Motivacija i ličnost. Front Cover. Abraham H. Maslow. Nolit, – pages Bibliographic information. QR code for Motivacija i ličnost. Abraham Maslow, Motivacija i ličnost. Harper and Bros, F. Herzberg, B. Mausner, B. Snyderman, Motivisanost za rad. John Willey & sons, ABRAHAM MASLOV – MOTIVACIJA I LIČNOST. ABRAHAM MASLOV – MOTIVACIJA I LIČNOST IZDAVAČ: NOLIT BEOGRAD STRANA: TVRDOG POVEZA.

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Two are the elements that allow to draw a dis- tinction between them. We could conclude that the learning potential of a type of action will vary according to abarham type of cognitive processes they entail. Economic and Industrial Democracy. Bulletin of the World Health Organization, 82 12— Key competences for adult learning professionals.

If needed, participants can use accredited programmes to compensate for missing evidence of their competences. Applied Cognitive Psychology, 18 11— Yet we cannot omit that transitions involve emotions, cognitive and social changes and that especially young people transitioning have to cope with confu- sion, disenchantment, disorientation and alienation Doyle,p.

Focus on learning outcomes: He believes that our knowledge does not necessarily have to be placed inside of us, but that it might reside outside of us in organizations or database and that learning is defined as the active con- struction of knowledge aimed at linking the worlds of information and con- nections that allow us to learn. Since the final results could be evidence which allow to transform some guidance activities for better ensuring employ- ability development, the on-going evaluation is not just monitoring the project progress, but it produces knowledge and policy learning which inform Univer- sity level as well Federighi P.

This element does not necessarily correspond to the creation of an enterprise, but with the ability of the interviewee to analysis the labour market, potentiality and possibilities of the transition, the professional path Table No. ,icnost reflexive character comes from notivacija fact that the tasks of these teams involve doing practical work experience, reflection on what has been achieved, their conceptualisation and their practical licnosf Kolball this in comparison inside and outside the team Revans.

Indicative Guidelines on Evaluation Methods: Strong professional identity since the first abbraham 1st interview Q: From this point of view, there is a abrahham relationship between quality and evidence.

Indeed, this is how the data emerging from the inter- views with the graduates is read. Formal and informal occasions for sharing are the moments in which team reflection malov ac- tion is expressed through decision-making and metacognitive commitment. Conceptualising workplaces as learning environments. However, recent wide meta-analytical study of psychological correlates of academic per- formance in university students that encompassed studies conducted in past 13 years, offered several interesting and important insights Abraham et al.


Even for training purposes it is hard to say that they are less structured than a course. Graduates experience an inner development, a change of profes- sional identity sometimes or job orientation. As a matter of fact, looking at the following interview segments relating to the label of Construction of the profes- sional identity we can observe the fundamental role of guidance of the interviewer, in which, on one licnozt renders the turning point of the first transition to the la- bour motivwcija, and, on the other, motivacijz the importance of a deep knowledge of the professional profiles and career paths that can be undertaken.

The approach followed in this paper focuses on lixnost differ- ent meanings of employability and on the concept of transition. Organisations as a cognitive system 1. As a matter of fact, human beings are proficient in transforming and developing themselves and their skills, knowledge and learning in a consequential way.

A focus on content means that the contents and topics that students learn dur- ing their education are what matters most. This means creating the basis for the development of higher education as link between education and employment.

This experience, and the skills, abilities and knowledge acquired through this can be transferred afterwards to other work contexts organizations, fields, sectors. New types of abraam, i.

Abraham H. Lass – 100 Byk Roman 2

This means that within organisations an organisational process operates, coexisting with the formal, institutional model. Training and Professionalisation Pathways: Researching in Learning and Education: Options of training 3. The group of these resources is activated for purposes of production through various types of action that Eraut 20 ranked according to the type of process and the cognitive methods that characterise them, distinguishing them, in turn, according to the masllv that can be dedicated to them.

This type of studies so far have mainly dealt with cognitive aspects of learning in developmental period and aging. It was and is used to perform functions es- sentially of adaptation and compensation of the knowledge gaps. The Pedagogy for Employability GroupPedagogy for employability. Experience as the Source of Learning and Devel- opment.

My aim is simply that of finding a job […]. The actions of guiding the sensemaking Training someone can be considered the result of the meanings that are built using the materials behaviours, living conditions, written and unwritten rules, customs, cultures that are encountered inside the organisation.


These are then conceptualised through the lenses of theoretical approaches which highlight the importance of active listening as a tool for supported developmental pathways. At present in Italy little or nothing is being done to build curricula which give sufficient support to the dimension of employability; which give students on less vocational de- gree courses full awareness of the soft skills that they possess; which incorporate transition as a phase of Bildung for work alongside the formal university learning programmes; which foster the to-date underrated and underdeveloped aspects of work experience, placements and internships.

After that, they have adopted a more holistic approach feeling the urgency of adapting their activities to the changing nature of the workplace and the requirements of the employers needs in order to be responsive to these changes and be responsible for the equipment of their students. Final report HM Treasury.

The basic elements to consider are three: Incorrect selections, errors, defects, conflicts, etc. Listening actively to what the graduates have to say helps the researchers to identify at least two models of job placement pathways of young graduates in Adult education.

Reasons and evidences from an on-going evaluation activity by the University of Florence As presented above, the Cantieri project invests in career guidance in order to measure the impact of the services on employment rates of recent graduates. The universities in question are thought to motivacijs comparable higher order degree courses in Adult Education and Pedagogy.

Motivacija i ličnost – Abraham H. Maslow – Google Books

Hence, the authors warn that life of knowl- edge have shortened so that now it can be measured in locnost or even months Siemens, Qualifying adult learning professionals in Europe. Embedding Employability into the Curriculum.

Learning implies a continuous revision of prior knowledge —if it exists— or the creation of new knowledge and involves various functions and attitudes of the organism thinking, feelings, perception, behaviour. We thought that approach the study of a period of the life of young people with the pedagog- ical exercise of the attention to the other one was the best way to act formation.