228 10 3494 https://omeka.ibu.edu.ba/files/original/0edc809ebe1473411d03473f364b1531.pdf 82b865a21d51cc20fd580cb99c0effca PDF Text Text 3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo Filipovic, M. (2006). Importance of Institutional Development for Western Balkan Countries. 46th European congress of the Regional Science Association „Enlargement, Southern Europe & Mediterranean“. Volos, Aug. 30- Sep. 3 2006. Belgrade, April, 2006. Flow of Funds Accounts of the United States. (2011, June). Federal Reserve Statistical Release. Retrieved from http://www.federalreserve.gov/releases/z1/current/data.htm Golubović, S., & Golubović, N. (2005). Financial Sector Reform in the Balkan Countries in Transition. Economics and Organization Vol. 2, No 3, 2005, University of Niš, pp. 229 – 236. Hodges, M., Woolcock, S. (1993). Atlantic Capitalism versus Rhine Capitalism in the European Community. Frank Cass & & co ltd, Great Britain. Tridico, P. (2005). Institutional Change and Human Development in Transition Economies. European Association for Evolutionary Political Economy. EAEPE Conference paper, November 2005, Bremen (Germany). Empowerment At Higher Educational Organizations AŞermin Şenturan1, Julijana Angelovska2 1Bülent Ecevit Üniversity, Zonguldak/Turkey 2International Balkan University, Skopje/Makedonia E- mails : senturansermin@gmail.com, julijana.angelovska@yahoo.com Abstract Empowerment is a concept which is widely used in management and many managers and professional in various organizations claim to be practicing it. The objective of this study was to assess the construct validity and internal consistency of the Psychological Empowerment Questionnaire (PEQ) for employees in higher education. The PEQ was administered at private university in Skopje. The study is empirical research on psychological empowerment, and more specifically research regarding a tool that can be used to assess the level of psychological empowerment of employees in higher education organisations. If psychological empowerment can be measured in a reliable and valid manner, interventions can be implemented to promote the empowerment of employees. Exploratory factor analysis is used to verify the validity of the psychological empowerment comprising four cognitive dimensions i.e. meaning, competence, self-determination and impact in the context of private higher education institutions The subscales showed acceptable internal consistencies. Psychological empowerment can be measured in a reliable and valid manner in higher educational organizations. 241 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo Keywords: academia; psychological empowerment; employee; private higher education 1.INTRODUCTION Employee empowerment is considered by many organizational theorists and practitioners to be one of the most important and popular management concepts of our time. Empowerment of employees in the workplace provides them with opportunities to make their own decisions with regards to their tasks. Today many managers are practicing the concept of empowerment among their subordinates to provide them with better opportunities. Companies ranging from small to large and from low-technology manufacturing concerns to high-tech software firms have been initiating empowerment programs in attempts to enhance employee motivation, increase efficiency, and gain competitive advantages in the turbulent contemporary business environment. Empowerment is a desirable management and organizational style that enables employees to practice autonomy, control their own jobs, and use their skills and abilities to benefit both their organization and themselves. The word "empower" has potency and strength. Similar to the concept of "motivation," the most common misuse of the idea of empowerment is that one person can empower another. Empowerment is an inner-to-outer dynamic, most useful when preceded by silence and awareness of inner guidance. Empowerment is not simply another way to "get" something, it's a condition that supports you in living life fully. It is the process of providing production and managerial guidelines, and then allowing employees to make the day-to-day decisions that affect their job duties. Empowerment is the process of enabling or authorizing an individual to think, behaves, take action, and control work and decision making in autonomous ways. It is the state of feeling self-empowered to take control of one's own destiny. The problem for most executives is that managing employees is complex. An organization may simultaneously be working on employee empowerment and several other programs designed to improve performance. The key goal for managers is to understand the balance of performance elements with employees and trust their employees by empowering them to help the organization. Empowerment represents a kind of moral hazard for managers (Pfeffer at all,1998); depends on the ability of the manager to reconcile the potential loss of control inherent in sharing power with the need to empower employees for higher levels of motivation and productivity that often come with empowerment (Mills & Ungson, 2003). To reduce the risk of the moral hazard, managers and organizations can (1) set clear limits and boundaries as to what level of empowerment is appropriate so employees know what is acceptable (Blanchard et al, 2001; Seibert et al., 2004), (2) build trusting relationships in which employees are less likely to operate on self-interest, and (3) measure and reward key performance goals to ensure that individual and organizational goals are aligned (Spreitzer & Mishra, 1997). 242 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo The above discussion suggests that a need for psychological empowerment exists for empirical research on psychological empowerment, and more specifically regarding a tool that can be used to assess the level of psychological empowerment of employees in higher education organisations. However, such a tool has to be proven reliable and valid and because no studies have been reported regarding the reliability and validity of a measuring instrument of psychological empowerment in Macedonia. If psychological empowerment can be measured in a reliable and valid manner, interventions can be implemented to promote the empowerment of employees. The objective of this study was to determine the construct validity and reliability of the Psychological Empowerment Questionnaire. 2.Psychological Empowerment Psychological empowerment exists when employees perceive that they exercise some control over their work life. Various schools of thought regarding psychological empowerment have evolved over time. Conger and Kanungo (1988) classified empowerment in terms of five stages. The first stage entails the diagnosis of conditions within the organization that are responsible for the feelings of powerlessness among employees. This leads to the use of empowerment strategies by managers in stage two, directed at removing the external conditions responsible for powerlessness. Thomas and Velthouse (1990) propose a cognitive model in which empowerment is shaped by an individual’s work context and personality traits. According to them, psychological empowerment consists of a set of four cognitions reflecting an employee’s orientation to his or her role, namely meaning (i.e. the value of his or her work), competence (i.e. his or her capability to perform the work), choice (i.e. the choice in initiating and regulating actions) and impact (i.e. the ability to affect organizational outcomes). Spreitzer (1995) modified the model of Thomas and Velthouse and defined empowerment as a motivational construct manifested in four cognitions: meaning, competence, self-determination and impact. According to Spreitzer, psychological empowerment reflects an individual’s active orientation to his or her work role and consists of cognitions that are shaped by the work environment rather than a fixed personality attribute. According to Menon (2001), psychological empowerment represents a psychological state that can be measured. It is regarded as a continuous variable, meaning that people can be viewed as either more or less empowered rather than empowered or not empowered The four dimensions of psychological empowerment, namely meaning, competence, selfdetermination and impact, combine additively to create an overall construct of psychological empowerment. The lack of a single dimension will deflate but not completely eliminate the overall effect of experienced empowerment (Spreitzer,1995). In summary, they are defined as follows: ‘Meaning’ is termed as “the value of a work goal or purpose, judged in relation to an individual’s own ideals or standards” (Spreitzer, 1995). It reflects a sense of purpose or 243 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo personal connection to work (Mishra & Spreitzer, 1998). Quinn and Spreitzer (1997) state that empowered people feel that their work is important to them and they care about what they are doing. ‘Competence’ or `self-efficacy` is “an individual’s belief in his or her capability to perform work role activities with skill” (Spreitzer, 1995). It indicates that individuals believe that they have the skills and abilities necessary to perform their work well (Mishra & Spreitzer, 1998). This dimension is labeled competence rather than self-esteem because of a focus on efficacy specific to a work role. ‘Self-determination’ is an individual’s sense of having choice in initiating actions. It reflects a sense of freedom about how individuals do their own work (Mishra & Spreitzer, 1998). Self-determination relates to the opportunity to select task activities that make sense and to perform in ways that seem appropriate (Quinn & Spreitzer, 1997). ‘Impact’ is the degree to which a person can influence strategic, administrative or operating outcomes at work. It describes a belief that individuals can influence the system in which they are embedded (Mishra & Spreitzer, 1998). This describes an individual’s ability to influence outcomes at work. Quinn and Spreitzer (1997) state that impact is the accomplishment one feels in achieving goals. The feeling of perceived impact involves the sense that employees’ activities are really accomplishing something and that others listen to them. (Spreitzer, 1995). The above-mentioned four dimensions represent the psychological perspective of empowerment. 3.Measurement of psychological empowerment Psychological empowerment was measured at a private university in Skopje/Macedonia by using 12 items from Spreitzer (1992, 1995b) based on four dimensions, namely meaning, competence, self-determination and impact. The scores from these dimensions are averaged to form an overall score for psychological empowerment for each respondent. The PEQ contains three items for each of the four sub dimensions of psychological empowerment (for example, Meaning: ‘The work I do is meaningful to me’; Competence: ‘I have mastered the skills necessary for my job’; Self-determination: ‘I have significant autonomy in determining how to do my job’; and Impact: ‘I have a great deal of control over what happens in my department’). Respondents were simply asked to indicate their agreement with the above items on a 5 points Likert scale ranging from "strongly disagree" to "strongly agree". The problem with most of the studies that focused on the construct validity of the PEQ is that they made use of exploratory factor analyses. Exploratory factor analysis is used primarily as a tool for reducing the number of variables or examining patterns of correlations among variables (Tabachnick & Fidell, 2001). Decisions about the number of factors and rotational scheme are based on pragmatic rather than theoretical criteria. Confirmatory factor analysis, in which different competing theoretical models can be tested, is appropriate when the aim is to find the best fitting theoretical model. Confirmatory factor analysis also makes it possible to specify first-order and second-order latent variables. Notably, the literature review showed 244 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo that deviations for the four-factor model of psychological empowerment were observed when exploratory factor analysis was implemented. Based on the above discussion, the following hypothesis is formulated for this study: Hypothesis 1: Psychological empowerment, as measured by the PEQ, is a four-dimensional construct (meaning, competence, self-determination and impact). Description of Sample: For our study, there were forty-two participants, or 80% of the employees. Majority of employees (88%) were younger than 40, or the ages of our participants range from the lowest of age twenty four to the highest of age sixty-two. More men (55%) than women (45%) participated in the research. The majority of employees as it is expected (32) had a level of highest education (PhD and MCs), or 31 of the respondents are academic stuff and 11 administrative. 4.Verification of psychological empowerment dimensions The analysis was carried out with the SPSS 15.0 program (SPSS, 2006). The reliability and validity of the PEQ were assessed by means of Cronbach alpha coefficients and factor analysis. Descriptive statistics (means and standard deviations) were computed to describe the data. Table 1 below shows the mean and standard deviation for each factor. Low rating in any dimension will lower overall empowerment. Therefore, higher ratings in all dimensions are needed to ensure a high level of empowerment (Lee & Koh, 2001). According to Brancato (2006), a worker should understand the dimensions of psychological empowerment and the strategies related to this concept. The administration should examine each dimension and be ready to take actions necessary to increase the level of employee agreement towards the dimensions and increase the level of psychological empowerment experienced by employee (Hancer & George, 2003). Table 1. Descriptive statistics and Cronbach alpha coefficients of the PEQ Mean Self-determination Std. Deviation Cronbach alpha 10,9762 2,83263 0.836 9,5952 2,74137 0.846 Meaning 13,5714 1,50029 0.724 Competence 13,9286 1,27629 0.720 Psychological Empowerment 48,0714 5,63263 0.807 Impact 245 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo Competence and Meaning received the highest evaluation compared to other dimensions of psychological empowerment. This shows that employees feel that they are competent without an inconsistency between his or her personality and the job and their work is meaningful and important to them. However, comparatively the level of impact received the lowest evaluation by the respondents. This means that employees do not really feel that they can influence their work outcome. They might not feel that their work can affect the overall goal achievement and do not really believe that he/she can influence the strategic output, management and operation in the workplace. Therefore, the dimension of impact should be improved. Being self-determinant means for one that he or she is able to define alternatives and choose between them. The mean of self-determination is in the middle as important factor because it is about taking initiative and feeling competent and responsible about work. From Table 1 it is evident that the internal consistencies of the four subscales of the PEQ as well as the total scale are highly acceptable, compared to the guideline of 0.70 as set by Nunnally and Bernstein (1994). Factor analysis utilizing principal component method with varimax rotation was carried out and identified four factors that explained 73% of the variance. This means that a large part of variances was caused by the first four factors. Hence, this study supported Spreitzer’s (1992) theory that states that psychological empowerment is composed of four dimensions. 5.CONCLUSION This study proves the validity and reliability of the psychological empowerment scale (Spreitzer, 1992) in the work context of private higher education institutions. The aim of this study was to assess the construct validity and internal consistency of the PEQ for employees in selected organizations. The results show that the PEQ can be assumed invariant across a test and replication sample of employees in selected university in Macedonia. A four-factor model (including competence, meaning, impact and self-determination) of psychological empowerment fits the data best. The four subscales of the PEQ and the total scale show highly acceptable internal consistencies. The results of this study provide support for the construct validity of the PEQ in selected university. The conclusion of the present study is similar to those of other related empirical studies. Similar study is hoped to be carried out in a public university as well. Future research could also compare the level of psychological empowerment and innovative behavior of employees from private higher education institutions with those from public higher education institutions. Clearly, more research is needed to establish the predictive, convergent and discriminant validity of the PEQ. Larger sample sizes might provide increased confidence that study findings would be consistent across other (similar) groups. REFERENCES Blanchard, K., Carlos, J., & Randolph, A. 2001. Three keys to empowerment. San Francisco: Berrett-Koehler. 46 246 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo Brancato, V. (June, 2006). Enhancing psychological empowerment for nurses. The Pennsylvania Nurse. Pennsylvania Nurses Association. p. 31. Conger, J. A. & Kanungo, R. N. 1988. The empowerment process: Integrating theory and practice. Academy of Management Review, 13: 471-482. Corsun, D. & C. Enz (1999). Predicting psychological empowerment among service workers: The effect of support-based relationships. Human Relations, 52(2), 205-224. Eylon, D. & Bamberger, P. 2000. Empowerment cognitions and empowerment acts: Recognizing the importance of gender. Group and Organization Management, 25: 354-372. Hancer, M. & George, R. T. (2003). Psychological empowerment of non-supervisory employees working in full-service restaurants. Hospitality Management, 22: 3 -16. Lee, M. & Koh, J. (2001). Is empowerment really a new concept? International Journal of Human Resource Management, 12(4): 684-695. Liden, R.C., & Arad, 1996. A power perspective of empowerment and work groups: Implication for HRM research. In G.R. Ferris (Ed.), Research in personnel and HRM, vol. 14: 205-252. Greenwich, CT: JAI Press. Menon S.T. (2001) Employee Empowerment An Integrative Psychological Approach, Applied Psychology An International Review, 50, (1), 153-180 Mills, P.K., & Ungson, G.R. 2003. Reassessing the limits of structural empowerment: Organizational constitution and trust as controls. Academy of Management Review, 28: 143153. Mishra, K., Mishra, A., & Spreitzer, G. 1998. Preserving employee morale during downsizing. Sloan Management Review, 39(2): 83-95. Nunnally, J.C., & Bernstein, I.H. (1994). Psychometric theory (3rd edn.). New York: McGraw-Hill. Peccei, R. & P. Rosenthal (2001). Delivering customer oriented behavior through empowerment: an empirical test of HRM assumptions. Journal of Management Studies, 38(6), 831-857. Pfeffer, J., Cialdini, R. B., Hanna, B., & Knopoff, K. 1998. Faith in Supervision and the SelfEnhancement Bias: Two Psychological Reasons Why Managers Don't Empower Workers. Basic and Applied Social Psychology, 20: 313-321. Quinn, R.E., & Spreitzer, G.M. (1997). The road to empowerment: Seven questions every leader should consider. Organizational Dynamics, 26(2), 37–48. Seibert, S.E., Silver, S.R. & Randolph, W.A. 2004. Taking empowerment to the next level : A multiple-level model of empowerment, performance and satisfaction. Academy of Management Journal, 47(3): 332-349. Siegall, M., & Gardner, S. (2000). Contextual factors of psychological empowerment. Personnel Review, 29, 703–722. 247 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo Spreitzer, G. M. (1992). When organizations dare: The dynamics of psychological empowerment in the workplace. UMI Microform Number 3011067. Ann Arbor: Bell & Howell Information and Learning Company Spreitzer, G. M. (1995a). An empirical test of a comprehensive model of intrapersonal empowerment in the workplace. American Journal of Community Psychology, 23 (5): 601629. Spreitzer, G. M. (1995b). Psychological empowerment in the workplace: Dimension, measurement, and validation. Academy of Management Journal, 38(5): 1442-1465. Spreitzer, G.M., & Mishra, A.K. 1997. Giving up control without losing control: Trust and its substitutes’ effects on managers’ involving employees in decision making. Group and Organization Management, 24(2): 155-187. Tabachnick, B.G., & Fidell, L.S. (2001). Using multivariate statistics (4th edn.). Boston: Allyn and Bacon. Thomas, K. W. & Velthouse, B. A. 1990. Cognitive elements of empowerment: An "interpretive" model of intrinsic task motivation. Academy of Management Review, 15: 666681. The Impact Of Information Technology On Human Resource Practices And Competencies Ömer Faruk Ünal1, Mehmet Mete2 1Süleyman Demirel University FEAS Social Work Department 2Dicle University FEAS Department of Management E-mails: omerunal@sdu.edu.tr, mehmetmete@hotmail.com Abstract Information Technology (IT) as a structural factor and instrument transforms architect of organizations, business processes and communication, and is increasingly integrated into human resource management (HRM). While IT has impacts on human resource (HR), at the same time managers, employees, customers and suppliers increase their expectancies for HR functions. The importance of knowledge and human capital make extra suppression on HR functions and new competencies for HR professionals are expected. In this research, the impacts of Information Technology (IT) on HR practices and competencies of HR professionals are studied. 248 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 1121 Title A name given to the resource Empowerment At Higher Educational Organizations Author Author Şermin, Şenturan Abstract A summary of the resource. Empowerment is a concept which is widely used in management and many managers and professional in various organizations claim to be practicing it. The objective of this study was to assess the construct validity and internal consistency of the Psychological Empowerment Questionnaire (PEQ) for employees in higher education. The PEQ was administered at private university in Skopje. The study is empirical research on psychological empowerment, and more specifically research regarding a tool that can be used to assess the level of psychological empowerment of employees in higher education organisations. If psychological empowerment can be measured in a reliable and valid manner, interventions can be implemented to promote the empowerment of employees. Exploratory factor analysis is used to verify the validity of the psychological empowerment comprising four cognitive dimensions i.e. meaning, competence, self-determination and impact in the context of private higher education institutions The subscales showed acceptable internal consistencies. Psychological empowerment can be measured in a reliable and valid manner in higher educational organizations.Keywords: academia; psychological empowerment; employee; private higher education Date A point or period of time associated with an event in the lifecycle of the resource 2012-05-31 Keywords Keywords. Conference or Workshop Item PeerReviewed H Social Sciences (General) https://omeka.ibu.edu.ba/files/original/52a8ce4083aacaa726a2bc363de75efe.pdf 945207a9aa13bf67faca1492e9a46967 PDF Text Text 3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo Velasquez, M.G. (2006). Business Ethics Concepts & Cases. 6. Ed. Upper Saddle River: Pearson. Transformation Of The Institutional Structure Of Western Balkan Countries Şermin Şenturan1, Samir Husić2 1Bülent Ecevit University, Zonguldak/Turkey 2International University of Sarajevo,Bosnia and Herzegovina E- mails: senturansermin@gmail.com, samirhusic@gmail.com Abstract Transformation of the institutional structure affects economic development both from the cost of transactions aspect and the operating costs. In development theory it is usual to define development as economic growth plus structural change. But in the framework of institutional economic theory development could be defined as economic growth plus appropriate institutional change, meaning institutional changes which facilitate further economic growth.There are several factors influencing reforms in the Western Balkan countries. Those countries prove that institutions can successfully change at the time of crisis. Although the general rule shows strong correlations among the many reform measures, some institutions develop independently of other measures of institutional or organizational reform. As it is emphasized on the role of institutions in growth and development, it should be also recognized that institutions can change regardless of undesirable environmental factors. Keywords : institutional change, economic transition, Western Balkan Countries 1.INTRODUCTION Transformation of the institutions in a new market economies have been mostly radical in an astonished and unpredictable direction. Numerous factor influenced reforms that followed in liberalization of prices, privatization, opening of economy to the foreign investments, liberalization of the foreign exchange market, and the reduction of foreign trade restrictions. The main dimensions along which various national capitalist systems can be placed are the corporate governance and macroeconomic institutional environment (Cernat, 2001). Corporate governance and business-state relations influenced choice and path that economies in transition undertaken. Regardless of strong efforts, disintegration of these economies suffered severe contraction due to collapse of export demand from former trading partners, while domestic demand declined. 234 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo Post-Communist Transition was mainly confronted with institutional transformation. Different concepts of institutions created different paths of transformations. At the beginning of the 1990`s, Central and Eastern European Countries (CEE) and Former Soviet Union Republics started with transformation towards market economy. Both the economic and the institutional frameworks were significantly changed. Today in the CEE’s there are developing guarantees of private property, new banks, new economic and administrative organizations, and other formal institutions imposed in a transitional time and by political resolution. Transformation of the institutional structure affects economic development both from the cost of transactions aspect and the operating costs. It will be argued further on that key challenge for governance in Western Balkan post-conflict period was institutional transformation required for successful and sustainable economic growth. Transition is a very complex process, since in the market economy the capital and labor allocation is completely different than in the centrally planned economy. All the formal institutions such as stock exchange, banks, investment funds, trade unions, property rights, enterprise confederations, and others are new. Their development is slow and affected by a learning process. Because of that, a shock therapy was a poor strategy and likely brought important recession in Western Balkans in the early 90's (Tridico, 2005). Anglo-Saxon variant of capitalism, or so called „Atlantic“ capitalism (Hodges and Woolcock, 1993) has certain specific fundamental institutional characteristics. Those characteristics involve the role of the state to maintain a stable environment for markets to operate freely from any political or social interference. 2.Objectives of the economic institutional structure reforms There is general agreement that systematic transformation of the institutions implies fundamental reforms in most of the areas. Such areas and institutional reforms are recognized in many political party programs of transitional countries, like in Bosnia and Herzegovina (Avdic and Međedovic, 2006). Many of above mentioned structural transformations already started in Western Balkan countries but had not been successfully implemented to the end. Reasons for those failures are complex, and most common one is missing political willingness to implement reforms. Usually decision makers are promoting reforms, especially in pre-election periods, but in reality they try to preserve situation unchanged and to continue to rule in the same manner. Sometimes decision makers did not achieved previously necessary institutional changes, so reforms are prevented to go faster. Very common in transition countries is lack of knowledge and expertise among policy decision-makers, which could not be overcome except with foreign support (Filipovic, 2006). 3.The negative effects of institutional transition 235 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo In the first years of transition, the most important aim of Government was macrostabilization: the fight against inflation, the reduction of debt, the liberalization of prices, the budget balance and privatization. All these aims were considered necessary by international organizations and main stream economists to allow economic growth. Nevertheless these results were not sufficient to stimulate long-term and sustainable growth. Transition economies are affected by very high unemployment rates, a growing inequality rate, a considerable index of poverty, a chronic current account deficit and a considerable foreign debt. Moreover informal economy and corruption levels strongly persist. Economic transition countries of the former Yugoslavia, experienced tragic events, civil wars, crime domination and economy of chaos. Therefore they did not implement any institutional policies which would allow for an institutional governance, for the protection of weaker and poorer people, or for conflict management. On the contrary, the sudden introduction of the market economy and the end of social policies, welfare state and income redistribution policies caused an increase in poverty, inequality and unemployment (Adam, 1999). In order to expand human capabilities institutions are needed. Institutional policies would allow for improving the three essential capabilities for human development: leading long and healthy lives, being knowledgeable and having a decent standard of living. This approach assumes that economic growth requires first of all investment in human development. Countries which implemented institutional policies, social policies and a governance recovery, increased their level of human development. On the contrary, countries which did not implement such institutional policies did not increase their level of human development, and their economic growth was neither fast nor sufficient to recover the pre-1989 level of GDP per capita (Tridico, 2005). 4.Present position of Western Balkan countries Western Balkan countries proven after twenty years that only radical transformation of the institutional structure can lead them to the successful EU economy. Certain attempt to make small or incremental changes to the old institutional solutions, sooner or later become ineffective and just time consuming. Such small changes to the institutional arrangements happened quite frequently, though, so they produced a variety of organizational solutions based on old institutional framework. Considering advancement in development of the institutional structures, today we can classify all transition economies into three main categories (Filipovic, 2006): (a) The most successful economies in transition that provides stable economic growth rates, establish institutional framework comparable with developed economies and that already deeply enter into European integration (or become a full member states of the EU); (b) Relatively successful economies in transition that has temporary episodes of successes measured by economic and social performances - first of all through low level of inflation, high rate of GDP growth and avoiding of mass unemployment, but also followed by short 236 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo episodes of destabilization and worsening of their performances. Typical representatives in this group are some of Western Balkans countries, like Croatia, Serbia, Montenegro, etc.; (c) Third group of countries in transition are the most obsolete countries, with slow and not in depth institutional changes, countries that are still at the beginning of the transition process and that miss enough courage to cope with the changes transition must comprised. In this group are most of the former Soviet Union members. The most successful transition economies, mentioned above, already becomes a full member of EU, accepting European standards, organizational structures and most important European institutional framework. Those countries liberalized their markets and open it to foreign direct investment inflow in early 1990’s, so most attractive investments and profitable opportunities for old EU investors are already reduced. On the other hand, in Western Balkan countries there are still some obstacles for their faster integration in European institutional framework: most of them lack transparent and effective judicial system, there is still inefficient implementation of laws, every new election are considered as potential change and turbulence in economic system. 5.Institutional structure reforms in Western Balkan countries The socialist economy was characterized by strong state intervention in economy which manifested itself through all-encompassing price control, subvention of enterprises, etc. Elimination of subventions and liberalization of market and prices at the beginning of 90s, together with an inadequate production structure, caused accumulation of losses in state companies. In spite of their losses, yet, the companies continued to operate. Their preservation was motivated by the avoidance of huge social costs which might arise in the case of their closure (Golubovic, 2005). The European Bank for Reconstruction and Development (EBRD) summed up, using transitional indicators, the advancement of structural and institutional reforms in the year 2010 for 29 countries in transition. Eleven transitional indicators encompass six main transitional areas: liberalization, privatization, companies, infrastructure, financial institutions, and the legal environment. Each indicator shows a synthesized assessment of improvement achieved in a certain area, based on various data, narrative information and analyses (EBRD, 2010). Countries in transition continued to advance in their structural and institutional reforms with various levels of success in last decade. Countries of South-East Europe advanced significantly, Baltic states and Central and East European countries achieved some advancement, while the advancement in newly independent states was modest. Comparison of the average yearly transitional index between economies in transition shows that in 2004 21 countries (scope 2,6-3,9) were more advanced than Serbia, Montenegro, and Bosnia and Herzegovina, while only Turkmenistan, Belarus, Uzbekistan, and Tajikistan showed results that were lower (EBRD, 2004). 237 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo Albania Bosnia and Herzegovina Croatia FYR Macedonia Montenegro Serbia Population mid2010 (million) 3,2 3,8 4,4 2,0 0,7 9,9 Private sector share of GDP mid-2010 (EBRD estimate in per cent) 75 60 70 70 65 60 Large-scale privatisation 4- 3 3+ 3+ 3+ 3- Small-scale privatisation 4 3 4+ 4 4- 4- Governance and enterprise restructuring 2+ 2 3 3- 2 2+ Price liberalisation 4+ 4 4 4+ 4 4 Trade and foreign exchange system 4+ 4 4+ 4+ 4 4 Competition policy 2 2 3 2+ 2 2+ Banking reform and interest rate liberalisation 3 3 4 3 3 3 Securities markets and non-bank financial institutions 2- 2- 3 3- 2- 2 Overall infrastructure reform 2+ 3- 3 3- 2+ 2+ Table 1: Transition indicator scores 2010. - Enterprises Markets and trade Financial institutions Infrastructure. Source: EBRD, 2010. According to the EBRD assessment, in 2010 Albania has made steady progress with structural reform, despite having to overcome serious institutional weaknesses and one of the most difficult starting points for transition. In 2009, Albania submitted a formal application for EU membership. However, the country faces major reform challenges in a number of areas. The need to improve the quality of the infrastructure is a requirement, although the 238 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo government does have major investment plans for roads, railways and electric power. The banking sector has limited reach as a source of finance outside of the main cities, and nonbank financial institutions are at a very early stage of development. Bosnia and Herzegovina’s progress in transition has been effectively stalled for some years, and as a result the country lags behind all others in south-eastern Europe. The country’s complicated political and constitutional structure is a major hindrance to reform and good governance. A significant privatisation agenda lies ahead but, in the FBH at least, there appears to be little appetite for bringing major enterprises slated for sale to the market. As a result of the reform paralysis, the country also lags behind other EU candidates or potential candidates in the region in terms of EU approximation. Croatia has long been considered among the most advanced of the transition countries, with a broadly liberalised economy, a relatively high degree of sophistication in financial services, and a country where significant progress has been made on infrastructure reform. The banking sector weathered the financial crisis well and remains sound and liquid. However, some major enterprises and financial institutions continue to rely on state subsidies although the level of subsidies has fallen significantly since 2005. The quality of the business environment remains a concern, according to cross-country surveys, and reflects the need to tackle obstacles to doing business, such as the cumbersome permit process, as well as the need to implement urgent public administration reforms. Progress in reform in FYR Macedonia throughout the transition period has been steady if somewhat slow, as the country has been hampered by weak administrative and institutional capacity. In the financial sector competition among banks is less vibrant than in neighboring countries and the development of capital markets is in its infancy. The country’s infrastructure also faces significant investment needs in the coming years. The Montenegrin authorities have made important advances in several areas, notably in price and trade liberalisation and financial sector development. Privatization is advanced, with most state assets having been sold off. The banking sector had grown very rapidly in the years before the crisis and progress has been made in strengthening supervisory and regulatory structures. Lastly, Montenegro has had some success in creating a favorable business climate and in attracting reputable foreign investors. Nevertheless, the country still has a significant transition agenda ahead. The challenges are particularly large in the infrastructure sector, notably in the power sector, which is crucial to supporting economic activity. Serbia began the transition later than most other countries, but has been catching up steadily over the past decade. Nevertheless, a major structural reform agenda still lies ahead. The challenges are particularly large in most infrastructure sectors, especially in the energy sector, which remains dominated by one state-owned company. A significant number of large enterprises also await privatisation once market conditions improve, both in the corporate sector and in parts of the financial sector, including the largest insurance company (EBRD, 2010). 239 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo 6.CONCLUSIONS Effective institutional restructuring is not a question of adaptation of foreign rules and standards, but more the question of gradual and persistent time consuming process. Societies have different own norms and tradition, and their institutional building of formal rules are based on informal one. Transformation of these formal rules are often radical, especially when organizations with different interest emerge, and when institutional change cannot be mediated through the existing institutional framework. During transitional period, a great deal of effort of the international financial institutions was devoted to support of institutional building, as it was recognized as priority in transition economies. The reform index is both proven as a measure of the extent of reform, and a measure of institutional change. Economic growth is powerfully associated with that index. Western Balkan countries prove that institutions can successfully change at the time of crisis. Although the general rule shows strong correlations among the many reform measures, some institutions develop independently of other measures of institutional or organizational reform. As we emphasize the role of institutions in growth and development, we should also recognize that institutions can change regardless of undesirable environmental factors. The change of the financial sector reform in the Balkan countries in transition was different from the transition economies of Central Europe, since no radical changes took place in this sector in the Balkans. The Balkan countries accepted a gradualist approach to the financial sector reform stressing some other aspects of transformation. These countries' experiences in the nineties points out that partial institutional changes do not create a favorable environment for structural changes. Rather, structural reforms require integral and harmonized changes in all its segments. Both formal and informal structural change can contribute to growth, and the more structural transformations are made, the more rapidly the economy grow. REFERENCES Adam, J. (1999). Social costs of Transformation to a Market Economy in Post-Socialist Countries, the case of Poland, the Czech Republic and Hungary. MacMillan Press, New York. Avdic, A. & Međedovic, A. (2006). Analiza ekonomskih platformi političkih stranaka u BiH. Konrad Adenauer Stiftung, Sarajevo. Cernat, L. (2001). Institutions and Economic Growth: What Model of Capitalism for Central and Eastern Europe? Conference on Institutions in Transition, Slovenia, July 2001. EBRD (2004). European Bank for Reconstruction and Development - Transition Report 2004: Infrastructure. http://www.ebrd.com/downloads/research/transition/TR04.pdf EBRD (2010). European Bank for Reconstruction and Development - Transition Report 2010: Recovery and Reform. http://www.ebrd.com/downloads/research/transition/tr10.pdf 240 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo Filipovic, M. (2006). Importance of Institutional Development for Western Balkan Countries. 46th European congress of the Regional Science Association „Enlargement, Southern Europe & Mediterranean“. Volos, Aug. 30- Sep. 3 2006. Belgrade, April, 2006. Flow of Funds Accounts of the United States. (2011, June). Federal Reserve Statistical Release. Retrieved from http://www.federalreserve.gov/releases/z1/current/data.htm Golubović, S., & Golubović, N. (2005). Financial Sector Reform in the Balkan Countries in Transition. Economics and Organization Vol. 2, No 3, 2005, University of Niš, pp. 229 – 236. Hodges, M., Woolcock, S. (1993). Atlantic Capitalism versus Rhine Capitalism in the European Community. Frank Cass & & co ltd, Great Britain. Tridico, P. (2005). Institutional Change and Human Development in Transition Economies. European Association for Evolutionary Political Economy. EAEPE Conference paper, November 2005, Bremen (Germany). Empowerment At Higher Educational Organizations AŞermin Şenturan1, Julijana Angelovska2 1Bülent Ecevit Üniversity, Zonguldak/Turkey 2International Balkan University, Skopje/Makedonia E- mails : senturansermin@gmail.com, julijana.angelovska@yahoo.com Abstract Empowerment is a concept which is widely used in management and many managers and professional in various organizations claim to be practicing it. The objective of this study was to assess the construct validity and internal consistency of the Psychological Empowerment Questionnaire (PEQ) for employees in higher education. The PEQ was administered at private university in Skopje. The study is empirical research on psychological empowerment, and more specifically research regarding a tool that can be used to assess the level of psychological empowerment of employees in higher education organisations. If psychological empowerment can be measured in a reliable and valid manner, interventions can be implemented to promote the empowerment of employees. Exploratory factor analysis is used to verify the validity of the psychological empowerment comprising four cognitive dimensions i.e. meaning, competence, self-determination and impact in the context of private higher education institutions The subscales showed acceptable internal consistencies. Psychological empowerment can be measured in a reliable and valid manner in higher educational organizations. 241 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 1120 Title A name given to the resource Transformation Of The Institutional Structure Of Western Balkan Countries Author Author Şermin, Şenturan Abstract A summary of the resource. Transformation of the institutional structure affects economic development both from the cost of transactions aspect and the operating costs. In development theory it is usual to define development as economic growth plus structural change. But in the framework of institutional economic theory development could be defined as economic growth plus appropriate institutional change, meaning institutional changes which facilitate further economic growth.There are several factors influencing reforms in the Western Balkan countries. Those countries prove that institutions can successfully change at the time of crisis. Although the general rule shows strong correlations among the many reform measures, some institutions develop independently of other measures of institutional or organizational reform. As it is emphasized on the role of institutions in growth and development, it should be also recognized that institutions can change regardless of undesirable environmental factors. Keywords : institutional change, economic transition, Western Balkan Countries Date A point or period of time associated with an event in the lifecycle of the resource 2012-05-31 Keywords Keywords. Conference or Workshop Item PeerReviewed H Social Sciences (General) https://omeka.ibu.edu.ba/files/original/2a333f7e319c702af222fdccc0555e06.pdf 3f5bec6835cc2c85f35141f3b1bb0388 PDF Text Text 3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo The Relation Between Businesses – Family Conflict And Role Uncertainty, Role Conflict And Work Satisfaction Şevket Yirik, Yusuf Yilmaz, Sedat Göçen, Osman Nuri Demirel, Abdullah Akgün, Hasan Kinay Akdeniz University, Turkey E-mails: yagmur185@hotmail.com, yusufyilmaz@akdeniz.edu.tr, sedatgocen@gmail.com, onuridemirel@mynet.com, akgun@akdeniz.edu.tr, kinay@akdeniz.edu.tr Abstract The objective of this study is to analyze the affects of the conflict between business life – family life on the employees’ attitudes towards work and their behavior patterns during work in the frameworks of the concepts. In this respect this study identifies the affects of business – family conflict on of role conflict, role uncertainty and work satisfaction. The universe of the research is constituted by 150 people who are among the members of Antalya World Trade Center. As a result of the hypotheses; there is a relation between the role uncertainty and role conflict perceived by the employees and work-family life conflict. Also, there is a relation between the role uncertainty and role conflict perceived by the employees and their work satisfaction. There is also a relation between work satisfaction and work-family life conflict. Keywords: Businesses – Family Conflict, Role Uncertainty, Role Conflict, Work Satisfaction 1. INTRODUCTION Is it possible that the employees may establish a healthy balance between their private and business lives by simultaneously being able to sustain their professional efficiency and to reserve sufficient time to their families in order to be happy? The importance of this proposed balance between business life and private life in professional success and household happiness is frequently accentuated by the publications concerning popular business life. Research undertaken till today indicates that providing the above-mentioned balance is difficult. The reason is that the business and family lives have constantly changing natures. When it is considered that business organizations are open systems, it can be easily stated that the organizing objectives, which shape the employee’s life, the organization’s culture and structure, the administrator’s directing style, business process, administration system shaping this process, the work definition of the employee, work requirements and standards are all elements and processes which are subject to changes. Besides, the employee’s family life is also quiet open to change since it is directly related with the family which is a social institution with biological, psychological, educational, social and legal dimensions. 94 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo Therefore the relation between businesses – family life has also a changeable character. It is mostly probable that this changeable character leads to clashes in the personal life. When conflict is inevitable, one is obliged to manage the conflict (Efeoğlu, 2006: 1). 2. CONCEPTUAL INFORMATION 2.1. The Conflict between Business and Family Roles In our age, business life, which constitutes the major part of daily life, is the primary determinant of one’s personal life standards, expectations and future plans. Everyone has two roles shifting between work and home and inevitably reflects his / her professional problems to home and private problems to work. When the household roles and expectations of the family from the person is considered along with the long and concentrated work hours, the great personal load can be better appreciated. One’s expectations concerned with work and home point to success in his / her roles together with the feelings of satisfaction and tranquility. The conflict between businesses – family is defined as the clash of roles that happens due to the disaccord between the role expectations originating from work and family (Greenhaus et al., 1989: 313). If the working member of the family is a married person also being a mother / father, this means that his / her workload is heavy. The work – family conflict emerges when one has more than one role. The theories about being overloaded and obscured state that high work conflict brings together the conflict of work – family. Business facts such as role uncertainty, role clash, high intellectual and physical effort, psychological pressure due to heavy workload, insufficiency of time, milieu under stress etc., are directly related with the work – family conflict (Higgins & Duxbury, 1992: 392-393). Problems due to the dual roles related with work and home is accompanied with clash of roles. The reason of the role clash is the incompatibility of these roles attributed to one person (Çarıkçı, 2001). Acquisition of more than one role and disaccord between these roles lead to role stress. The concepts of role stress and role clash is more related with the nature of the role than with individual incapabilities in the accomplishment of the role. The individual gets disappointed due to this situation (Özgüven, 1989: 35). The greatness of the clash between work – family roles forces one to choose between the family or work and this results in dissatisfied and pessimist behavior. The work-family conflict is two-directional: work-family conflict happens when the work does not let one fulfill the family role, while the work-family conflict happens when the family does not let one fulfill the work role (Duxburry at al., 1994: 450). The work-family conflict is a multidimensional and multidirectional process. While the level of attachment of the person to his / her work or family, the problems experienced at home or work and the requirements and expectations of the family or work determine the situation before the conflict, as a result of the conflict, one’s satisfactions with the life at home or work and related with this, one’s general level of satisfaction with the life may decrease (Jackson et al., 1985: 575; see Çarıkçı, 2001). 95 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo The simultaneous requirements of work and family may lead to stress on the person and may direct the person to thinking his preoccupations. It can be argued that the work-family conflict is a result of the clash between three roles: being at the same time mother / father and wife / husband. Because of this situation, the responsibilities of the individual increase and roles may be complicated with each other (Carlson & Kacmar, 2000). 2.2. Role Uncertainty Different definitions of role uncertainty agree on the fact that it emerges due to the individual’s insufficient information about his / her roles. Role uncertainty within an organization is defined as the uncertainty of professional expectations from the employee and the insufficiency of orientation about his / her role in the work environment (Şimşek & Aslan, 2007: 725). Özkalp and Kırel analyze the types of role uncertainty under two main groups (Kundakçı, 2003): • Mission Uncertainty: It is the ambiguity about the missions or duties of the employees working for an organization. It has different levels according to the shortage of information and definition on the mission. • Social – Emotional Uncertainty: It is the situation when the employee does not know how he / she is evaluated by others. Uncertainty happens because the criterions of evaluation are not clearly defined. The individual experiencing this problem does not know into which extent he / she is necessary for the organization and this may lead to dissatisfaction. 2.3. Role Conflict Role conflict is the problem of an individual who has conflicting roles and who is obliged to fulfill the requirements of these roles at the same time. In this case, the individual neglects one of these roles for the sake of accomplishing the other one. In another sense, this is a psychological situation originating from the disaccord between the inner and outer worlds of the individual (Randolph & Posner, 1981: 89). For Stanley (Stanley, 2006: 32) this problem is mostly observed in employees working in the field of medicine. The most frequent reason of their problem is the hidden clash between the clinic roles related with the professional values and administrative roles related with the organizational values. Kahn and his friends classify the types of role conflict as the inner conflict of the role sender, the conflict amongst the role senders, the conflict between the roles, the conflict between the individual and the role and excessive load of roles (Kundakçı, 2003): • the inner conflict of the role sender: In this case the expectations of the person who requires the role are conflicting with each other. Hence fulfilling one requirement may render the 96 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo other impossible. For instance, a man who wants to be successful in his husband and father roles by at the same time being obliged to work hard, exemplifies this case. • the conflict amongst the role senders: When there are more than one role senders with clashing requirements this creates a tension on the role obligator. • the conflict between the roles: This problem is observed when a role obligator responsible for many requirements cannot decide which role is the most important one. • the conflict between the individual and the role: This is the dissonance between the personal values, faiths, preoccupations and capabilities of the role obligator and the requirements of his / her role. • the excessive load of roles: This is the loading of roles which exceeds the capabilities of an individual. 2.4. Work Satisfaction An important portion of one’s lifespan passes at the work environment. For this reason, one’s level of satisfaction at work considerably affects his / her overall life and pleasure felt through work and the resultant positive affect of this on the life gradually improve psychological and physiological health. This leads to happiness in family life and efficiency in business organization (Örücü at al., 2003). One of the most important factors, which determine the employee’s behavior patterns at the business organizations, is their level of contention with their job. It is difficult to define work satisfaction because it is an abstract concept. Although generally definitions of work satisfaction are similar, there are still different definitions of this term. These definitions may be summarized as follows: in its most basic sense, work satisfaction is one’s positive attitude towards his / her work ( Noe at al., 2004: 325). This definition regards work satisfaction as a feeling. In general, work satisfaction is the employees’ positive or negative reactions against situations that constitute the overall working milieu. (Özgüven, 2003: 127). Work satisfaction may also be defined as the pleasure or positive behavior reached at the end of an evaluation of working milieu. (Babin & Griffin, 1998: 128). This definition emphasizes the behavioral dimension of the concept. Therefore employees’ feelings concerning any kind of work-related situation constitute work satisfaction. Dikmen argues that work satisfaction is an emotional rather than intellectual reaction against work. (Dikmen, 1995: 116). This definition emphasizes the emotional rather than cognitive dimension of the concept. 3. DEVELOPMENT OF HYPOTHESES 3.1. The Relation between Work-Family Life Conflict and Role Stress Role is the process or activity which is expected from an employee by others. The following features of role differentiate it from mission: Some of the activities and processes undertaken 97 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo for the requirements of the role may not be related with the mission of the employee, those who expect roles may be someone else than the superiors. However, the processes and activities undertaken for the fulfillment of the mission is related with the objectives of the business organization and the accomplishment of these tasks are required by superiors in the basis of legal documents (Başaran, 1982). Role conflict happens when expectations emerging from the roles assigned to the employee clash with each other. In other words, role conflict occurs as a result of the state of ambivalence due to different and contradictory roles. On the other hand, as the role of the employee becomes more indefinite, the intensity of the employee’s ambivalence increases. The factors that increase role uncertainty are employee’s lack of information concerning his / her authorizations, responsibilities and employer’s expectations, non-existence of a clear definition of the work and planned objectives and required standards regarding the work, incertitude about the efficient usage of time during work. Role conflict increases when the works that have to be done by the employee are quite varied and unrelated with each other, when there are insufficient number of personals to fulfill the given task, when the employee is sometimes obliged to violate certain rules for the accomplishment of the task, when the employee is in relation with working groups which take part in quite different components of the business organization, when the employer receives contradictory requirements during the work. The following hypothesis is derived in order to assess the nature of the relation between role conflict, role uncertainty and work-family conflict: H1: There is a relation between role uncertainty and role conflict perceived by the employee and work-family life conflict. 3.2. The Relation between Role Stress and Work Satisfaction Work satisfaction is the gratification due to the harmony between the character of work and personal expectations and character (Fisher, 2001). Work dissatisfaction, on the other hand, is the incapability of the work in fulfilling the professional expectations. The following hypothesis is derived in order to assess the nature of the relation between the constituents of role stress and work satisfaction: H2: There is a relation between role uncertainty and conflict perceived by the employee and work satisfaction. 3.3. The Relation between Work-Family Life Conflict and Work Satisfaction While the pre-conditions of conflict is constructed by the level of one’s attachment to work or family, the problems one experiences at work or family and obligations originating from work or family, as a result of the conflict, there may be considerable decrease in one’s satisfaction concerning work and family life and general life. (Jackson at al., 1985: 575). 98 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo The more employees realize that their institutions support family, the more they make advantage of existing work-family benefits and the less they experience work-family conflict. In addition, these kinds of employees become more satisfied with their work, their institutional engagement increase and their tendency to hand over their jobs decrease. On the other hand, the employees which think that their institutions support their families very little, experience work-family conflict even after the administrative support and population-related parameters are controlled. Because of this, the improvement of the enterprise culture in a family supportive direction is the prerequisite for using the advantages of family supportive policies. (Donovan & Halpern, 2002: 32). Work satisfaction is a central issue also from the viewpoint of work-family conflict. The level of the employees’ work satisfaction is mostly related with their companies. Employers give importance to employees’ gratification because they think that this factor increases work efficiency and decreases the handing over of the jobs and firm costs. Therefore, in the context of the current environment of professional competence certain fields of specializations emerge. The reason of the companies’ effort to gratify their employees is the high level of efficiency presented by the satisfied employees. The following hypothesis is derived in order to assess the nature of the relation between work-family conflict and work satisfaction: H3: There is a relation between work satisfaction and work-family life conflict. 4. METHODOLOGY AND ANALYSIS 4.1. The Objective of the Research The objective of this study is to analyze the effects of the work-family life conflict on the employees’ attitudes towards work and their behavior at work in the framework of the concepts of Role Conflict, Role Uncertainty and Work Satisfaction. In so doing, this part will identify the effects of the work-family life conflict on Role Conflict, Role Uncertainty and Work Satisfaction. 4.2. Sample Selection and Data Collection The data used in this research is composed of primary type information. Questionnaires are collected by using face-to-face communication method. The universe of the research is constituted by the members of Antalya World Trade Center during 2010. The sample concerned with the research is formed as a result of coincidental sampling method. A total of 150 completed questionnaires were received. 4.3. Scales Used During the research, a questionnaire form composed of the variables is set up in order to render the hypotheses measurable. The study plans to use the 10-entried Work-Family Life Conflict Scale developed by Netenmeyer, Boles and McMurrian (1996) ; 6-entried Work 99 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo Satisfaction Scale developed by Rusbult and Farrell (1983), 14-entried “Role Conflict and Role Uncertainty Scale” and “Personal Information Form” developed by the author. The resultant evidence will be evaluated by using the SPSS 17.0 program. 5.FINDINGS 5.1. Demographical Characteristics Age: 23,3 % of the participants are between the ages of 26 – 33, while 36,7 % are between 34 – 41, 23,3 % are between 42 – 49 and 16,7 % are 50 and above. Age Percent Cumulative Valid Percent Percent 26–33 35 23,3 23,3 23,3 34–41 55 36,7 36,7 60,0 42–49 35 23,3 23,3 83,3 50+ 25 16,7 16,7 100,0 Total 150 100,0 100,0 Frequency Valid Education: 3,3 % of the participants are primary school graduates while 20 % have secondary school, 43,3 % have high school, 30 % have university (bachelor) and 3,3 % have post-graduate degrees. Education Valid Primary School Secondary School 100 Frequency Percent Cumulative Valid Percent Percent 5 3,3 3,3 3,3 30 20,0 20,0 23,3 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo High School 65 43,3 43,3 66,7 University (Bachelor) 45 30,0 30,0 96,7 Post-Graduate 5 3,3 3,3 100,0 Total 150 100,0 100,0 Profession: The professions of the participants are given below. The most frequent professionals are teachers, journalists and public relations specialists. Profession Frequency Percent Cumulative Valid Percent Percent 50 33,3 33,3 33,3 25 16,7 16,7 50,0 Public Relations 25 16,7 16,7 66,7 Manager 25 16,7 16,7 83,3 Vice-manager 25 16,7 16,7 100,0 Total 150 100,0 100,0 Valid Teacher Journalist 5.2. HYPOTISES TESTING H1: There is a relation between role uncertainty and role conflict perceived by the employee and work-family life conflict. Correlations Role Conflict and Role Uncertainty Role Conflict and Role Pearson Correlation 1 101 Work-Family Conflict ,285** �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo Uncertainty Sig. (2-tailed) N Work-Family Conflict ,000 150 Pearson Correlation ,285** Sig. (2-tailed) ,000 N 150 150 1 150 **. Correlation is significant at the 0.01 level (2-tailed). The value of the Correlation coefficient Sig. (2 tailed) is found 0,000. H1 is accepted. There is a relation between role uncertainty and conflict perceived by the employee and workfamily life conflict. This relation is a positive weak Correlation at the value of 0,285. H2: There is a relation between role uncertainty and conflict perceived by the employee and work satisfaction. Correlations Role Conflict and Role Work Uncertainty Satisfaction Role Conflict and Role Pearson Correlation 1 Uncertainty Sig. (2-tailed) N Work Satisfaction 150 Pearson Correlation -,742** Sig. (2-tailed) ,000 N 150 -,742** ,000 150 1 150 **. Correlation is significant at the 0.01 level (2-tailed). The value of the Correlation coefficient Sig. (2 tailed) is found 0,000. H1 is accepted. There is a relation between role uncertainty and conflict perceived by the employee and work satisfaction. This relation is a negative strong Correlation at the value of 0,742. 102 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo H3: There is a relation between work satisfaction and work-family life conflict. Correlations Work Satisfaction Work Satisfaction Pearson Correlation 1 Sig. (2-tailed) N Work-Family Conflict Work-Family Conflict -,328** ,000 150 Pearson Correlation -,328** Sig. (2-tailed) ,000 N 150 150 1 150 **. Correlation is significant at the 0.01 level (2-tailed). The value of the Correlation coefficient Sig. (2 tailed) is found 0,000. H1 is accepted. There is a relation between work satisfaction and work-family life conflict. This relation is a negative mediocre Correlation at the value of 0,328. 6. CONCLUSION The majority is between the ages of 34–41. Most of them are teachers, journalists and public relations specialists. Most of them have high school education as 43,3 % and university (bachelor) education as 30 %. As a result of the Hypotheses; there is a relation between the Role Uncertainty and Role Conflict perceived by the employees and Work-Family life Conflict. There is a weak relationship as positive. Also, there is a relation between the Role Uncertainty and Role Conflict perceived by the employees and their Work Satisfaction. There is a negative strong relationship. There is also a relation between Work Satisfaction and Work-Family life Conflict. There is a negative mediocre relationship. REFERENCES Babin, B.J. & Griffin, M. (1998). The Nature of Satisfaction: An Updated Examination and Analysis. Journal of Business Research, 41: 127-136. 103 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo BAŞARAN, İ.E. (1982). Örgütsel Davranışın Yönetimi. Ankara Üniversitesi Eğitim Fakültesi Yayını, Ankara. Carlson, D.S. & Kacmar, K.M. (2000), Family Conflict in the Organization: Do Life Dole Values Make a Difference?, Journal of Management, 26(5): 1031-1054. 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Development and Validation of Work-Family Conflict and Family-Work Conflict Scales. Journal of Applied Psychology, 80: 400-409. Noe, R.A., Hollenbeck, J.R., Barry, G. & Wright, P.M. (2004). Fundamentals of Resource Management, McGraw-Hill/Irwin. 104 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo Örücü, E., Türk, Z. & Süngü, A. (2003). Kit’lerde Performans Değerleme Çalışmalarına Astların Destek ve Güveni: Muğla–Yatağan Termik Santrali Örneği. Yönetim ve Ekonomi Dergisi, 10(2): 51–62. Özgüven, B.M. (1989). Toplum Bilimlerine Giriş, Ata Ofset Matbaacılık, Ankara. Özgüven, I.E. (2003). Endüstri Psikolojisi, Sistem Ofset, Ankara. Randolph, W.A. & Posner, B.Z. (1981). Explaining Role Conflict and Role Ambiguity via Individual and Interpersonal Variables in Different Job Categories. Personnel Psychology, 34 (1): 89–102. Rusbult, C. E. & Farrel, D. (1983). A Longitudinal Test of the Investment Model: The Impact on Job Satisfaction, Job Commitment and Turnover of Variations in Rewards, Costs, Alternatives and investments. Journal of Applied Psychology, 68(3), 429–438. Stanley, D. (2006). Role Conflict: Leaders and Managers. Nursing Management, 13(5): 31– 37. Şimşek, M. Ş. & Aslan, Ş. (2007). Mesleki ve Örgütsel Bağlılığın, İşin Özellikleri, Rol Stresi, Örgüte İlişkin Davranışsal Sonuçlar, İş ve Yaşam Doyumuyla İlişkilerinin Araştırılması. 15. Ulusal Yönetim ve Organizasyon Kongresi, Sakarya: 724–733. Sustainable women policies in local administrations Isparta practice Nesrin Şalvarci Türeli,Nedret Çağlar Süleyman Demirel University, Isparta Turkey E-mails: nesrintureli@sdu.edu.tr,nedretcaglar@sdu.edu.tr Abstract Nowadays, feminine policies have begun to set the agenda economically, socially and politically. Resolving inequality and sexual apartheid in community and sustaining it, is a fundamental principle of democracy. This principle also, constitutes one of the fundamental principles of the sustainable development. Therefore, while making feminine policies sustainable and generalizing in community, there are a lot and different things to do for different institutions, and there is a need to handle this subject integrated and cooperatively. In this study, local governments’ feminine studies and sustainability of this are worked on. For this purpose interviews have been made, studies of institutions are investigated on site 105 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 1102 Title A name given to the resource The Relation Between Businesses – Family Conflict And Role Uncertainty, Role Conflict And Work Satisfaction Author Author Şevket, Yirik Abstract A summary of the resource. The objective of this study is to analyze the affects of the conflict between business life – family life on the employees’ attitudes towards work and their behavior patterns during work in the frameworks of the concepts. In this respect this study identifies the affects of business – family conflict on of role conflict, role uncertainty and work satisfaction. The universe of the research is constituted by 150 people who are among the members of Antalya World Trade Center. As a result of the hypotheses; there is a relation between the role uncertainty and role conflict perceived by the employees and work-family life conflict. Also, there is a relation between the role uncertainty and role conflict perceived by the employees and their work satisfaction. There is also a relation between work satisfaction and work-family life conflict. Keywords: Businesses – Family Conflict, Role Uncertainty, Role Conflict, Work Satisfaction Date A point or period of time associated with an event in the lifecycle of the resource 2012-05-31 Keywords Keywords. Conference or Workshop Item PeerReviewed H Social Sciences (General) https://omeka.ibu.edu.ba/files/original/b001a4ea87f1c5fc315e4cc5c5e400e9.pdf 1d64eb3079e26547874c006d825b7a15 PDF Text Text 3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo Analysis Of The Hotel Personnel’s Conceptions Of Organizational Justice, Organizational Silence, Mobbing, Organizational Commitment In Terms Of Demographic Variables Şevket Yirik, Yusuf Yilmaz, Osman Nuri Demirel,Yıldırım Yilmaz, Abdullah Akgün, Hasan Kinay Akdeniz University, Turkey Abstract This study analyses the conceptions of organizational justice, organizational silence, mobbing, organizational commitment in terms of demographic variables in hotel management. Field work is carried out in the 5-star hotels that are active during 12 months in the Manavgat region of Antalya (Turkey). The study is supported by 229 hotel personnel and all responded. The study reveals that factors such as gender, age, educational level, professional rank and position have considerable effects on the conceptions of institutional devotion, mobbing, institutional repose and institutional justice. Keywords: Organizational Justice, Organizational Silence, Mobbing, Organizational Commitment 1.THEORETICAL BACKGROUND 1.1.Organizational Justice Originally, the conception of organizational justice is based on “Equity Theory” of Adams in 1965 (Baş and Şentürk, 2011: 33). Organizational justice is whether there is equity or not comparing what the employees bring in the company according to the contributions the employees made to the company (time, work, earnings). Organizational Justice is examined under three headings; distributive justice, procedural justice and personal interaction justice. (Cohen-Charash and Spector, 2001: 279; St‐Pierre and Holmes, 2010: 1171). 1.2. Organizational Silence Organizational Silence was proposed by Hirschman in 1970; however, it was first used as a definition by Morrison and Milliken in 2000 (Erenler, 2010). Organizational silence can be seen when the employees do not express their views and concerns about the company (Morrison and Milliken, 2000). The employee silence, on the other hand, can be defined as not revealing one’s feelings, not sharing with others and concealing the problems by remaining silent and keeping on working as if nothing happened. There may be many reasons why the employee prefers to remain silent. These can be stated as the behavioural habits, consciousness and decision mechanisms (Blackman and Sadler-Smith, 2009: 571-572). The institutional reasons of the organizational silence are as follows:  82 Organizational Reasons �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo                   Injustice Culture Silence Climate Organizational Culture Managerial Reasons Negative Feedback Fears of Managers Prejudices towards Work and Worker Character of the Manager Homogeneity of the Management Team Individual Reasons Lack of Confidence Considering Talking Risky Fear of Isolation Past Experiences Fear for Damaging the Relations Character and Personality National and Cultural reasons Cultural Structure and Norms Power Distance 1.3. Mobbing Latin origin word, mobbing means “psychological violence, disturbance and harassment”. The term mobbing was first suggested by Lorenz in 1960, a scientist who was observing animal behaviours (Davenport et. al., 2003: 3). In the beginning of 1980s, Leymann determined that these kind of outrageous and negative behaviours were taking place in workplaces. Although Leyman met this behaviour style in 1980s, the studies indicate that this behaviour goes far beyond (Leymann, 1996: 166). In 1983, in Norway, the mobbing that 3 teenagers were subject to ended with the suicides of these three teenagers. Hereupon, a broadened investigation was carried out by the Ministry of Education and violence and situations of the victims were revealed. Programs in the USA, England and Germany, in the 1990s, started to be applied for protecting the kids and the youth (Olweus, 1993). However, the first study in Turkey about mobbing was conducted in 2003 (Yavuz, 2007: 7). World Health Organization (WHO) defines mobbing as, attitudes and behaviours that damage physical, psychological and moral development of the individuals or groups by using power against them (Akgeyik vd., 2009: 98). The disturbing behaviours of mobbing that even ends in the resignation of the employees have risen a lot recently. 1.4. Organizational Commitment Organizational Commitment can be said to exist when the employees are willing to stay in the organization and adopt the beliefs of the company as their own and dedicate their work in accordance with company’s interests (Becker, 1960: 32). 83 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo The factors effecting the organizational commitment are studied under four subtitles; factors concerning work and duty, working place and working conditions, organizational structure and demographic factors (Topaloğlu et. al., 2008: 953). Approaches of organizational commitment can be gathered under three titles; attitudinal commitment, behavioural commitment and normative commitment (Kitapçı, 2006:75). 2. METHODOLOGY 2.1. The Aim of the Study This study aims to introduce whether the perceptions of organizational justice, organizational silence, mobbing and organizational commitment of the hotel employees differ in terms of demographic variables or not. In this respect, the differences in the perceptions of organizational justice, organizational silence, mobbing and organizational commitment of the hotel employees were examined regarding their age, gender, educational background and work experience. 2.2. Sampling The universe of the study is the 5 star hotel employees in the city of Antalya. Due to the time and financial difficulties experienced in reaching the universe, random sampling was used. In this context, the sampling of this study is 229 employees of a 5 star hotel in Antalya. The questionnaire was distributed to 229 people and all was responded. No invalid questionnaire was determined while analyzing the data. 2.3. Data Collection Questionnaires were used as a means of data collection. Questionnaire was composed of 5 main parts. In the first part, Personal Information Form; in the second part, Organizational Commitment Scale; in the third part Mobbing Scale; in the fourth part Organizational Silence Scale; in the fifth part Organizational Justice Scale was used. 2.3.1. Personal Information Form Questions like gender, age, educational background, work experience, salary, position and weekly working hours were in the form in order to determine the demographics of the hotel employees. 2.3.2. Organizational Commitment Scale The Organizational Commitment Scale developed by Meyer and Allen (1991) was used. The scale had 19 items and prepared in accordance with 5 points Likert Scale ( 1= Absolutely disagree, 5= Absolutely agree). Since the 3rd, 4th, 6th and 13 the items of the scale include negative statements, they were coded with reverse coding method. Thus, it was stated that the higher the score from the scale is, the more the commitment of the employee has. The 84 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo reliability of the scale was high in many studies in which it was used. For this study, the reliability of the scale was determined as 0, 744 and was highly reliable. 2.3.3. Mobbing (Psychological Violence) Scale The appropriate questions for this study about mobbing were chosen from the LIPT (Leymann Inventory of Psychological Terror) , the questionnaire version of which was developed by Klaus Niedl and were selected from the Negative Action Questionnaire (NAQ) , the questions of which were developed by Stale Einarsen, Björn Inge Raknes, Stig Berge Matthiesen and Odd (Mercan, 2007: 120). The Mobbing Scale including 14 items was examined in accordance with 5 points Likert Scale (1= Absolutely disagree, 5= Absolutely agree). With a minimum score of 5 and maximum score of 70, the mobbing (being subject to psychological violence) was said to be increasing when the total score rises. In these studies, the reliability of the scale (α ) was observed to be considerably high and the reliability and validity were proved. For this study, the reliability of the scale was observed as 0, 959 and was found to be highly reliable. 2.3.4. Organizational Silence Scale The question form designed by Çakıcı ve Çakıcı (2007) was used for preparing the questions about organizational silence. The scale consisted of 28 questions and was examined in accordance with 5 points Likert type. ( 1= Absolutely disagree, 5=Absolutely agree). The most appropriate 13 out of 28 questions were chosen for the study. The minimum score was 5 and the maximum score was 65 and it was stated that the higher the total point was, the more the organizational silence becomes. Many studies that this scale was used indicated that this scale was a considerably reliable one. As for this study, the reliability of the scale was determined as 0,951 and was rather high. 2.3.5. Organizational Justice Scale While preparing the questions about Organizational Justice, 20 item- Organizational Justice Scale of Niehoff and Moorman (1993) was used (Yıldırım, 2002). The scale was evaluated in accordance with 5 points Likert type. ( 1= Absolutely disagree, 5=Absolutely agree). With the evaluation of each response for each statement, the score of organizational justice was found. The minimum score was 5 and the maximum score was 100 and it was stated that the higher the total point was, the more effective the organizational justice applications are. Many studies in which this scale was used indicated that this scale was a considerably reliable one. As for this study, the reliability of the scale was determined as 0,956 and was indicated to be considerably high. 3. Data Analysis In this study, Independent Samples T Test and ANOVA were used in accordance with the aim of the study. Data analysis was made using SPSS 17.0 package program. .05 and .01 significance levels are used in the study. 85 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo 4. Findings 4.1. Demographics Demographic profiles of the respondents can be seen in Table 1. Table 1. Demographics Variables Gender Age n % Female 117 51,1 Male 112 48,9 Total 229 100,0 25-30 32 14,0 31-36 95 41,5 37-42 38 16,6 43 and over 64 27,9 Total 229 100,0 Primary School 31 13,5 High School 51 22,3 Vocational School 26 11,4 Undergraduate 75 32,8 Graduate 46 20,0 Total 229 100,0 2-6 years 41 17,9 7-11 years 117 51,1 12-16 years 71 31,0 Total 229 100,0 1500 TL and less 67 29,2 1501-2000 TL 21 9,2 2001-2500 TL 29 12,7 Education Work Experience Salary 86 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo Position Weekly Working Hour 2501-3000 TL 20 8,7 3001-3500 TL 47 20,5 3501 and more 45 19,7 Total 229 100,0 Worker 68 29,7 Assistant 22 9,6 Expert 14 6,1 Middle Level Manager 47 20,5 Senior Manager 78 34,1 Total 229 100,0 41-60 hour 80 34,9 61-80 hour 145 63,3 81 hour and more 4 1,8 Total 229 100,0 As it is seen in Table 1 the ratio of female and male is nearly the same. The dominant age group is between 31 and 36 (41.5 %). Above half of the respondents are graduated from the university (52.8%). Most of them have been working for less than 12 years (69%). Majority of them are in the group of 7 and 11 years as working experience (51%). Workers (29.7%) and senior managers (34.1%) are two dominant groups and the salaries are less than 1.500 TL. (29.2%) and more than 3.000 TL.(40.2%). People are working mostly between 61-80 hours in a week (63.3%). 4.2. Reliability Analysis Reliability is determined with Cronbach’s Alpha. The reliability results can be seen at Table 2. Table 2. Reliability Analysis Results N 87 Cronbach’s Alpha �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo Organisational Commitment Mobbing Organisational Silence Organisational Justice 18 14 13 10 0,744 0,959 0,951 0,956 It seems that reliability of all the scales is high. 4.3. Normality Tests The normality tests are done in this part of the study. To test the normality, KolmogorovSmirnov Z test was applied using the total points of the scales. This normality tests were done to determine which tests were appropriate to examine the hypotheses tests. Table 3. Results of Normality Tests KolmogorovSmirnov Z 3,610 4,116 2,405 4,000 Organisational Commitment Mobbing Organisational Silence Organisational Justice p 0,000 0,000 0,000 0,000 According to the Table 3, total scores of the scales do not seem to fit the normal distribution (p<0,05). This result leads the researchers to use non-parametric methods to test the hypotheses. 4.4. Findings According to Gender Differences Table 4 shows the Mann Whitney U test results of gender differences in organisational commitment, mobbing, organisational silence, and organisational justice. Table 4. Findings According to Gender Differences- Mann Whitney U Test Results Scale Group N Mean Rank U P Organisational Commitment Mobbing Organisational Silence Organisational Justice 88 Female 117 135,53 Male 112 93,55 Female 117 84,35 Male 112 147,02 Female 117 92,71 Male 112 138,29 Female 117 135,71 4150,000 0,000** 2966,000 0,000** 3944,000 0,000** 4129,000 0,000** �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo Male 112 93,37 ** p<0,01 It is seen from the Table 4 that hotel employees’ perception on organisational commitment, mobbing, organisational silence, and organisational justice differs at 0.01 significant level between females and males. According to the mean ranks, perception of female employees on organisational commitment and organisational justice are higher than male employees whereas for the mobbing and organizational silence, perception of male employees is higher than females. 4.5. Findings According to Age Differences To test the differences occur for organisational commitment, mobbing, organisational silence and organisational justice according to the age, Kruskal Wallis H test was applied. The results are indicated at Table 5. Table 5. Findings According to Age Differences- Kruskal Wallis H Test Results 2 Scale Group N Mean Rank P  Organisational Commitment Mobbing Organisational Silence Organisational Justice 89 25–30 32 106,03 31–36 95 129,22 37–42 38 111,03 43 years and over 64 100,73 25–30 32 142,66 31–36 95 102,95 37–42 38 58,12 43 years and over 64 152,83 25–30 32 133,47 31–36 95 96,41 37–42 38 77,16 43 years and over 64 155,83 25–30 32 90,00 31–36 95 138,93 37–42 38 154,11 8,177 0,042* 58,456 0,000** 47,078 0,000** 62,641 0,000** �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo 43 years and over 64 68,77 ** * p<0,01 p<0,05 According to the age of the hotel employees there are significant differences for all scales. The significance level is 0.05 for the organisational commitment whereas 0.001 for other scales. 4.6. Findings According to Differences in Education Level Table 6 shows the Kruskal Wallis H test results of education differences in organisational commitment, mobbing, organisational silence, and organisational justice. Table 6. Findings According to Education Differences- Kruskal Wallis H Test Results 2 Scale Group N Mean Rank P  Organisational Commitment Mobbing Organisational Silence Organisational Justice 90 Primary School 31 16,00 High School 51 101,88 Vocational School 26 161,88 Undergraduate 75 146,81 Graduate 46 117,89 Primary School 31 183,03 High School 51 154,55 Vocational School 26 125,58 Undergraduate 75 76,84 Graduate 46 81,54 Primary School 31 198,52 High School 51 140,59 Vocational School 26 123,04 Undergraduate 75 78,84 Graduate 46 84,76 Primary School 31 46,16 High School 51 92,43 103,004 0,000** 89,458 0,000** 89,958 0,000** 80,135 0,000** �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo Vocational School 26 83,27 Undergraduate 75 143,52 Graduate 46 157,85 ** p<0,01 According to the education level of the hotel employees there are differences for all scales at 0.01 significance level. It seems that perception of mobbing and organisational silence increase as the level of education decreases. On the other hand, the organisational justice perception increases as the level of education increases. 4.7. Findings According to Differences in Work Experience Table 7 shows the Kruskal Wallis H test results of differences of work experience of employees for organisational commitment, mobbing, organisational silence, and organisational justice Table 7. Findings According to Work Experience- Kruskal Wallis H Test Results N Mean Rank 2 P Organizational 2–6 years 41 55,29 42,881 0,000** Commitment 7–11 years 117 123,05 12–16 years 71 136,21 2–6 years 41 151,68 31,221 0,000** 7–11 years 117 92,21 12–16 years 71 131,38 Organizational 2–6 years 41 165,59 36,444 0,000** Silence 7–11 years 117 94,00 12–16 years 71 120,39 Organizational 2–6 years 41 88,29 27,834 0,000** Justice 7–11 years 117 137,29 12–16 years 71 93,68 Scale Mobbing ** p<0,01 91 Group �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo According to the work experience of the hotel employees the difference at the significance level is 0.01 for the organisational commitment, mobbing, organizational silence and organizational justice. 4.8. Findings According to Differences in Positions Table 8 shows the Kruskal Wallis H test results of differences in position for organisational commitment, mobbing, organisational silence, and organisational justice. Table 8. Findings According to Position- Kruskal Wallis H Test Results Scale Group N Mean 2 P 159,880 0,000** 152,276 0,000** 170,593 0,000** 142,661 0,000** Rank Organizational Assistant 22 109,68 Commitment Middle Level Manager 47 179,47 Senior Manager 78 125,58 Expert 14 206,50 Worker 68 41,19 Assistant 22 160,32 Middle Level Manager 47 67,55 Senior Manager 78 77,91 Expert 14 58,50 Worker 68 187,31 Organizational Assistant 22 131,86 Silence Middle Level Manager 47 81,72 Senior Manager 78 80,37 Expert 14 7,50 Worker 68 194,40 Organizational Assistant 22 84,50 Justice Middle Level Manager 47 114,40 Senior Manager 78 166,08 Expert 14 198,50 Worker 68 49,50 Mobbing 92 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo ** p<0,01 According to the work positions of the hotel employees, the difference at the significance level is 0.01 for the organisational commitment, mobbing, organizational silence and organizational justice. 5. DISCUSSION In this study, it was determined that the woman employees’ perception of organizational commitment and organizational justice is higher than that of the men whereas the men employees’ perception of organizational silence is higher than that of the women. As for the age, while the organizational commitment of 31-36 age groups is the highest, the employees’ commitment at the age of 43 and over is the lowest. The age group 43 and over was subject to mobbing at the highest level and 25-30 ages followed that and 37-42 age group were subject to the mobbing the least. Moreover, while organizational silence of the 43 and over age group is the highest, the organizational silence of 37-42 is the lowest. The organizational justice perception of the age group 37-42 was determined to be the highest. The organizational commitment of the employees who are graduates of primary school is the lowest and vocational school graduates’ perception is the highest. The primary school graduates were observed to be subject to mobbing more often than the others. Generally, it can be stated that the higher the graduate degree is, the lower the employees are subject to mobbing. It was also observed that the organizational silence of primary school graduates is higher than that of the others. As the education level increases, the perception of organizational silence decreases. Besides, as the education level increases, the perception of organizational justice increases in parallel. In general, it was determined that as the working year increases, the organizational commitment increases, too. While the mobbing rate is the highest among the employees having a work experience of 2-6 years; it is the lowest among 7-11 years. The organizational silence of the employees who worked for 2-6 years is the highest and 7-11 years is the lowest. The organizational justice perception of the employees with 2-6 years of working experience is the lowest and 7-11 years of working experience is the highest. As for the positions, the workers organizational commitment is the lowest and that of the experts is the highest. The mobbing rate among the workers is the highest whereas it the lowest among the experts. The organizational silence of the workers is the highest and that of the experts is the lowest. The perception of organizational justice of the experts is the highest while that of the workers is the lowest. REFERENCES Akgeyik, T., Güngör, M., Usen, Ş. & Omay U. (2009). İşyerinde Psikolojik Taciz Olgusu: Niteliği, Yaygınlığı ve Mücadele Stratejisi. İstanbul Üniversitesi Sosyal Siyaset Konferansları Dergisi, 56, 91-150. 93 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo Baş, G. & Şentürk, C. (2011). İlköğretim Okulu Öğretmenlerinin Örgütsel Adalet, Örgütsel Vatandaşlık ve Örgütsel Güven Algıları. Educational Administration: Theory and Practice, 17(1), 29-62. Becker, H.S. (1960). Notes on the Consept of Commitment. American Journal of Sociology, 66(1), 32-40. Blackman, D. & Sadler-Smith, E. (2009). The Silent and the Silenced in Organizational Knowing and Learning. Management Learning, 40(5), 569-585. Cohen-Charash, Y. & Spector, P. E. (2001). The Role of Justice in Organizations: A Meta Analysis. Organizational Behavior and Human Decision Processes, 86(2), 278-321. Çakıcı, A. & Çakıcı, C. (2007). İş gören Sessizliği: Konuşmak Mı Zor, Sessiz Kalmak Mı Zor?, 15. Ulusal Yönetim ve Organizasyon Kongresi, Sakarya, 389-400. Davenport, N., Swartz, R.D. & Eliot, G.P. (2003). Mobbing: İşyerinde Duygusal Taciz, (Çev.: Osman Cem Önertoy), Sistem Yayıncılık, İstanbul. Erenler, E. (2010). Çalışanlarda Sessizlik Davranışının Bazı Kişisel Ve Örgütsel Özelliklerle İlişkisi: Turizm Sektöründe Bir Alan Araştırması. Yayınlanmış Doktora Tezi, Hacettepe Üniversitesi Sosyal Bilimler Enstitüsü İşletme Anabilim Dalı, Ankara. Kitapçı, H. (2006). “TKY’de Karar Almaya Katılımın ve Örgütsel Bağlılığın Kişisel Performansa Etkisi”, Bilig, 39, 73-86. Leymann, H. (1996). The Content and Development of Mobbing at Work. Europen Journal of Work and Organizational Psychology, 5, 165-184. Mercan, N. (2007). Örgütlerde Mobbing’in Örgüt İklimiyle İlişkisine Yönelik Bir Araştırma. Yayınlanmamış Yüksek Lisans Tezi, Dumlupınar Üniversitesi Sosyal Bilimler Enstitüsü, Kütahya. Meyer, J. P. & Allen, N. J. (1991). A Three-Component Conceptualization of Organizational Commitment. Human Resources Management Review, 1, 61-89. Morrison, E. W. & Milliken, F.J. (2000). Organizational Silence: A Barrier to Change and Development in a Pluralistic World. The Academy Of Management Review, 25(4), 706-725. Niehoff, B.P.I. & Moorman, R.H. (1993). Justiee as a Mediator of the Relationship Between Methods of Monitoring and Organizational Citizenship Behavior. Academy of Management Journal, 36(3), 527-556. Olweus, D. (1993). Bullying at School What We Know and What We Can Do, Oxfort, Blackwell. St‐Pierre, I. & Holmes, D. (2010). The Relationship between Organizational Justice and Workplace Aggression. Journal of Advanced Nursing, 66(5), 1169‐1182. Topaloğlu, M., Koç, H. & Yavuz, E. (2008). Öğretmenlerin Örgütsel Bağlılığının Bazı Temel Faktörler Açısından Analizi, Kamu-İş, 9(4), 949-967. Yavuz, H. (2007). Çalışanlarda Mobbing (Psikolojik Şiddet) Algısını Etkileyen Faktörler: SDÜ Tıp Fakültesi Üzerine Bir Araştırma. Yayınlanmamış Yüksek Lisans Tezi, Süleyman Demirel Üniversitesi Sosyal Bilimler Enstitüsü, Isparta. Yıldırım, F. (2002). Çalışma Yaşamında Örgüte Bağlılık ve Örgütsel Adalet İlişkisi. Yayınlanmamış Doktora Tezi, Ankara Üniversitesi Sosyal Bilimler Enstitüsü, Ankara. 94 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 1155 Title A name given to the resource Analysis Of The Hotel Personnel’s Conceptions Of Organizational Justice, Organizational Silence, Mobbing, Organizational Commitment In Terms Of Demographic Variables Author Author Şevket , Yirik Abstract A summary of the resource. This study analyses the conceptions of organizational justice, organizational silence, mobbing, organizational commitment in terms of demographic variables in hotel management. Field work is carried out in the 5-star hotels that are active during 12 months in the Manavgat region of Antalya (Turkey). The study is supported by 229 hotel personnel and all responded. The study reveals that factors such as gender, age, educational level, professional rank and position have considerable effects on the conceptions of institutional devotion, mobbing, institutional repose and institutional justice. Keywords: Organizational Justice, Organizational Silence, Mobbing, Organizational Commitment Date A point or period of time associated with an event in the lifecycle of the resource 2012-05-31 Keywords Keywords. Conference or Workshop Item PeerReviewed H Social Sciences (General) https://omeka.ibu.edu.ba/files/original/903577c4e24abc98cca18b4bb2f7078e.pdf 29c8c863ff44d6746b2c1abd293750e0 PDF Text Text 3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo The Effects Of Mentorship On The Success Of Firms Şevket Yirik,Yusuf Yilmaz, Osman Nuri Demirel, Yıldırım Yilmaz, Abdullah Akgün,Hasan Kinay Akdeniz University, Turkey Abstract This study analyzes the effects of mentorship applications on the success of enterprises. Field work is carried to in the 5-star hotels who are active during 12 months in the Manavgat region of Antalya (Turkey). The study is supported by 260 hotel personnel and 250 personnel responded. The study tries to find out if there is a relation between the application of mentorship in the enterprises and issues such as value given to the employees, increase of information exchange within the firm, enrichment of relations between the personnel, development of career provided, performance and efficiency increase of the employees. Keywords: Mentorship, Firm Success, Tourism, Hotel. 1.INTRODUCTION Mentorship is not only to share the characteristics embedded in the person; it is something to aid people to improve and show how to get them. In the business life, the mentorship is so important especially for the new employees. It helps them to get know the company. It is also a tool to transfer the knowledge and skills of the organization to the people who mark out for a brilliant future. The aim of this study is to search the affects of mentorship applications for the business performance. 2.Background Values and Institutional culture. Main topics in the agenda of the managers and the owners are related to increase the revenue and the profit, to develop new ideas, to create high performance teams and to reduce the risks. In order to reach these goals they are taking many initiatives and applying new methods such as reengineering, paying high salary and bonuses, having different training and providing external motivation. On the other hand, the least focused but probably the most effective one is creating “institutional culture”. It can be defined as rules, criteria and judges which are not written. It is a value system which defines the way of thinking of employees and the managers. The concept of institutional culture can also act as a moral plaster that gather the people in the organizations. Appropriate institutional culture supports in getting the goals of the organization through ensuring a platform for the employees to lend their soul to their work. By doing this, the employees behave as patriot and brave soldiers who they believe the war they are in not as ladrone. Institutional culture occurs firstly with the respectful behavior of managers to their subordinates, the relationship between the people, support and solidarity, company values, shared things and other elements. On the other hand, to increase the institutional culture to 75 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo the right level and to manage and to develop it in a continual manner is a matter of expertise which is not merely known nowadays. It is, therefore, needed for many institutions to get consultancy services. If we believe that the factor behind the successful company is the environment where the people add something and balance their business and private life in a good way, we have to take this subject into our agenda not as a luxury but a necessity. Communication is the transfer of information or knowledge from one person to another. It is vital for human beings to express themselves as social being. It is a process of knowledge production, transfer and perception. Knowledge and experience transfer are two topics important for the institutional culture literature. There are different people in the organizations with different past, knowledge, world view, mental structure and the motivation. Knowledge cannot be piled without gathering the implicit knowledge of these people which are the most valuable treasury of the organization. To share the implicit knowledge, a common space is needed. Common space refers to the conceptual combination of physical, virtual and mental spaces which facilitate the required activities for knowledge creation process and sharings to happen. The works in the common space should be as far as productive and comphrensive. Knowledge oriented organizations requires to develop and apply business culture strategy (Güçlü, Sotirofski, 2006). Career development, on the other hand, has been one of the main topics in nowadays business environment because of the change of the relation between organization and employee, organization structure and the expectations of the employees. Management approaches like downsizing, outsourcing, total quality management, people-oriented management, change management, learning organization which are all result of the globalization have led the concept of career to change. To invest in employees and to improve their skills will provide competitive advantage in the global business environment. Performance and Productivity. Performance management is a new subject. The performance of an organization is the output at the end of a period or outcomes of the activities. These outcomes can be regarded as the rate of reaching the goals determined by the organization. For companies, it is possible to have some goals (profitability, productivity, efficiency etc.). Productivity is related to the inputs and outputs and it refers what extent to the organization uses its resources. It is the main part of performance (Yükçü and Atağan, 2009). Mentor and Mentee . Mentorship is arbitrary or professional, one to one relationship which aims to support and encourage the person (Özkalp vd., 2006: 55). Daresh (2004) sees the mentorship as a process of personal improvement. It is a process that is conducted under the supervision of such people who has guiding, protecting and leading skills. Mentor is the one who holds such characteristics. Gettys (2007), on the other hand, states that the mentorship is a mutual cooperative process and experienced mentor guide his/her student to improve his/her knowledge and skills (Gettys, 2007: 7-8). Two concepts need to be mentioned here: Mentor and mentee. Mentor is a supervisor and guides the person to help him/her to develop his/her career through supporting, teaching and listening. The term “mentor” is used to define a person who shares his/her expertise and knowledge with other people. Mentee or protegé’ is the one who benefits the mentorship service. 76 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo 3. RESEARCH 3.1.Method and Hypotheses This study is modeled according to the descriptive method and relational scanning model. Relational scanning models aim to define the existence and level of relation between two or more variables. The hypotheses of the study are as follows: H1: There is a significant relationship between mentorship implementation and the value that the mangers show to their subordinates H2: There is a significant relationship between the mentorship implementation and the increase in knowledge transfer in the organization H3: There is a significant relationship between the mentorship implementation and the increase in communication level in the organization H4: There is a significant relationship between the mentorship implementation and career development of the employees H5: There is a significant relationship between the mentorship implementation and the increase of performance and productivity of the employees 3.2. Sampling and Data Collection The study was conducted in Manavgat, Antalya. The unit of study is hotel employees. Questionnaire method was used to collect the data. Questionnaires were distributed to 260 employees and 250 of them were collected with a turn rate of 96%. Questionnaire consists of 6 parts. In the first part demographics take place. Second part dedicated to organizational commitment. There are 5 items in this part. This and the following parts, the 5-point Likert scale was used with “1” indicating Absolutely Disagree and “5” indicating Absolutely Agree. The Cronbah’s Alpha of this scale is 0.811. Third part is related to the survival in the company and there are 4 items in this part. The Cronbah’s Alpha of this scale is 0.875. Performance questions are in the fourth part and there are 3 items with 0.911 Cronbah’s Alpha. Communication is in fifth part. There are 3 items in this scale and the reliability is 0.729. Management related questions are in the last section. 6 items take place in this part. The Cronbah’s Alpha is 0.838. 3.3.Data Analysis Demographics are gathered using frequency tables. For the Likert scale questions , firstly reliability then the normality test were done. Simple regression analysis were used for commitment, performance, communication, and management scales. The significance level is determined as 0.05. 77 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo 3.4. Findings 3.4.1.Demographics Gender N % Education N Male 118 47.2 High School 16 6.4 Female 132 52.8 Undergraduate 173 69.2 Master 47 18.8 14 5.6 Age % 19-22 34 13.6 Ph.D 23-26 91 36.4 Position 27-30 67 26.8 Manager 45 18 31-34 12 4.8 Employee 205 82 35-38 10 2.5 Nu.of Hotels worked before 39-42 8 3.2 0 73 29.2 43-45 7 2.8 1 162 64.8 46-49 9 3.6 1+ 15 6 50-more 12 4.8 0-1 41 16.4 2-4 59 23.6 5-6 52 20.8 7-9 27 10.8 10-12 17 6.8 13-15 16 6.4 16-18 11 4.4 19-21 19 7.6 22-more 8 3.2 Years in the hotel Half of the respondents are below the age of 27. Most of them (%69) holds university degree. 65% of the respondents (162 person) stated that this is their second jobs whereas this ratio is %29 (73 person) for the first time worker. 40% (100 person) of the respondents have been working in their current hotel for less than 5 years. 71 person (28.4%) have been working for more than 10 years in the same hotel. 78 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo 3.4.2.Findings of Hypothesis Tests Five Hypotheses are tested with lineer regression test. H1: There is a significant relationship between mentorship implementation and the value that the mangers show to their subordinates R2 Adjusted R2 Standard Error p 0,063 0,071 0,865 0,032 There is a significant relation between the mentorship implementations and the value that the managers show to their subordinates. H2: There is a significant relationship between the mentorship implementation and the increase in knowledge transfer in the organization R2 Adjusted R2 Standard Error p 0,041 0,039 0,095 0,028 The result of regression analysis show that there is a significant relation between the mentorship implementations and the knowledge transfer in the organization. H3: There is a significant relationship between the mentorship implementation and the increase in communication level in the organization R2 Adjusted R2 Standard Error p 0,274 0,075 0,462 0,011 There is a significant relation between the mentorship implementations and the increase in communication level in the organization. H4: There is a significant relationship between the mentorship implementation and career development of the employees R2 0,051 Adjusted R2 0,001 Standard Error 1,126 p 0,021 According to the result of the regression test there is a significant relation between the mentorship implementation and career development of the employees H5: There is a significant relationship between the mentorship implementation and the increase of performance and productivity of the employees 79 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo R2 0,159 Adjusted R2 0,04 Standard Error 0,691 p 0,023 Hypothesis 5 is accepted as the significance level is below 0.05 (0.23). It means that there is a significant relation between the mentorship implementation and the increase of performance and productivity of the employees. 4. DISCUSSION Today’s competitive environment requires the companies to have the qualified human resources as the most important capital. It is no surprising to see the employee satisfaction to be in the agenda of the companies. One way of increasing the satisfaction level and abilities of employees and improving the professional skills is the mentorship implementations in the organization. We need from time to time somebody to consult who will share his/her expertise and guide us. Mentorship provides this through transferring the experiences of senior people to less experienced people in the organization. The success of mentorship program in the organization depends on analyzing the need carefully and assign the right person as mentor to the mentee. It is also important to get feedback continually from both mentor and mentee from the beginning of the program in order to revise the content of the program in time. Mentorship programs are not compulsory programs. Mentors and mentees should meet periodically and have improvement focused conversation. Working on projects can also be influential for the effectiveness of the program. Well designed mentorship programs add value to the institution, mentor and mentee. Mentorship programs; Helps the organization values to be espoused by the employees, Helps to transfer the institutional knowledge form one generation to another in the organization and facilitate the adaption of new comers Helps mentees to work with the mentors in a one to one learning relationship which can aid the employees in their career development Helps mentors to feel the pleasure of preparing the future leaders According to the result of the study, the organizations implementing mentorship benefit from these programs in different ways. The employees feel themselves as valuable for the company. This affects the business performance in a positive manner through the increase in communication level in the organization, and the decrease in leaving the job which all together leads to increase in productivity and quality in production. REFERENCES 80 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo Daresh, J. (2004). Mentoring school leaders: Professional Promise or Predictable Problems? Educational Administration Quarterly. 40(4): 495-517. Gettys, S.G. (2007). The Role of Mentoring in Developing Beginning Principals' Instructional Leadership Skills. Unpublished Dissertation, University of Missouri-Columbia. Güçlü N. & Sotirofski, K. (2006). Bilgi Yönetimi, Türk Eğitim Bilimleri Dergisi, 4(4): 351371. Güler, E.Ç. (2006). İşletmelerin E-İnsan Kaynakları Yönetimi ve E-İşe Alım Süreçlerindeki Gelişmeler. Ege Üniversitesi Dergisi, 1(6): 17-23. Özkalp, E., Kırel, Ç., Sungur, Z. & Cengiz, A.A. (2006). Örgütsel Toplumsallaşma Sürecinde Mentorluk ve Mentor'un Yeri ve Önemi: Anadolu Üniversitesi Araştırma Görevlileri Üzerine Bir İnceleme. [The Place and İmportance of the Mentorship and the Mentor in the Process of Organizational Socialization: A Study on Research Assistants at Anadolu University.], Anadolu University Journal of Social Sciences, 6(2): 55–69. Yükçü, S. & Atağan, G. (2009). Etkinlik, Etkililik ve Verimlik Kavramlarının Yarattığı Karışıklık. Atatürk Üniversitesi, İktisadi ve İdari Bilimler Dergisi, 23(4): 1-1 81 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 1154 Title A name given to the resource The Effects Of Mentorship On The Success Of Firms Author Author Şevket , Yirik Abstract A summary of the resource. This study analyzes the effects of mentorship applications on the success of enterprises. Field work is carried to in the 5-star hotels who are active during 12 months in the Manavgat region of Antalya (Turkey). The study is supported by 260 hotel personnel and 250 personnel responded. The study tries to find out if there is a relation between the application of mentorship in the enterprises and issues such as value given to the employees, increase of information exchange within the firm, enrichment of relations between the personnel, development of career provided, performance and efficiency increase of the employees. Keywords: Mentorship, Firm Success, Tourism, Hotel. Date A point or period of time associated with an event in the lifecycle of the resource 2012-05-31 Keywords Keywords. Conference or Workshop Item PeerReviewed H Social Sciences (General) https://omeka.ibu.edu.ba/files/original/d9648e78e3f76cc41fd2e5cfd32a1ed7.pdf 30a193a433913eebb09ac7fb04fd4644 PDF Text Text 3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo Frese, R. and Sauter, V. (2003) Project Success and Failure: What is Success, What is Failure, and How Can You Improve Your Odds for Success? Glock, C.Y. (1967) Survey Research in the Social Sciences. Russell Sage Foundation, New York. Hastie, S. (2006) What Makes Information Systems Projects Successful? HJPC (High Judicial and Prosecutorial Council) of Bosnia and Herzegovina (2011) Informatisation of the judiciary in Bosnia and Herzegovina 2004-2011. Haughey, D. (2010) The Four Levels of Project Success, Project Smart 2000-2010. IJC (Independent Judicial Commission) – Head Office Sarajevo (2004) Development of Information and Communication Technology in the Cours and Prosecutors’ Offices of Bosnia and Herzegovina. Prabhakar, G.P. (2008) What is Project Success: A Literature Review, International Journal of Business and Management, 3-10. Valacich, J. and Schneider, C. (2010) Information Systems Today (4th ed), Pearson Education. Advanced Techniques And Application Of Learning Content Management Systems In Enterprises Šemsudin Plojović1, Muzafer Saračević2,Enis Ujkanović3, Suad Bećirović3 1Department of Economics, International university of Novi Pazar, Serbia 2Faculty of Science and Mathematics, University of Niš, Serbia 3Department of Economics, International university of Novi Pazar, Serbia 319 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo E-mail: s.plojovic@uninp.edu.rs, muzafers@gmail.com, e.ujkanovic@uninp.edu.rs s.becirovic@uninp.edu.rs Abstract Several organizations are looking for a way how to manage the overall job performance of their employees, regardless of where the "working age" they are. Learning and competence development, along with management skills is noticeable development, therefore, that organizations want to maximize the capacity of its staff, and with them the skills that the new business conditions become necessary. In the process management capabilities and potentials occupy a key role in content management systems learning (LMS). One capability that users LMS never had this kind should be developed. In this way, the organization gained greater success using his own internal resources. Keywords: Business LMS, e-Learning, LCMS, Virtual Classroom, CMS. 1.INTRODUCTION Learning Management System (LMS) is a key application in the model of e-Learning. Includes a set of features designed for the "delivery", monitoring, reporting and administration of learning content, student progress, and interaction of students and mentors and students together. Serious e-Learning system cannot be imagined without the complex software. LMS can be used in a very simple system, and the highly complex enterprise-wide distributed environments, such as public administration, large companies and the like. LMS is software for managing learning events organized, including online, virtual classroom. The focus of LMS is to manage employees, track their progress and performance in all types of training. Learning and competence development, along with management skills is a noticeable development in addition to education there is a niche, therefore, that organizations want to maximize the capacity of its staff, and with them the skills that the new business conditions become necessary. One capability that users LMS never had this kind should be developed. In this way, the organization gained greater success using his own inner resources [1]. Learning Management System (LMS) is software that allows you to fully administer the global learning process of employees of enterprises. Some research has found that 60% of current LMS, with monitoring of the achievements of its users, and 38% giving timely feedback and have a plan to boost performance. 320 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo LMS for registration of employees, enables the courses in the catalog of courses, description of data on employment, and enables reporting on completed. In addition, LMS is typically designed to be operated courses that deliver different publishers and providers of services. LMS is usually not included in its configuration authoring tools for creating educational content. LMS system manufacturers typically offer additional tools to create content that is flexible for employees or teams. Reuse a wide course (one course can be delivered to multiple employees, the monitoring of achievements). 2.ADVANCED TECHNOLOGY EMPLOYMENT APPLICATIONS IN EDUCATION AND Learning Content Management System is a system for creating, storing, preparation and delivery of e-Learning content in the form of learning objects. Search new LCMS and compared to the LMS (least according to SCORM-in) is a Automated Authoring Application and applications for automated authoring process. This application automates authoring (content creation process) introducing authors with templates and storyboarding capabilities that include the principles of instructional design. Using these templates, authors can develop a whole course on the basis of the existing buildings in the repository, creating new facilities or a combination of both principles. Content management system learning (LCMS) enables management of creating, storing, using and re-using content for learning within a firm or organization. Content learning is structured in the form of particles of knowledge - learning objects or learning objects [4]. Structure LCMS system may be viewed as an upgrade structure LMS systems, which add a content management system (CMS - Content Management System) and re-usable learning objects (RLO - Reusable Learning Objects). The term originated from the CMS on-line publishing industry, where such systems enable the creation and administration of various content (articles, reports, pictures, banners and the like) [5]. The CMS system article is entirely made up of a number of particles of knowledge, called content component, whose level is guaranteed, and reuse. One and the same component may be involved in numerous articles and it can be read by many readers. If you bring it in connection with the work, then we talk about re-usable learning objects, which can figurate content in different domain knowledge and can be delivered to different students. 321 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo Figure 1: Management in Custom Portal CMS is a software for effective creation, development and content management web site in internet, intranet and extranet use variants. It is designed for large numbers of business users to efficiently and managing web content as a way of presenting the entire business firms and business activities on the Internet. Characteristics of CMS in a business environment:    322 Better information and communication between business functions and staff CMS is used as an Internet information portal for employees in the company. Applied in this way provides a comprehensive and timely information of employees and the ability to transfer information to the clients of the company. Each employee can participate in creating and updating the site - CMS allows the inclusion of "ordinary users' computers to develop and update the site with no previous training to work with specialized tools. In particular it is important that marketing personnel and other sectors of the company without hiring professionals such as web designers and developers the content, create and modify hand, real and connects the menus and links etc.. In addition to users, LINK CMS is available to help system (Help). (Only) quality control - CMS allows the user at any time to have an insight into the condition of the structural and functional checks of all the connections. In this way, the user shall establish the correctness of its procedures and controls the quality of entered element. CMS allows the creation of material for later publication on the network with the previous review of the author, and responsible person. �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo  Integration with databases and Office applications - basically a CMS is reliable and financially viable MySQL database that provides great benefits for the entry, use and organization of stored materials. Content created in some of the Office applications in a simple way of being integrated into the content of the website which is operated by CMS. It is important that these systems can be applied in a very simple system, and the highly complex enterprise-wide distributed environments, such as public administration, large companies and the like [3]. 3.BUSINESS LMS LMS in the future should be the basic business applications in large companies (the so-called Trade LMS) in order to increase worker efficiency, facilitate the decision making and automation of work processes. These LMS's need to manage knowledge and competences and cooperation employees. Cooperation employees is established through virtual conferences, forums, chat rooms, blogs. Business LMS should provide career management, to be of assistance in employment, to manage the WBT and CBT in the companies. Workplace paid attention to education and training at a time, in fact in the work environment. In the context in which to improve workforce skills and competency for rapid change in the labor market and business, e-learning has proven to be very popular as an effective solution [2]. The main beneficiaries of the ICT sector now meet 60% of its needs in training for teaching e-learning. This form of training has the advantage of organizations that cannot bear the cost and waste of time for training in the classroom. Further efforts are needed to small organizations understand, plan and use e-learning in line with their requirements and needs. Figure 2: benefits of LMS 323 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo LMS integration with ERP and CRM. ERP (Enterprise Resource Planning) system that enables the integration of engineering, customer service, planning, manufacturing, finance, human resources through a single facility or multiple locations. CRM (Customer Relationship Management) system that helps manage customer relationship [1]. Grouping (integration) of organizations that use the same LMS, brings many benefits in implementing the education of its participants. This is particularly reflected in lower total cost of training, the time to create competence and provides a consistency of delivery activities encompassed the needs of education. What is the LMS needs to become usable in integrated systems is the necessity of moving on to more advanced levels, in fact LCMS (Learning Content Management System), a system where much attention is given to patterning and evolution of educational content, taking the principles of instructional design. According to the data 60% of current LMS and LCMS has a function. 4.APPLICATION OF VIRTUAL CLASSROOM IN ENTERPRISES Virtual classrooms make it possible to develop and enrich the entire range of generic skills, users such as:     group work and team work (so as to define roles in teams, solve critical problems and discuss the team). Virtual classrooms have a separate "rooms" where users can meet and work on solving the tasks set them. problem solving and consideration of various solutions for solutions through discussion that takes place in the group. In the group may consider different ideas for solving the problem and try different strategies to solve, communication skills - asking questions and giving answers, the fact that users are required to take a stand in certain situations, to agree or to express their disagreement, to explain his position, effective use of new technologies - users get used to new technologies used in different activities. Figure 3: Collaboration in enterprises 324 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo Characteristics:     Usually includes live audio and video communication among employees. Participants use the microphone and headphones (headsets) and communicate with your voice. There are many free tools that can be used for the virtual classroom. They can include joint panel to display text and drawing sketches. Lecturer and participants can work together to search the Web ling and joint visits to sites. The employer may exchange files with users. Users can join and transfer images from a Web camera when the network capacity to provide. There is a possibility that the presentation include guests from abroad, which is a very good way to include experts in the field. May include "Break out" rooms, the environments in which small groups can work together. Sessions can be archived and remember to be reviewed later. These technologies are increasingly integrated into the LMS systems (for example Blackboard, Moodle or Janisons) or CMS systems. 5.M-LEARNING IN ENTERPRISES AND SOCIAL NETWORKING The future of e-learning, m-learning (mobile learning) - learning anytime and anywhere. Thoughts on learning through mobile, wireless internet and so on. The future of education lies in portable devices, primarily mobile phones, iPods, PDAs and laptop computers. In the near future, e-learning systems will be integrated into mobile technologies such as mobile phones, handheld scanners, tablet PCs, Kindle, IPAD and devices that no longer exist. In the long run, e-Learning System (LMS), will be integrated in almost all electronic devices and machines [6]. Social networking increase in virtual social interaction on a global scale, is increasingly growing, creating a space in which to share information, knowledge and experience. The newly created space is often the target of testing needs, opinions and ways of organizing as in other sectors, as well as organizing training. Social cooperation is becoming an indispensable way of gathering and management's LMS, where the learning experience, knowledge and a variety of valuable information placed in the lap of social interaction. 325 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo Figure 4: World-Wide Social Networking Users The newly arrived participants in this form of communication, very quickly learn from their domesticated counterparts, a new generation growing up in this virtual social environment. What is the big problem is, what is expected of the LMS and what is expected from the only form of social learning, which is present in social networking. In social learning, learning is largely informal character. The challenge is to design (design) LMS, which significantly by using social interaction through collaborative learning, learning, provides a formal sense. For now, many of the existing LMS is not a satisfactory level of use of Web 2.0 technologies. Some numerical indicators of the situation with existing LMS products are 42% let index, 20% use blogs, 17% of a wiki page. Strategy for social e-education include: 1. Co-authorship - Users use Web tools to generate and edit together some content. 2. Collaboration in problem solving and collaborative research - Users work together to find solutions to target problems and select strategies to access the following tasks. Social software tools enable users to easily communicate in order to cooperate, be it in textual form or in direct conversation. 3. Tacit knowledge sharing with others - through communication, cooperation in the project, through research and conversations users have the opportunity to share their opinions with others and to participate in adopting common conclusions. Social, networks also allow users to express their specific views, to challenge their opinions and others to participate in building a common attitude and reach consensus. 4. Monitoring-employed, professionals, experts and experienced users can involve the social network in occasionally as an instructor who will guide users in the learning process. 326 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo All these software will, as more time is devoted to adoption, as well as simplification of administrative and user interfaces, lead to an increase in simultaneous amateurism (level of knowledge management systems and content creation) and widespread use in all areas of education (school education institutions and in enterprises) as in the domain business since learning can easily be replaced with the term "information" or "relationships with clients." The future will be different for everyone ranging from hairdressing shops for dogs, medical clinics... until of course, an organization that has to do with learning, as delivered by each individual contribution and use for themselves. 6.CONCLUSION We can conclude that the appearance of more powerful portable communications devices, resulting in the need for future LMS aims to accessibility, independent of the dominant or pre-defined platform for access to educational content and educational activities. The increasing spread of virtual social interaction, gets a significant role in creating applications that are supported by the LMS. In social interaction, consumers are increasingly sharing resources for learning, as well as their ideas and opinions through discussions, presentations, blogs, comments, tools for this purpose... In this way, learning moves from the corporate model to the global, and therefore the organization LMS need the same adjustment. Accordingly, we conclude that any existing LMS needs to be developed and improved. Flexibility and adaptability LMS individual and social community, whether real or virtual, individually or through collaborative learning, accompanied by educational standards, is one of the main objectives which aims LMS future. Accessible to large repositories of learning objects, monitoring of standards for the creation of compatible content an increase of structural, as opposed to instructional content, forcing non linear ways of learning, follow-up of new IT is the default. REFERENCES Ally, M. (2004), Foundations of educational theory for online learning, Theory and Practice of Online Learning, Athabasca University. Mašović S., Saračević M., Kamberović H., Međedović E. (2011), Modern trends in higher education and the future of e-learning, ITRO-conference: Information technology and development of education, pp.321-326, Technical Faculty "Mihajlo Pupin", University of Novi Sad, Serbia. 327 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo Međedovic E., Saračević M., Bisevac E., Mašović S., Kamberovic H.(2011), System Infrastructure for E-Learning on University of Novi Pazar, 10th International Scientific Professional Symposium INFOTEH-JAHORINA. Saračević M., Međedović E., Mašović S., Selimović F., Kamberović H. (2011), Application learning content management systems, virtual classroom and m-learning in enterprises, ICT for SME2011 - Information and Communication Technologies for Small and Medium Enterprises, ISBN 978-86-7672-140-5, Technical Faculty "Mihajlo Pupin", University of Novi Sad. Saračević M., Međedović E., Mašović S., Selimović F., Kamberović H. (2011), Sistemi za upravljanje sadržajem učenja kao podrška zaposlenim u preduzećima, 9. Međunarodna naučno-stručna konferencija - Na putu ka dobu znanja, Fakultet za menadžment, UDC005.94, ISBN978-86-85067-31-0, COBISS.SR-ID: 266277895, Novi Sad. Saračević M., Mašović S., Selimović F., Novalić F. (2011), Unapređenje informisanosti, komunikacije i obrazovanja zaposlenih u agrobiznis sektoru i način realizacije primenom LCMS-a, Naučna konferencija - Agrobiznis2011, u okviru projekta “Bolja saradnja za bolju budućnost“, Univerzitet u Novom Pazaru. A Hybrid Digital Video Watermarking Method Based on DCT and DWT Haldun Sarnel, Kadir Ünal Dokuz Eylül University, Department of Electrical and Electronic Engineering, İzmir, Turkey E-mail: haldun.sarnel@deu.edu.tr, kadirunal1985@yahoo.com Abstract Digital video watermarking is one of the solutions for copyright protection of digital multimedia data and draws great attention of both researchers and digital video owners. In this work, a new hybrid digital video watermarking method which uses the discrete cosine transform (DCT) and discrete wavelet transform (DWT) is proposed. Each frame is processed with one of the DCT and DWT methods or a combination of them, half of a frame by the DCT method and the other half by the DWT method. Selection of the watermarking for each frame in the video is determined randomly. The proposed method has undergone several attacks in order to check its robustness and compare to the DCT and DWT methods. The proposed hybrid method including a watermarking diversity throughout the video improves robustness against attacks. 328 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 1181 Title A name given to the resource Advanced Techniques And Application Of Learning Content Management Systems In Enterprises Author Author Šemsudin , Plojović Abstract A summary of the resource. Several organizations are looking for a way how to manage the overall job performance of their employees, regardless of where the "working age" they are. Learning and competence development, along with management skills is noticeable development, therefore, that organizations want to maximize the capacity of its staff, and with them the skills that the new business conditions become necessary. In the process management capabilities and potentials occupy a key role in content management systems learning (LMS). One capability that users LMS never had this kind should be developed. In this way, the organization gained greater success using his own internal resources. Keywords: Business LMS, e-Learning, LCMS, Virtual Classroom, CMS Date A point or period of time associated with an event in the lifecycle of the resource 2012-05-31 Keywords Keywords. Conference or Workshop Item PeerReviewed H Social Sciences (General) Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 769 Title A name given to the resource Perceptions of Native and Non-native English Speaking Teachers of English about English as a Lingua Franca (ELF) Author Author Akyel, Ayşe Inceçay, Görsev Abstract A summary of the resource. The status of English as a lingua franca (ELF) has been accepted as an increasingly popular debate in Applied Linguistics and current English language teaching (ELT). A major body of research in the study of ELF has concentrated on the consequences of native speaker norms in respect to ELT. It has been suggested that native speaker norms of English have been losing relative importance in international academic fields. Despite the increasing research interest in ELF focusing on non-native speakers and their use of English, there has been little empirical investigation into the perceptions of both native and non-native English speaking teachers of English about ELF. On the other hand, the students in non-English speaking countries are learning English to be able to communicate with other native or non-native English speakers in both intra and international contexts. In other words, they need to be taught ELF. Thus, the main goal of the teachers has to prepare them to function appropriately in these contexts. This necessity reminds the role and importance of ELF in English language teacher education programs. Therefore, the present study investigated two significant aspects related to ELF. First, the perceptions of native and non-native speaking teachers of English about ELF were investigated. As a second objective, the perceptions of the same group of teachers regarding the role and importance of ELF in English language teacher education were examined. The participants consisted of 100 non-native, 30 native speaking teachers of English working at two respective universities in Istanbul. The data came from a background questionnaire, a questionnaire regarding the perceptions of English language teachers developed by the researchers and semi-structured interviews. Date A point or period of time associated with an event in the lifecycle of the resource 2012-05-04 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 939 Title A name given to the resource TARİHİ SÜREÇTE TÜRK DİLİNİN YABANCI DİL OLARAK ÖĞRETİMİ-ÖĞRENİMİ ÇALIŞMALARI Author Author Arslan, Mustafa Abstract A summary of the resource. Bu çalışmanın amacı, Türk dilinin tarihi süreçte yabancı dil olarak öğretim ve öğrenimi üzerine yapılan faaliyetleri, kaynakları anlaşılır bir şekilde açıklamaktır. Türk dilinin bilinen tarihinden günümüze kadar yabancı dil olarak öğretimi ve öğrenimi üzerine yapılan çalışmalar, sahalar, filologlar ve eserleri araştırılmıştır. Ulaşılan kaynaklara dayanılarak tarihte Türk dilinin yabancılara öğretimi ve öğrenimi çalışmaları; Arap ve Farslara Türk dilinin öğretimi, Rusya’da Türk dilinin öğretimi ve öğrenimi, Balkanlarda Türk dilinin öğretimi ve öğrenimi, Batıda Türk dilinin öğrenilmesi ve çağdaş Türk dili öğretimi şeklinde konu beş başlıkta toplanmış ve bu bağlamda incelenmiştir. Eskiden günümüze Türkçenin yabancı dil olarak da köklü ve güçlü bir dil olduğu bu çalışmada belgeleriyle anlatılmıştır. Date A point or period of time associated with an event in the lifecycle of the resource 2012-05-04 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 891 Title A name given to the resource ANA DİLİ TÜRKÇE ÖĞRETİMİNDE DÖRT TEMEL BECERİNİN GELİŞİMİ ÜZERİNE BİR ARAŞTIRMA Author Author Arslan, Mustafa ASFİYA, İrşadiye Şeyda ALİBAL, Ahmet Abstract A summary of the resource. Bu araştırmanın amacı ilk ve ortaöğretim Türkçe derslerinde öğrencilerin konuşma, anlama, okuma ve yazma becerilerinin gelişimine verilen önemi belirlemektir. Bu amaçla ana dili türkçe öğretiminde dört temel becerinin gelişimi anketi hazırlanarak 170 üniversite öğrencisine uygulanmıştır. Veriler descriptive statistics (betimleyici istatistik) programında değerlendirilerek analiz edilmiştir. Çalışmada ilk ve orta öğretim Türkçe derslerinde dört temel becerinin geliştirilmesine gereken önemin verilmediği bunun yerine dilbilgisi (gramer) konularının ağırlıklı işlendiği sonucuna varılmıştır. Date A point or period of time associated with an event in the lifecycle of the resource 2012-05-04 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 1047 Title A name given to the resource Sir Vidiadhar Surajprasad Naipaul: A Writer’s People: Ways of Looking and Feeling Author Author Arslan, Zeynep Karakuzu, Melih Abstract A summary of the resource. Sir Vidiadhar Surajprasad ‘V.S. Naipaul’ is one of the most popular postcolonial authors of the contemporary world. V.S Naipaul is an Indo-Trinidadian British Writer that focuses on the idea of British Empire’s Colonialism. He mentions about colonial and postcolonial life in his studies. He has won many awards such as Nobel Prize for Literature (2001), David Cohen Prize (1993), The Booker Prize (1971), etc. V.S Naipaul has published many books of fiction, non-fiction studies. V.S Naipaul’s fiction and non-fiction studies have been emphasized by a committing to truth that illustrating the brightness and intelligence. V.S. Naipaul points out an extensive experience that we think, see, feel and look. That’s why Naipaul provides readers ‘to look and to look, to re-look and re-think.’ V.S Naipaul’s fiction and non-fiction studies pretend as an argument and a critique towards the other writers. A Writer’s People: Ways of Looking and Feeling is a non-fiction book written by V.S Naipaul. In this book, Naipaul discusses with the writers such as Derek Walcott, Gustave Flaubert, Mahatma Gandhi, Anthony Powell, Polybius, Virgil, Trinidadian Writer Sam Selvon and Naipaul’s father, Seepersad. This book includes the title such as The Worm in the Bud, An English Way of Looking, Looking and Not Seeing: The Indian Way, about Mahatma Gandhi and related with these writers. In this essay, we will mention why V.S Naipaul’s writings and essays generate controversy between writers and are criticized so much by other writers. Additionally, we will focus on his philosophy and his view as a postcolonial writer from former British colony with western culture and his own style and explain why V.S Naipaul is differentiated by other writers. It will deal with social, cultural and political issues by considering A Writer’s People: Ways of Looking and Feeling. Date A point or period of time associated with an event in the lifecycle of the resource 2012-05-04 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics