EXPLORING THE INPUT OF COMPETENCE ASSESSMENT TO GOAL-SETTING IN VARIOUS TYPES OF ORGANIZATIONS

The aim of the present research is to investigate the existing practices of linking competence assessment to organizational goal-setting in various organisations in Latvia. The importance of linking employee competences to goal-setting within organizations has been established in scientific literature. Nevertheless, there is evidence gathered in this interdisciplinary research that existing methods of competence assessment used by various organizations in Latvia do not translate well into organizational goal-setting. The research is based on information gathered from semi-structured interviews with representatives of managerial positions in private and public, including educational service organizations (26 in total). Additionally, publicly available development plans are analysed. Empirical data are analysed according to a conceptual framework of criteria impacting the goal-setting process. Three subsets of criteria are used that guided interview question formulation and interview data analysis: formulation of a goal; employee’s ability to reach the assigned goal; employee’s self-assessment on his/her ability to reach the assigned goal. Analysis of the results indicate that when setting goals and assessing employee competences in relation to those goals, management decisions are greatly guided by subjective approaches. Such identified approaches in observed private and public service organizations indicate common risks that are discussed in this research

The influence of teachers' leadership on adult learning

Maģistra darba tēma ir “Mācību spēku līderības ietekme uz pieaugušo mācīšanos”, darba vadītāja profesore Dr.paed. Dainuvīte Blūma. Maģistra darba mērķis ir definēt pasniedzēju līderības prasmes, kā arī izpētīt to ietekmi uz pieaugušo mācīšanos. Maģistra darbs sastāv no 4. nodaļām: 1. - 3. nodaļa ir literatūras izpēte un analīze, 4. nodaļa – pētījuma gaita un rezultāti. Lai apstiprinātu pētniecisko jautājumu, tika veikta pasniedzēja prasmju definēšana, izmantojot DACUM kompetenču analīzes metodi, tika veikta pasniedzēju līderības prasmju novērtēšana (180 novērtēšana), analizētas mācību dalībnieku novērtēšanas anketas par pasniedzēju līderības prasmēm, analizēti zināšanu novērtēšanas testa rezultāti un veiktas telefonintervijas ar mācību dalībniekiem par pasniedzēja lomu mācību procesā. Tika izpētīts, ka pasniedzēja līderības prasmes ietekmē pieaugušo mācīšanos, veicinot to iesaisti mācību procesā, veidojot mācīšanos atbalstošu mācību vidi un iedvesmojot mācīties. Vērtējot pasniedzēju līderības prasmes, varēja secināt, ka mācību dalībnieku novērtējums ir augstāks tiem pasniedzējiem, kam ir augstākas līderības prasmes. Analizējot zināšanu novērtēšanas testa rezultātus, varēja secināt, ka augstāks rezultāts mācību dalībniekiem ir tajās grupās, kur pasniedzējam ir augstākas līderības prasmes. Pasniedzējs ar augstākām līderības prasmēm labāk izprot mācību dalībnieku vajadzības, pielāgojas to mācīšanās stilam un veicina pieaugušos uzņemties atbildību par savu mācīšanos.The theme of the master’s thesis is “The influence of teachers’ leadership on adult learning” the supervisor is professor Dr. paed. Daunuvite Bluma. The aim of this thesis is to define teachers’ leadership skills and to do research on their influence on adult learning. The master’s thesis consists of 4 parts – 1st to 3rd is analysis and research of literature, 4th - research and results. In order to provide an answer to the research question the skills of a teacher were defined by using the DACUM competency analysis method, also assessment of teachers leadership skills (180-degree evaluation), analysis of learners’ evaluation questionnaires regarding leadership skills of teachers and analysis of knowledge assessment test results. The telephone interviews with learners concerning the teacher`s role in the learning process were done in order to answer the research question. The findings of the study were that the leadership skills of a teacher influence adult learning by furthering involvement in the learning process, by creating an environment that supports learning and encourages adult learning. Whilst evaluating the leadership skills of teachers it was possible to conclude that a higher result is achieved by the learners in those groups were the teacher has a higher level of leadership skills himself. A teacher with higher-level leadership skills better comprehends the needs of learners, adjusts himself to their learning style and furthers adults to take responsibility for their learning. Key terms: adult non-formal education, leadership, adult learning, DACU