadores de necessidades educativas, para compreender as atitudes e comportamentos dos agentes educativos (educadores e auxiliares) na sua prática pedagógica, inferindo das suas próprias necessidades formativas. Procurámos saber como eram feitos os diagnósticos de necessidades (educativas das crianças e formativas dos educadores) e como organizavam a sua relação com outros acores educativos, no sentido de um desenvolvimento holístico da criança. Dada a natureza e o objeto de estudo, optámos por uma metodologia qualitativa de carácter interpretativo, configurada num estudo de caso. Utilizámos a linha de Investigação-Acão/Formação, preconizada por Luís Barbosa, integrada na sua "Escola Sensível e Transformacionista", que radica os seus fundamentos na ideia de que o jardim-de-infância, tal como outra qualquer organização educativa, deve ser um "Observatório de Caracterização de necessidades educativas das crianças e formativas dos sues agentes educativos”, gerido na perspetiva da mudança. Neste enquadramento de ideias, ao qual aderimos por convicção, utilizámos, para caracterizar o real, a Observação como técnica privilegiada, pese embora as limitações que lhe são subjacentes. Minimizámos este facto, triangulando os dados com entrevistas semiestruturadas e notas de campo. Suportámo-nos da Técnica do Espelhamento, da Pedagogia de Ajuda, da Renomeação de Experiências e da Extensibilidade de Si, às quais, pela sua importância demos ênfase no enquadramento teórico. O nosso estudo permitiu-nos inferir que, a relação diagnostica nos processos de ensino/aprendizagem, naqueles contextos, parece estar correlacionada com o facto de que os agentes educativos ainda necessitam de adquirir um leque variado de competências, relacionadas com o Saber-Ser e o Saber-Estar, que lhes permitam atitudes relacionais pró-activas e maior sensibilidade para captar as emoções e as sensações das crianças. Este facto vem corroborar o facto de termos verificado que os agentes educativos não usam o diagnóstico de necessidades como âncora de organização das suas práticas educativas o que não contribui de forma sustentável para a promoção do bem-estar e do desenvolvimento integral da criança. ABSTRACT: The present study lies within the field of Educational Sciences in the specific area of analysis of education. Not moving away from the concerns listed in the goals of an author master degree "The Child in Different Educational Contexts”, it also fits our personal and professional decisions, undertaken in the belief of research as a project of life. We chose the universe of our study from naturalistic observation in seven rooms of Nurseries and Infant Schools in the district of Évora. The study population consisted of children from three months to six years old, educators and assistants of education. From signals emitted by children, we intended to take indicators of educational needs to understand the attitudes and behavior of the educators and their assistants in their pedagogical practice, inferring their own educational needs. We tried to know how the diagnoses of needs were made (educational needs of the children and training needs of the educators) and how they organized their relationship with other educational agents towards a holistic development of children. Considering the nature and purpose of the study we opted for a qualitative methodology of interpretative nature, in a case study. We used the action research training line, advocated by Luís Barbosa in his work "Escola Sensível e Transformacionista" (Sensitive and Transformational School), whose reason lies in the idea that Infant Schools, like other educational organizations, should be centers for the characterization of children’s educational needs and educational agents' formative needs, managed in terms of change. ln this framework of ideas, that we adopted by conviction, we used the observation as the main technique, despite its limitations. To minimize them we triangulated the data with semi structured interviews and field notes. We used the techniques of Mirroring, Pedagogy of Help, renaming of Experiences and Extensibility of Yourself, and, because of their importance, we focused on them in the theoretical framework. This study allowed us to infer that the diagnostic relationship in the teaching­learning processes, in those contexts, seem to be correlated with the fact that the educational agents still need to acquire a wide range of skills related to the Know How To Be, to provide them with proactive relational attitudes and a bigger sensibility to get the children's emotions and sensations. We also found that the educational agents don't use a diagnostic of needs as anchor of the organization of their educational practices, what does not contribute in a sustainable way for the promotion of the well being and integral development of the child.

Educação ambiental na alfabetização de trabalhadores de cooperativas de resíduos sólidos : por um resgate de elos submersos

Tese (doutorado)—Universidade de Brasília, Faculdade de Educação, Programa de Pós-Graduação em Educação, 2016.

The Relationships between Elementary School Principals' Emotional Intelligence, Leadership Style and School Culture

The role of the principal in school settings and the principal’s perceived effect on student achievement have frequently been considered vital factors in school reform. The relationships between emotional intelligence, leadership style and school culture have been widely studied. The literature reveals agreement among scholars regarding the principal’s vital role in developing and fostering a positive school culture. The purpose of this study was to explore the relationships between elementary school principals’ emotional intelligence, leadership style and school culture. The researcher implemented a non-experimental ex post facto research design to investigate four specific research hypotheses. Utilizing the Qualtrics Survey Software, 57 elementary school principals within a large urban school district in southeast Florida completed the Emotional Quotient Inventory (EQ-i), and 850 of their faculty members completed the Multifactor Leadership Questionnaire (MLQ Form 5X). Faculty responses to the school district’s School Climate Survey retrieved from the district’s web site were used as the measure of school culture. Linear regression analyses revealed significant positive associations between emotional intelligence and the following leadership measures: Idealized Influence-Attributes (β = .23, p = < .05), Idealized Influence-Behaviors (β = .34, p = < .01), Inspirational Motivation (β = .39, p = < .01) and Contingent Reward (β = .33, p = < .01). Hierarchical regression analyses revealed positive associations between school culture and both transformational and transactional leadership measures, and negative associations between school culture and passive-avoidant leadership measures. Significant positive associations were found between school culture and the principals’ emotional intelligence over and above leadership style. Hierarchical linear regressions to test the statistical hypothesis developed to account for alternative explanations revealed significant associations between leadership style and school culture over and above school grade. These results suggest that emotional intelligence merits consideration in the development of leadership theory. Practical implications include suggestions that principals employ both transformational and transactional leadership strategies, and focus on developing their level of emotional intelligence. The associations between emotional intelligence, transformational leadership, Contingent Reward and school culture found in this study validate the role of the principal as the leader of school reform.

Semantics, knowledge and grids on big data

Semantics, knowledge and Grids represent three spaces where people interact, understand, learn and create. Grids represent the advanced cyber-infrastructures and evolution. Big data influence the evolution of semantics, knowledge and Grids. Exploring semantics, knowledge and Grids on big data helps accelerate the shift of scientific paradigm, the fourth industrial revolution, and the transformational innovation of technologies.

Estilos de liderança, gerações e work engagement: Qual o impacto em contexto de trabalho?

Dissertação de Mestrado apresentada no ISPA – Instituto Universitário para obtenção de grau de Mestre na especialidade de Psicologia Social e das Organizações

Youth Sport Coaches’ Reflections on Leadership Behaviours During Games and Practices

Thesis (Master, Kinesiology & Health Studies) -- Queen's University, 2016-10-03 07:59:09.638

TAKING ORGANIZATIONS SERIOUSLY: RESPONSIBLE AGENCY, ORGANIZATIONS AND THE CRIMINAL LAW

In the post-Enlightenment period, Anglo-American criminal law has been applied with increased force, and an ever expanding scope, to collective actors like corporations and other organizations. Recent scholarship has focused on developing “truly organizational” bases of liability that break with the conventional approach of imputing individual conduct to an organization and instead analyze culpable conduct and intent in a way that reflects the distinct and independent capacity of organizations to pursue their interests or goals collaboratively. In 2004, Canada enacted amendments inspired by these ideas in the hope they would lead to more effective criminal enforcement against organizations. Twelve years later, however, the promise of Bill C-45 is largely unfulfilled. In this thesis, I explore how much of this failure of law reform to deliver transformational change is attributable to an individualist bias that permeates how we think about what it means to be responsible and how this then shapes the responsibility ascription process. Using an analytical framework that combines criminal law theory with selected aspects of rational-structural theory and organization culture, I suggest that a promising way forward may lie in reframing the essential qualities required to be a subject of the criminal law in a way that captures the unique attributes that make organizations different from individuals. The resulting organizational concept of responsible agency allows for an integration of organizational reality into how we assess organizational culpability while keeping the ambit of criminal liability within the limits of what is practicable and fair. This better aligns with the spirit of Bill C-45: to impose criminal liability in a way that takes organizations – and their crimes – seriously.

Leadership in the community sector: promoting collaboration and social change in Belfast

Community development is centrally concerned with people in communities working together to achieve a common goal, that is, to collaborate, whether within local geographical communities, in communities of shared interests or among groups sharing a common identity. Its overarching goal is one of progressive transformational social change. As Belfast transitions from a conflict to a post-conflict society, there is a need for greater, more effective work at local community level in order to address a range of ongoing social and economic issues facing communities, including high levels of disadvantage and division. Given the significance of leadership in building effective collaboration and the centrality of collaboration for community development, it is important to understand how leadership is currently enacted and what kinds of leadership are required to support communities to collaborate effectively to bring about social change. This thesis thus centers on the kind of leadership practised and required to support collaboration for social change within the community sector in Belfast, a city that contains an estimated 28% of the total number of community and voluntary sector (CVS) organisations in Northern Ireland (Northern Ireland Council for Voluntary Action, 2012). Through a series of qualitative, in-depth interviews with people playing leadership roles in local communities, the study critically explores and analyses their experiences and perceptions in relation to leadership and collaboration. Community development in Belfast today is practised within a wider context of neoliberal policies, characterised by austerity and public spending cuts. Whilst not the only influencing factor, this context has had a particular and profound impact on the nature and role of community development practised, and on the kind of leadership enacted within it. The space for reflection and transformative action appears to be shrinking as the contraction of resources to support community development in local communities continues unabated. Those playing leadership roles increasingly find themselves compelled to spend time seeking resources and managing complex funding arrangements rather than focusing on the social change dimensions of their work. Collaboration as promoted by the state seems to have become an instrumental tactic used to implement its austerity measures and curtail the potential of the community sector. Despite this, local leaders are driving initiatives that attempt to push back, helping the sector refocus on its transformational goals of social change. To do this requires support. Those playing leadership roles require resources, including time, to encourage and enable communities to reconnect with the purpose and underpinning values of community development. Leaders also need support to develop and promote new, progressive narratives and visions and pursue these through building collaboration and solidarity.

A critical search for the ‘self’ in adult education: Bourdieuian insights into transformative possibilities

This study investigates the ‘self’ of six Irish working-class women, all parenting alone and all returned to the field of adult education. Bourdieu’s concepts of habitus, field and capital are the backdrop for the study of the ‘self’, which is viewed through his lens. This study commenced in September 2012 and concluded in August 2014, in a small urban educational setting in an Irish city. All of the women in the study are single parents, most of them did not complete second level education, and none of them had experienced adult or third level education. Their ages vary from 30 to 55 years. The study pursues the women’s motivations for returning to education, the challenges they faced throughout the journey, and their experiences, views and perspectives of Adult Education. The methodology chosen for this research is critical eethnography, and as an emerging ethnographer, I was able to view the phenomena from both an emic (inside) and an etic (outside) perspective. The critically oriented approach is a branch of qualitative research. It is a holistic and humanistic approach that is cyclical and reflective. The critical ethnographic case studies that developed are theoretically framed in critical theory and critical pedagogy. The data is collected from classroom observations (recorded in a journal) and interviews (both individual and group). The women's life experiences inform their sense of self and their capital reserves derive from their experience of habitus. It also attempts to understand the delivery of the programmes and how it can impact the journey of the adult learners. The analysis of the interviews, observations, field notes and reflective journals demonstrate what the women have to say about their new journey in adult education. This crucial information informs best practice for adult education programmes. This study also considers the complexity of habitus and the many forms of capital. The theme of adults returning to education and their disposition to this is one of the major themes of this study. Findings reflect this uncertainty but also underline how the women unshackled themselves of some of the constraints of a restricted view of self. Witnessing this new habitus forming was the core of their transformational possibility becoming real. The study provides a unique contribution to knowledge as it utilises Bourdieuian concepts and theories, not only as theoretical tools but as conceptual tools for analysis. The study examined transformative pedagogy in the field of adult education and it offers important recommendations for future policy and practice.

Behavioural outcomes of next-generation family members’ commitment to their firm

Are there variations in behaviours and leadership styles of next-generation family members or descendants who join their family business due to different forms of commitment? Evidence from a dual respondent study of 109 Canadian and Swiss family firms suggests that descendants with affective commitment to their family firms are more likely to engage in discretionary activities going beyond the job description, thereby contributing to organizational performance. Next-generation members with normative commitment are more likely to engage in transformational leadership behaviours. Both affectively and normatively motivated next-generation members use contingent reward forms of leadership. A surprising finding of this study is the binding force of normative commitment on positive leadership behaviours of next-generation members. This study empirically tests the generalizability of the three-component model of commitment to family businesses, a context in which different forms of commitment may play a unique role.

El capital intelectual y su relación con la innovación en la universidad CES

En la sociedad actual del conocimiento las universidades tienen la responsabilidad de generar conocimiento e innovaciones para ofrecer soluciones a problemas de comunidades de interés. Para lograrlo las universidades deben enfocarse en su activo más importante, su capital intelectual. Hasta ahora las investigaciones relacionadas con el capital intelectual y la innovación en las universidades, son limitadas a pesar de ser un elemento estratégico para la dirección de estas organizaciones, ya que estos aspectos le representan valor en el tiempo, por tanto esta investigación busca establecer cuál es la relación que existe entre el capital intelectual y la innovación en la Universidad CES. El objetivo de esta investigación era identificar el grado de relación entre capital intelectual e innovación en la Universidad CES. La metodología del estudio, es un estudio cuantitativo, de tipo descriptivo explicativo, con un diseño transversal, que permitió establecer el efecto del capital intelectual sobre la innovación de la Universidad CES. La población del fueron los directivos, líderes de los grupos de investigación y los coordinadores de investigación de la Universidad CES. Según los resultados obtenidos, este estudio determinó que el capital intelectual no tiene una relación estadísticamente significativa con la innovación personal de la Universidad CES y se determinó también que las tres dimensiones del capital intelectual tienen una relación estadísticamente significativa con los resultados de la innovación en la Universidad CES. El principal aporte de este estudio fue ofrecer evidencias sobre el capital intelectual como una de las principales fuentes de innovación para la Universidad.

Liderazgo y autoeficacia en el comportamiento organizacional positivo

El objetivo que tiene este proyecto es revisar los conceptos básicos acerca de las relaciones que crean los líderes con sus colaboradores dentro de las organizaciones, dichas relaciones y vínculos pueden afectar positiva o negativamente el desempeño de sus actividades diarias dentro de una organización. Para darle inicio a la investigación se estudió como primer paso el concepto de liderazgo transformacional, capital psicológico y que componentes hacían parte de este factor. El desarrollo de la investigación se enfatizó entre el liderazgo transformacional y la autoeficacia ya que son factores claves dentro del desarrollo de las actividades organizacionales debido a que afectan claramente el capital humano de las compañías y están directamente relacionados con el crecimiento de las mismas, lo que nos llevó a preguntarnos ¿qué relación tendrá el liderazgo transformacional y la autoeficacia en la productividad de las empresas? Es aquí donde radica la importancia de esta investigación ya que el cambio de pensamiento de las organizaciones hacia un liderazgo transformacional podría lograr una maximización del desempeño del personal de trabajo en relación al objetivo de la compañía. Como conclusión llegamos a que efectivamente hay un efecto positivo en los individuos que desarrollan un capital psicológico específicamente en el factor de autoeficacia para lograr un desempeño destacable, productivo y eficiente dentro de las organizaciones.

Liderazgo y cultura organizacional en Latinoamerica

El presente estudio de corte descriptivo hace una revisión teórica de 68 artículos de 11 países de Latinoamérica con el fin de dar a conocer el panorama organizacional con relación a la cultura organizacional y el liderazgo en la región y cómo este ha ido evolucionando en el tiempo. La metodología utilizada se enfocó en un conteo de frecuencias usando el modelo de liderazgo y cultura organizacional de Bass y Avolio (Bass, 1999) permitiendo ordenar en tres estilos de liderazgo la información encontrada en la revisión teórica, y a su vez cada uno de los liderazgos con sus creencias, éstas tomadas como variables de la cultura organizacional. Finalmente se encontraron diferentes tipos de tendencias a nivel de los tipos de liderazgo implementados en las organizaciones y la cultura organizacional que se adopta. Se plantea la necesidad de profundizar más y de forma empírica en la temática planteada para que se conozcan las transformaciones que se han dado en el contexto organizacional y el impacto sea mayor en un futuro cercano.

Los mecanismos de influencia en el liderazgo: dos estudios de caso

Este trabajo investigativo busca aportar a la literatura sobre las tácticas de influencia en el liderazgo. Surge como una aplicación, a dos casos específicos, del proyecto de investigación “Los mecanismos de influencia en la relación de liderazgo”, desarrollado por el profesor Juan Javier Saavedra Mayorga e inscrito en la línea de investigación en Estudios Organizacionales del Grupo de Investigación en Dirección y Gerencia. La investigación tiene como objetivo fundamental identificar las tácticas de influencia que utilizan dos líderes organizacionales en su trato cotidiano con sus colaboradores, así como la reacción de estos últimos ante dichas tácticas. El proyecto parte de una revisión teórica sobre tres elementos: el liderazgo, la influencia y el poder, y las reacciones de los colaboradores frente a las tácticas de influencia utilizadas por el líder. La estrategia metodológica empleada es el estudio de caso. El trabajo de campo se desarrolló en dos organizaciones: Microscopios y Equipos Especiales S.A.S. y Tecniespectro S.A.S. La técnica de recolección de información es la entrevista semi estructurada, y el método de análisis de información es el análisis de contenido temático.

The significant role of third-party logistics (3pl) operators as fosterers of organizational performance in colombian companies

La eliminación de barreras entre países es una consecuencia que llega con la globalización y con los acuerdos de TLC firmados en los últimos años. Esto implica un crecimiento significativo del comercio exterior, lo cual se ve reflejado en un aumento de la complejidad de la cadena de suministro de las empresas. Debido a lo anterior, se hace necesaria la búsqueda de alternativas para obtener altos niveles de productividad y competitividad dentro de las empresas en Colombia, ya que el entorno se ha vuelto cada vez más complejo, saturado de competencia no sólo nacional, sino también internacional. Para mantenerse en una posición competitiva favorable, las compañías deben enfocarse en las actividades que le agregan valor a su negocio, por lo cual una de las alternativas que se están adoptando hoy en día es la tercerización de funciones logísticas a empresas especializadas en el manejo de estos servicios. Tales empresas son los Proveedores de servicios logísticos (LSP), quienes actúan como agentes externos a la organización al gestionar, controlar y proporcionar actividades logísticas en nombre de un contratante. Las actividades realizadas pueden incluir todas o parte de las actividades logísticas, pero como mínimo la gestión y ejecución del transporte y almacenamiento deben estar incluidos (Berglund, 2000). El propósito del documento es analizar el papel de los Operadores Logísticos de Tercer nivel (3PL) como promotores del desempeño organizacional en las empresas colombianas, con el fin de informar a las MIPYMES acerca de los beneficios que se obtienen al trabajar con LSP como un medio para mejorar la posición competitiva del país.