No abstract

In a constantly changing environment, a new approach to an organization as a performance system where employee'ss are becoming the most important factor determining the efficiency of organizational performance is developing. However, the ability to attract and retain competent specialists is often a challenge for the organization since it has to recognize the range of factors that motivate each employee's and serve as incentives for activity. One of such incentives is the possibilities to make a successful career as each person wants to 'grow in an organization' literally. Structural changes in the organization, i.e. transition from pyramidal structure through team organization structure to learning organization, which, according to Salopek (2004), Giesecke and McNeil (2004), has the characteristics of experimentation and future vision, have direct impact on employee's's career development: the possibilities for vertical career are reduced, it is difficult to anticipate workforce flow in an organization, employee'ss' individual career do not anchor them in one organization, which increases the importance of competency and the insights into the future career possibilities. In order to preserve unique skills and competencies, each organization must foresee the possibilities for employee's's career. If career is considered to be the process of personal development, authority, power influence, status, prestige, growth, climbing the ladder of hierarchy, qualification and promotion, the significance of career planning in the organization becomes obvious. Successful career planning in the organization, according to Lovelock and Wright (2002), helps to satisfy employee'ss' needs for training and professional growth; to use employee'ss' competencies efficiently; to increase employee'ss' self-reliance; to form an internal reserve of professional growth. Moreover, career planning helps to combine the aims of the organization and an employee's, to meet the latter's interests and in such a way to retain competent specialists in an organization. Knowing their perspectives in the organization, employee'ss will try to act more efficiently, i.e. to use their competency and experience while striving for organizational goals. Yet when aiming at the effective usage of every employee's's competency in a particular activity, one should know not only the structure of the activity but also its levels and levels of competency respectively (Dreyfus, Dreifusbasis of which career should be planned and developed in the organization. Scientific literature analysis revealed that the impact of competency level on career as well as its relation to career planning has not been studied yet. Consequently, it allows proposing adequate perspectives to employee's's career planning in the organization on the basis of his/her competency levels. Having analyzed scientific literature, the authors of the article prepared a theoretical-hypothetical model of career planning based on the impact of competency level (Chreptaviciene & Starkute, 2010). The Model ...

Kauno technologijos universitetas, Šiaulių universitetas Anotacija Aukštajame moksle egzistuoja ne tik oficialiai planuojamas ir išreiškiamas curriculum (programos, kursų aprašai, paskaitų planai), bet ir neplanuotas, ugdymo procese atsirandantis paslėptas curriculum. Taigi oficialus curriculum numato kuriamos edukacinės aplinkos tikslą, uždavinius, metodus ir mokymosi rezultatus. Tuo tarpu realiai edukacinėse aplinkose susiformuojančios studentų asmeninės aplinkos apima tiek edukacinėje aplinkoje planuotus elementus, tiek ir besimokantiesiems sąveikaujant atsirandančias žinias, patirtis, neplanuotus mokymosi šaltinius, t. y. paslėptą curriculum. Šiame straipsnyje laikomasi prielaidos, kad paslėptam curriculum atsirasti būtina studentų tarpusavio sąveika, kuri idealiu atveju pasiekiama, kai mokomasi bendradarbiaujant. Keliamas probleminis klausimas, kokie mokymosi bendradarbiaujant metodo elementai skatina paslėpto curriculum atsiradimą studijų edukacinėse aplinkose? Straipsnyje skiriamos ir pagrindžiamos oficialaus bei paslėpto curriculum sąvokos, apžvelgiama curriculum tipų raiška studijų procese. Oficialus curriculum gretinamas su studijų edukacine aplinka, paslėptasis-su studentų kuriamomis asmeninėmis mokymosi aplinkomis. Analizuojamas oficialaus ir paslėpto curriculum santykis studijų procese, akcentuojant, kad tik įgalinančioje ir į studentą orientuotoje edukacinėje aplinkoje sudaromos prielaidos paslėptam curriculum atsirasti. Tokia edukacinė aplinka turi būti organizuojama taikant mokymosi bendradarbiaujant metodą. PAGRINDINIAI ŽODŽIAI: oficialus ir paslėptas curriculum, mokymasis bendradarbiaujant, aukštojo mokslo studijos, edukacinės aplinkos.

<em>The article deals with the problem of the collaboration between consumers and providers of educational services in the implementation of school’s mission. The concept of the consumers and providers of school services has been presented, the mission of the school of today has been defined, the contradictions of its implementation in the postmodern society have been highlighted, the importance of the collaboration between parents as consumers of educational services and pedagogues as providers of educational services in the implementation of school’s mission has been substantiated, the factors conditioning collaboration, the principles determining the involvement and participation of the consumers of educational services, and the essential elements of collaboration have been actualized. A theoretical interpretation of the concept of value creation in interaction has been presented. Referring to the analysis and meta-analysis of the development and structure of the collaboration process at school a theoretical model of the development of collaboration between consumers and providers of educational services at school has been conceptualized</em>