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Menadžeri su važni za uspjeh organizacije i dobrobit zaposlenika. Istraživanja su identificirala različite karakteristike i ponašanja koja doprinose menadžerskoj uspješnosti. Polazeći od integriranog modela vođenja (DeRue i sur., 2011), cilj ovog rada bio je ispitati ulogu proceduralnog znanja mjerenog testom situacijske prosudbe u predviđanju radne uspješnosti menadžera. Radnu uspješnost menadžera mjerili smo pomoću ishoda vezanih uz njihove podređene – radne angažiranosti, percipirane organizacijske podrške i psihološke sigurnosti. Identificirali smo pet kompetencija ključnih za uspješno vođenje i razvili test situacijske prosudbe (TSP) za mjerenje pet domena proceduralnog znanja u osnovi ovih kompetencija. U dvije studije na uzorcima menadžera (N = 166 i 215) i njihovih podređenih (N = 238 i N = 662) provjerili smo doprinosi li proceduralno znanje menadžera njihovoj radnoj uspješnosti povrh inteligencije, osobina ličnosti, deklarativnog znanja, političke vještine i aktivnog otvorenog mišljenja. Uz to, provjerili smo posreduje li stil ponašanja menadžera između proceduralnog znanja i njihove radne uspješnosti. Rezultati su pokazali da proceduralno znanje menadžera (izraženo kao ukupni rezultat u testu situacijske prosudbe) nije bilo značajno povezano s radnom angažiranosti i percipiranom organizacijskom podrškom podređenih ni u Studiji 1 ni u Studiji 2. Međutim, bilo je pozitivno povezano sa psihološkom sigurnosti podređenih te je objašnjavalo dodatnih 5.5% varijance psihološke sigurnosti povrh ostalih karakteristika. Nismo pronašli dokaze u prilog tome da ponašanje menadžera ima medijacijsku ulogu između proceduralnog znanja (izraženog kao ukupni rezultat u testu situacijske prosudbe) i radne uspješnosti. Međutim, dopunske analize pokazale su kako je proceduralno znanje iz domene donošenja odluka bilo pozitivno povezano sa psihološkom sigurnosti podređenih posredstvom ponašanja menadžera u ovoj domeni, a proceduralno znanje iz domene motiviranja podređenih bilo je pozitivno povezano s radnom angažiranosti posredstvom transformacijskog vođenja. Nasuprot tome, proceduralno znanje iz domene upravljanja odnosima bilo je negativno povezano s percipiranom organizacijskom podrškom i psihološkom sigurnosti podređenih posredstvom ponašanja menadžera u ovoj domeni, ali imalo je pozitivan direktni efekt na psihološku sigurnost. Introduction Managers play a key role in success of the organizations and performance of their employees. For instance, replacing a low performing manager with one that is a top 10% performer substantially improves team output (Lazear et al. 2015) and leadership explains between 14% and 45% of organizational success (Day and Lord, 1988; Joyce et al., 2003). Besides affecting performance, managers contribute to their subordinates’ well-being. Under good management, subordinates report higher job satisfaction (Bratt et al. 2000); take fewer sick days (Kuoppala et al., 2008); and report lower levels of burnout (Stordeur et al., 2001). However, research shows that 50% of managers fail at their job, resulting in their resignation. In part, this leadership derailment stems from inadequate selection and development of managers. Even though characteristics such as personality and cognitive ability predict managerial performance, standardized questionnaires and tests are rarely used in managerial selection, due to their poor face validity. Furthermore, most leadership development programs fail as they do not focus on measuring and improving important leadership behaviors. One way to improve managerial selection and development would be to focus on individual characteristics that a) predict job performance over and above cognitive ability and personality; b) can be assessed using methods of high face validity; c) can be developed through targeted interventions. We propose that the characteristic that fits all of these criteria is job knowledge, specifically procedural knowledge in the domain of leadership. Measures of job knowledge predict work performance over and above cognitive ability, have higher face validity and most HR professionals are extremely interested in developing and validating these measures (Schmidt and Hunter, 1998; Beier et al., 2018; Ryan and Ployhart, 2014). Furthermore, methods for assessing job knowledge such as situational judgment tests (SJTs), have substantial criterion validity. In recent years, there has also been more emphasis on the construct validity of SJTs and a construct-based approach in developing them. In line with the above, our main goal was to examine the role of procedural knowledge in predicting managerial success in the context of integrated model of leadership (DeRue et al., 2011). Integrated model of leadership proposes that different leader characteristics (e.g. personality, knowledge) predict leadership outcomes via different leader behavioral stlyes (e.g. transformational leadership). We identified five key generic leadership competencies/behaviors (motivating subordinates, developing subordinates, teamwork management, relationship management and decision-making) and developed a SJT to measure the procedural knowledge that underlines these competencies. We proposed that managers’ procedural knowledge, would predict additional variance in managerial work performance over and above other characteristics and that their behavior style would mediate the relationship between procedural knowledge and work performance. Methodology: We conducted two studies on samples of managers (N = 166 and N= 215) and their immediate subordinates (N = 238 and N = 662). Managers completed an SJT and a battery of self-report measures to assess their cognitive ability, personality, actively open-minded thinking, political skill and declarative knowledge of leadership as conceptualized by our competency model. In Study 1, we also asked them to rate their leadership behavior according to our competency model. Meanwhile, the subordinates rated their managers’ transformational leadership style (both studies) as well as their behavior according to our competency model (Study 2). They also reported their own work engagement, perceived organizational support and psychological safety, which we used as managerial work performance criteria. Results: To test our hypotheses, we conducted correlational analyses, multilevel regression and mediation analyses. Results showed that the managers’ procedural knowledge (expressed as the total score in the SJT) was not significantly related to work engagement and perceived organizational support of subordinates in neither study. However, it was positively related to psychological safety and explained an additional 5.5% of the variance of this criterion over and above other characteristics (Study 2). We found no evidence that leadership style has a mediating role between procedural knowledge (expressed as the total score in the SJT) and job performance. However, supplementary analyses showed that procedural knowledge in the domain of decision-making was positively related to psychological safety of subordinates through the managers’ leadership style in this domain. Furthermore, procedural knowledge in the domain of motivating subordinates was positively related to subordinates’ work engagement through transformational leadership. Contrary to our expectation, procedural knowledge in the domain of relationship management was negatively related to perceived organizational support and psychological safety of subordinates through the managers’ leadership style in this domain, but it had a positive direct effect on psychological safety. Conclusion: In conclusion, the findings of our research on the role of procedural knowledge in explaining the performance of managers are mixed. Our findings point to the value of using specific domains of procedural knowledge rather than assessing procedural knowledge of leadership as a whole. Furthermore, this paper contributes to the literature in the field of leadership by placing procedural knowledge as a characteristic within an integrated model of leadership and using a construct-based approach to measuring procedural knowledge with an SJT.

Zaupanje je že dolgo preučevan konstrukt, ki ga v psihologiji opredeljujemo kot stališče posameznika do različnih akterjev. Poznamo več različnih delitev. Ena od teh deli zaupanje na medosebno, ki je usmerjeno v znane ali nepoznane osebe, in institucionalno, ki je usmerjeno v socialne objekte. Kombinacija obeh vrst predstavlja zaupanje v organizacijo. Le-tega opredeljujejo pozitivna pričakovanja posameznikov o namerah in vedenjih pripadnikov organizacije. Tudi tovrstno zaupanje ima več oblik. V našem magistrskem delu smo se osredotočili na dve obliki, to sta osebna in neosebna oblika. Iz literature lahko razberemo, da zaupanje v organizacijo izvira iz neposrednih odnosov oziroma iz širšega organizacijskega sistema, torej bi lahko nanj vplivali preko odnosa vodij do zaposlenih in preko praks HRM. Ker iz raziskav ni najbolj jasno, kakšna je vloga neposrednega vodje oziroma praks HRM, smo želeli z magistrskim delom preveriti odnos med HRM praksami, neposrednimi vodji, izbranimi značilnostmi dela in obema oblikama zaupanja. V raziskavo smo vključili udeležence, ki so bili v času raziskave zaposleni. Izpolnili so demografska vprašanja, Lestvico organizacijskega zaupanja, lestvico Zaznane HRM prakse in lestvico Podpora neposrednega vodje, ki smo jih za potrebe magistrskega dela prevedli in priredili za lokalni prostor. Rezultati so pokazali, da so podpora neposrednega vodje in prakse HRM pomemben napovednik osebne in neosebne oblike zaupanja, kar je skladno s predhodnimi študijami. Od demografskih oziroma z delom povezanih značilnosti pa se je kot pomemben napovednik pokazala dejavnost organizacije. Zaposleni v storitveni dejavnosti naj bi izkazovali višjo stopnjo zaupanja v organizacijo kot zaposleni v proizvodni dejavnosti. Kot pomemben napovednik se je pri neosebni obliki zaupanja pokazal še sektor. Rezultati so skladni s preteklimi ugotovitvami, bi pa bilo v nadaljnjih študijah potrebno še bolje raziskati vpliv posameznih vedenj vodij in posameznih praks HRM pri zaupanju v organizacijo. Trust is a long-studied construct, which is in psychology defined as an individual's attitude toward various actors. There are several divisions of trust. One division divides trust into interpersonal trust, directed toward known or unknown persons, and institutional trust, directed toward social objects. The combination of these two types represents trust in the organization. It is defined by an individual's positive expectations of the intentions and behaviors of the members of the organization. This type of trust also has several forms and in our master's thesis, we have focused on the personal and the impersonal form. Based on the literature, we can suggest that trust in the organization originates from direct relationships or the wider organizational system, so it could be influenced by the attitudes of supervisors towards employees and through HRM practices. Since it is not clear from the research what the role of supervisors or HRM practices is, we aimed to discover the relationship between HRM practices, supervisor, selected job characteristics, and both forms of trust. In the research, we included participants, who were employed at the time of the research. They completed demographic questions, the Organizational trust scale, the Perceived HRM scale, and the Supervisor support at work scale, which we translated and adapted to the local context for the master's thesis. The results showed that the support of the supervisor and HRM practices are significant predictors of personal and impersonal form of trust, which is consistent with previous studies. Of the demographic and job characteristics, the organization's activity was found a significant predictor. Employees in service organizations should have higher trust scores than employees in manufacturing organizations. The sector was also found a significant predictor for the impersonal form of trust. The results are consistent with previous findings, but further studies should investigate the impact of individual supervisor behaviors and specific HRM practices on trust in the organization.

Zadovoljstvo pri delu je eden od pomembnih dejavnikov v zdravstveni negi. Z raziskavo smo ugotovili, da je večina anketiranih ne glede na stopnjo izobrazbe zadovoljna s svojim poklicem, z delom, z možnostjo strokovnega izpopolnjevanja in usposabljanja, z možnostjo izobraževanja, s sodelavci v zdravstveni negi in z delovnimi pogoji. Razlike v dejavnikih (ne)zadovoljstva in v medosebnih odnosih so med nadrejenimi in podrejenimi majhne. Izpostavili bi razlike v medosebnih odnosih med nadrejenimi in podrejenimi v zdravstveni negi. Job satisfaction is one of the important factors in nursing. The survey found that the majority of respondents, regardless of their level of education, are satisfied with their profession, work, the possibility of professional development and training, the possibility of education, with colleagues in nursing and working conditions. Differences in(non)satisfaction factors and interpersonal relationships are small between superiors and subordinates. We would highlight differences in interpersonal relationships between superiors and subordinates in nursing.

The new world of work has seen many employees adapting to the dynamics of working from home. With the change in location, the factors that promote employee thriving while working have altered as well. Drawing on the literature on thriving and broaden-and-build theory, this research examines how family-work affect helps employee thriving through increased exploration, with conditional effect of ambidextrous leader. Based on two studies (n = 483), results confirm the proposed model. In Study 1, the mediating effect of exploration in the relationship between family-work affect and thriving is supported on a sample of university students. Study 2 corroborates the mediating effect and supports the moderating role of ambidextrous leadership among employees. Specifically, the positive effects of family affective experiences on an individual’s exploration were greater under high levels of ambidextrous leadership behaviors. The practical recommendations offered are intended to increase thriving while working from home.

Vodilno osebje ima v športnih organizacijah pomembno vlogo, da lahko organizacija uspešno deluje v najožjem in najširšem smislu razumevanja uspešnosti. V diplomskem delu so predstavljeni izsledki proučevanja vloge vodilnega osebja (trenerjev) pri vodenju športnih timov in vloga vodilnega osebja (direktorji, predsedniki) pri vodenju ljudi v upravnem delu športnih organizacij. Prikazane so dimenzije pomembnosti vloge vodilnega osebja v timu in zadovoljstvo zaposlenih ter igralk z vodilnim osebjem v rokometnih klubih v prvi slovenski rokometni ligi. Oblikovane so štiri hipoteze in dve raziskovalni vprašanji. Raziskava je bila izvedena s pomočjo dveh anketnih vprašalnikov. Analiza podatkov raziskave kaže, da sta bili dve hipotezi zavrnjeni in dve potrjeni. Rezultati prve raziskave so potrdili, da je vloga vodje kot trenerja zelo pomembna za delovanje športnega tima, saj se s tem strinja 83,9 % anketiranih igralk. Prav tako so vsi anketiranci (100 %) v drugi raziskavi potrdili, da je vloga vodje (športnega direktorja, predsednika) v upravnem delu tima pomembna ali zelo pomembna za njegovo delovanje. Na osnovi rezultatov raziskave, pripravljenih analiz in oblikovanih ukrepov lahko predstavlja diplomsko delo dobro podlago oziroma izhodišče za nadaljnja raziskovanja vloge vodilnega osebja v drugih športnih organizacijah. Rezultati in oblikovani predlogi ukrepov pa so lahko uporabni tudi za vse tiste rokometne klube, ki so bili vključeni v raziskavo diplomskega dela, in tudi tiste, ki niso bili vključeni, saj lahko pridobijo vpogled v stanje in morebitne izboljšave delovanja rokometnih klubov na področju vodenja timov, razumevanja vodenja, vloge športnih funkcionarjev in trenerjev ter vloge pomembnosti tima v športnih organizacijah. Managerial staff assumes an important role in sports organisations, as it ensures that they operate successfully in the narrowest and the broadest sense of the word. This paper presents findings gathered from studies addressing the role of managerial staff (head coaches) in leading sports teams and the role of managerial staff (CEOs, presidents) in leading employees in the administrative section of sports organisations. It portrays how important the role of managerial stuff is within a team and the degree of satisfaction of employees and handball players with managerial staff in handball clubs in the first Slovenian handball league. In the context of this paper, a research was conducted based on two surveys, and four hypotheses and two research questions were formulated. The analysis of the research data shows that two hypotheses were refuted and the other two were confirmed. The results of the first research confirmed that the role of a leader as a head coach is very important for the functioning of a sports team, as 83.9% of the surveyed handball players agreed with that statement. Equally, all respondents (100%) in the second research confirmed that the role of a leader (sports CEO, president) in the administrative section of the team is important or very important for its functioning. Based on the research results, analyses conducted and measures proposed, this paper may present a good basis or starting point for further research of the role of managerial staff in other sports organisations. The results and the measures proposed could be useful for all the handball clubs included in the research in the context of this paper as well as those who were not included, as they may acquire insight into the state and scope for potential improvement of the functioning of handball clubs in the field of team leadership, understanding of leadership, the role of sports officials and head coaches as well as the importance of a team in sports organisations.

V sledeči magistrski nalogi smo predstavili postopek razvoja in izdelave ple- zajočega robota, ki ima konfiguracijo multipoda s petimi nogami. Naloga ro- bota je, da med plezanjem po zidu z vodo oskrbuje rastline. Osredotočili smo se predvsem na tiste elemente, ki so bolj zanimivi iz vidika robotike in vodenja sistemov. V času razvoja smo najprej razvili kinematični in dinamični model ro- bota in njegovih nog in algoritme za načrtovanja posameznih gibov in celotnega premika robota. Nato smo zasnovali regulator, ki je sposoben vodenja vseh pe- tih nog naenkrat, a neodvisno druga od druge in lahko deluje v treh različnih načinih: pozicijskemu, hitrostnemu in v načinu vodenja po sili. Na koncu smo vse elemente povezali v aplikacijo, ki smo jo implementirali v programskem jeziku Python. The present Master thesis introduces the design and production of a climbing robot with configuration of a five-legged multipod. This robot has been developed for watering plants while climbing the wall where plants were placed. Our focus has been mainly dedicated to those parts of the project, which in our belief are of significant importance in the fields of robotics and control theory. We have developed kinematics and dynamics models of the robot and its legs, algorithms for planning individual movements and movement of the robot in general, and a regulator for control of independent movements of all five of the robot’s legs simultaneously. The regulator enables manipulation over the robot’s motion in three different modes: via position control, via velocity control, and via force control. Last but not least, we have developed an application for controlling the robot’s motion based on aforementioned approaches, written in computer programming language Python.

This paper addresses the research question of how the stages of ego development impact the interpretation schemes of the simple social exchange (act of giving). Using a sample of N = 290 respondents, we present the research findings on the evolution of the interpretation schemes of the act of giving across the levels of ego development. Research findings reveal the tendency of the stage of ego development to impact the properties and effects of the simple social exchange (act of giving). We theorize implications for leadership. We propose that the higher order of ego development induces a higher quality leader-member exchange (LMX) and greater likelihood of resolution of adaptive leadership challenges. Furthermore, followers are more likely to entrust power to a leader in exchange for high‐quality relationships. The paper is a tentative attempt of merger of the LMX theory with the constructive school of adult development. This merger illuminates an interesting relation, namely that the stage of ego development might be a likely determinant of the quality of the LMX and leadership effectiveness. Članek obravnava raziskovalno vprašanje, kako stopnje osebnega razvoja posameznika vplivajo na osmišljanje preproste družbene izmenjave (preučujemo dejanje prostovoljnega dajanja daril, pohval ipd.). Na vzorcu 290 anketirancev predstavljamo izsledke raziskave o evoluciji osmišljanja prostovoljnega dajanja po stopnjah osebnega razvoja. Izsledki raziskave razkrivajo, da višje stopnje osebnega razvoja osmišljajo dejanje prostovoljnega dejanja manj materialno, bolj pozitivno, pri tem doživljajo bolj kompleksna čustva, izhajajo iz več zornih kotov in so bolj osredotočene na kvaliteto odnosa z prejemnikom darila. Identificirane tendence posplošimo na učinke za vodenje, pri čemer izhajamo iz teorije izmenjave vodja‐član (angl. leader–member exchange LMX). Zaključimo, da višja stopnja osebnega razvoja vodi do bolj kakovostne izmenjave vodja‐član in povečuje verjetnost rešitve prilagoditvenih problemov pri vodenju. Poleg tega je verjetneje, da bodo člani bolj zaupali vodji v zameno za visokokakovostne odnose med njimi. Članek poskuša združiti teorijo LMX s konstruktivno šolo razvoja odraslih. Ta združitev osvetljuje zanimivo razmerje, in sicer, da je stopnja osebnega razvoja verjeten dejavnik kakovosti izmenjave vodja‐član in povečuje uspešnost vodenja.

Vodenje je aktivnost vplivanja vodje na izvajanje aktivnosti posameznika ali skupine z namenom, da bi se posameznik ali skupina vedla na način, da bi izvedla nalogo in dosegla cilj. V literaturi zasledimo različne stile vodenja in nekateri izmed njih so v magistrskem delu predmet proučevanja v povezanosti z organizacijsko kulturo, ki predpostavlja skupek norm, vrednot, praks in odnosov, ki si jih zaposleni delijo v organizaciji. V sklopu organizacijske kulture so se oblikovali različni tipi organizacijskih kultur in z vidika proučevanja v magistrskem delu velja izpostaviti zlasti kulturo hierarhije, kulturo klana, ad hoc kulturo ter kulturo trga. Magistrsko delo proučuje povezanost organizacijske kulture in stilov vodenja v 31 občinah v savinjski regiji. Rezultati raziskave magistrskega dela so pokazali, da anketiranci ocenjujejo, da v občinah v savinjski regiji prevladuje kultura klana (30,59 %). Sledi ad hoc organizacijska kultura s 24,91 % in kultura hierarhije s 24,59 %. Najmanj izraženi tip organizacijske kulture predstavlja kultura trga (19,91 %). V prihodnje si 34,20 % anketirancev želi, da bi v njihovi organizaciji prevladovala kultura klana. Sledi ad hoc organizacijska kultura in kultura hierarhije. Najmanj izraženi tip organizacijske kulture za želeno stanje v organizaciji je kultura trga. Rezultati raziskave prav tako kažejo, da ni statistično značilne povezanosti med kulturo hierarhije in transakcijskim stilom vodenja ter med kulturo klana in transakcijskim stilom vodenja. V primerjavi z raziskavo v javnem sektorju v Južni Koreji, kjer je bila ugotovljena povezanost med kulturo klana in transformacijskim stilom vodenja, v raziskavi magistrskega dela ni povezanosti med tema dvema spremenljivkama. Leadership is the activity of a leader influencing the performance of an individual or group in order to make the individual or group behave in a way that accomplishes a task and achieves a goal. Different leadership styles can be found in the literature and some of them are studied in the master’s thesis in relation to organisational culture, which assumes a set of norms, values, practices and attitudes shared by employees in an organisation. Different types of organisational cultures have emerged in the context of organisational culture and, in particular, hierarchy culture, clan culture, ad hoc culture and market culture are worth highlighting from the point of view of the study in the master's thesis. The master's thesis examines the relationship between organisational culture and leadership styles in 31 municipalities in the Savinja region. The results of the master's thesis survey show that the respondents consider clan culture to be dominant in the municipalities in the Savinja region (30.59%), followed by ad hoc organisational culture with 24.91% and hierarchy culture with 24.59%. The least expressed type of organisational culture is market culture (19.91%). In the future, 34.20% of the respondents would like to see clan culture prevail in their organisation. This is followed by ad hoc organisational culture and hierarchy culture. The least expressed type of organisational culture for the desired state of the organisation is the market culture. The results also show that there is no statistically significant correlation between hierarchy culture and transactional leadership style, and between clan culture and transactional leadership style. Compared to the research in the public sector in South Korea, where a relationship between clan culture and transformational leadership style was found, there is no relationship between these two variables in the master's thesis research.

Prostovoljno delo opravlja posameznik v dobro drugih ali v splošno korist in v zameno ne pričakuje materialne koristi zase. Opravlja ga v svojem prostem času, v skladu s svojo svobodno odločitvijo. Najštevilčnejša organizirana prostovoljna aktivnost v Sloveniji je prostovoljno gasilstvo. Prav tako velja za najstarejšo tovrstno aktivnost. Prostovoljni gasilci v Sloveniji so organizirani v prostovoljnih gasilskih društvih in skupaj s poklicnimi gasilci tvorijo javno gasilsko službo. Namen magistrskega dela je bil ugotoviti, kakšne so možnosti vključevanja in motiviranosti za delo posameznikov v prostovoljnih gasilskih društvih ter na osnovi rezultatov raziskave oblikovati priporočila za oblikovanje ustreznih programov za ohranjanje števila prostovoljcev in oblikovanju rešitev za pridobivanje novih operativnih članov prostovoljnih gasilcev vključenih v prostovoljna gasilska društva Gasilske zveze Maribor. Izveden je bi študij literature in virov ter anketiranje. Na podlagi rezultatov raziskave je bilo ugotovljeno, da se za prostovoljno gasilsko delo najpogosteje odločajo posamezniki, ki radi opravljajo delo v stresnem okolju, ki vključuje tveganje in nevarnost. Prostovoljni gasilci v GZ Maribor se najpogosteje odločijo za prostovoljno gasilsko delo zaradi osebnega stika z gasilcem in bližine njihovega domovanja gasilskemu domu. Pomemben dejavnik za ostajanje v gasilskih vrstah je podpora družine, tovarištvo, ki se splete med prostovoljnimi gasilci ter služenje lokalni skupnosti. Najpogostejši razlog za izstop iz gasilskih vrst pa je konflikt s člani in nestrinjanje s politiko vodstva ter njegova nesposobnost. Prav tako se je ugotovilo, da je predvidevanje, da je družinska tradicija v Sloveniji bolj pomemben motivacijski dejavnik kot v ZDA, napačno. Na podlagi rezultatov raziskave se predlaga, da vodje storijo več na področju vključevanja prostovoljcev v proces odločanja. Z dopuščanjem avtonomije bodo prostovoljci aktivneje vključeni, čutili se bodo resneje obravnavani, zato bodo bolj motivirani za opravljanje svojega dela. Prav tako morajo spoštovani njihovo prijateljstvo in ga spodbujati ter se zavedati kako pomembno je sodelovanje z lokalno skupnostjo. Volunteer work is performed by an individual for the benefit of others or for the general good, and in return, they do not expect any material benefit for themselves. It is carried out in their free time, in accordance with their free choice. The most numerous organized volunteer activity in Slovenia is volunteer firefighting. It also holds the title of being the oldest such activity. Volunteer firefighters in Slovenia are organized in volunteer firefighting associations and together with professional firefighters make up the public firefighting service. The purpose of the master's thesis was to determine the possibilities for involvement and motivation of individuals in volunteer firefighting associations and based on the results of the research, to formulate recommendations for designing appropriate programs for maintaining the number of volunteers and finding solutions for recruiting new operational members of volunteer firefighters involved in the volunteer firefighting association Firefighting Association Maribor. A literature and source study was carried out and a survey was conducted. Based on the results of the research, it was found that individuals most often choose volunteer firefighting work because they like to work in a stressful environment that involves risk and danger. Volunteer firefighters in the Firefighting Association Maribor most often choose volunteer firefighting work because of personal contact with a firefighter and proximity to their home to the fire station. An important factor for staying in the firefighting ranks is the support of family, the camaraderie that develops among volunteer firefighters and serving the local community. The most common reason for leaving the firefighting ranks is conflict with members and disagreement with the leadership's policy and their incompetence. It was also found that the assumption that family tradition is a more important motivator in Slovenia than in the USA is incorrect. Based on the results of the research, it is suggested that leaders do more in the area of involving volunteers in the decision-making process. By allowing autonomy, volunteers will be more actively involved, they will feel more seriously treated, and therefore be more motivated to do their work. They must also respect their friendship and encourage it, and be aware of how important it is to cooperate with the local community.

Ovaj završni specijalistički rad bavi se inovativnim upravljanjem školom na način da objašnjava temeljne funkcije upravljanja: planiranje, organiziranje i kontroliranje rada te upravljanje ljudskim resursima. Budući da su ljudi najvrjedniji kapital škole, prikazane su sastavnice, temeljne funkcije menadžmenta, upravljanja ljudskim resursima u svrhu najučinkovitijeg korištenja organizacijskih resursa škole sa svrhom ostvarivanja ciljeva kako bi se odgovorilo na sve zahtjevnije potrebe okruženja, odnosno korisnika, ali i kako bi se istovremeno zadovoljile i potrebe djelatnika škole. Kao područja upravljanja ljudskim resursima opisani su educiranje kadra, zajedničko strateško planiranje s kolektivom i utvrđivanje misije i vizije, delegiranje poslova, participacija djelatnika u odlučivanju, motivacija. Prikazan je fenomen vođenja kao najvažnija funkcija upravljanja ljudskim resursima po kojoj se razlikuju uspješne od neuspješnih organizacija, nadalje vođenje u kontekstu škole, kao i liderstvo koje osigurava dobrovoljnu sljedbu, ali i vodi djelatnike da djeluju iz vlastitih uvjerenja. U radu je objašnjena dvojaka uloga ravnatelja kao onog koji upravlja (menadžerska uloga) i onog koji vodi (uloga lidera) te potreba da održava ravnotežu između te dvije uloge sukladno potrebama škole i konteksta u kojem radi. Kao inovativni modeli vođenja škole opisani su: distribuirano, timsko, transformacijsko, instrukcijsko i kontigencijsko vođenje. Kao jednako važan fenomen za upravljanje ljudskim resursima i uvođenje promjena u školi opisana je i organizacijska kultura škole te njen utjecaj na uvođenje promjena i rad škole. Objašnjeno je kako škola odgovara na promjene inovacijom kao i potreba da se u školama, umjesto poboljšanja zbog rastućih zahtjeva, provode transformacije i to istovremeno na više područja rada, odnosno promjene drugog reda. Obrazloženo je kako su promjene rada u nastavi za školu najradikalnije, ali i najviše utječu na kvalitetu osnovne usluge obrazovanja. Kao još jedan važan preduvjet za uvođenje promjena u školi istaknuta je potreba mijenjanja organizacijske strukture. Jedan od modela je uvođenje timova koji također omogućavaju delegiranje poslova, ali i odlučivanja. Na temelju sekundarnih podataka dobivenih analizom dokumentacije, opisan je kontekst OŠ VoštarnicaZadar i u njoj uvedena organizacijska struktura s pet timova: Tim za kulturu i klimu škole, Tim za unaprjeđenje nastave i profesionalni razvoj, Tim za prikupljanje sredstva i projekte i Tim za marketing i odnose s javnošću, kao i uzroci potrebe transformacije te škole. Provedeno je primarno istraživanje kao studija slučaja OŠ Voštarnica-Zadar. Glavni cilj istraživanja bio je utvrditi kakav je utjecaj upravljanja putem organizacijske strukture s timovima na učinkovitost uvođenja promjena u svrhu ostvarenja ciljeva škole i poboljšanje njezine efikasnosti. Pomoćni ciljevi su bili: istražiti mišljenje učitelja i stručnih suradnika o dostignutoj razini učinkovitosti formiranih timova za određena područja rada u školi u svrhu uvođenja promjena, istražiti mišljenje učitelja i stručnih suradnika o rezultatima formiranih pet timova za određena područja rada u školi u svrhu uvođenja promjena, istražiti mišljenje učitelja, stručnih suradnika o prednostima, ali i nedostatcima organizacijske strukture s timovima u procesu uvođenja promjena, istražiti postignute rezultate formiranih timova za određena područja rada u školi u svrhu uvođenja promjena na temelju analize dokumentacije, istražiti mišljenje učitelja i stručnih suradnika kako su uvedene promjene u organizacijskoj strukturi utjecale na ostvarenje ciljeva škole i poboljšanje njezine efikasnosti te istražiti mišljenje roditelja učenika škole kako su uvedene promjene putem formiranja pet timova utjecale na ostvarenje ciljeva škole i poboljšanje njezine efikasnosti. Istraživačka pitanja su bila: kako utječe upravljanje putem organizacijske strukture s pet timova na učinkovitost uvođenja promjena u svrhu ostvarenja ciljeva škole i poboljšanje njezine efikasnosti, koliko timova je optimalno i koji su to timovi kako bi se postigla učinkovitost škole i koje su prednosti i nedostatci timskog rada u procesu uvođenja promjena. Korištena je metoda fokus grupa, a za istraživanje su odabrana dva namjerna uzorka, uzorak iz reda učitelja i stručnih suradnika u školi sa osam sudionika i uzorak iz reda roditelja učenika škole s osam sudionika. Rezultati primarnog istraživanja za oba uzorka, kao i rezultati iz sekundarnih podataka, analizom dokumentacije pokazali su kako upravljanje putem organizacijske strukture s timovima izuzetno povoljno utječe na učinkovitost uvođenja promjena u svrhu ostvarenja ciljeva škole i poboljšanje njezine efikasnosti. Rezultati fokus grupe iz reda učitelja i stručnih suradnika su pokazali kako su postojećih pet timova optimalni i po broju i po području rada. Kao prednosti timskog rada u procesu uvođenja promjena sudionici fokus grupe iz reda učitelja i stručnih suradnika ističu značajno poboljšanu kulturu škole kao i jasniju podjelu uloga, paralelno unaprjeđenje više područja rada škole, uvedene suvremene metode u radu s učenicima, veću učinkovitost zbog timske sinergije, distributivno i transformacijsko vođenje, zadovoljavanje potreba višeg reda, inovacije, veće zajedništvo i osjećaj pripadnosti i još druge, a kao nedostatke činjenicu da je uvođenje timova isto zahtjevna promjena, nejednak angažman članova tima, teškoće kod delegiranja poslova članovima, nemanje slobode izbora tima za članove i potrebu još boljeg komuniciranja svrhe od strane ravnateljice, odnosno vođenja procesa transformacije te spontano otvaranje novi frontova. Mišljenje roditelja učenika škole, sudionika fokus grupe, se u velikoj mjeri slaže s mišljenjem sudionika fokus grupe iz reda učitelja i stručnih suradnika. Uvedenu promjenu škole prepoznali su kao transformaciju, smatraju kako je poslove u svrhu uvođenja promjena bilo potrebno delegirati učiteljima i stručnim suradnicima jer su potrebne promjene bile prevelike, i na više područja rada, da bi ih se moglo provesti bez timske strukture kao i da škola može s timovima učinkovitije reagirati u okružju koje se mijenja. Kao i učitelji i stručni suradnici, sudionici fokus grupe, zalažu se za umjerenost odnosno balans između dva pristupa uvođenja promjena: širi i dublji. Za razliku od rezultata fokus grupe iz reda učitelja i stručnih suradnika, roditelji sudionici fokus grupe smatraju da timovi školi služe primarno za osiguravanje resursa koji nedostaju. Kao glavni cilj, ostvaren zahvaljujući rezultatima timova, ističu edukacije učitelja edukatora rehabilitatora za suvremene metode i novu opremu. Glavni zaključak je kako svi sudionici istraživanja žele da postojeći timovi nastave s radom, da ravnateljica delegiranjem poslova koji se mogu delegirati kroz timove dobije još više vremena za vodstvo i poslova strateškog razvoja. Također, da treba uvažavati okvir kulture i prioritete birati u skladu s okvirom vizije, ali i stalno ostati u ravnoteži s okolinom. Promjene u nastavi su najradikalnije u školi, ali najviše utječu na kvalitetu usluge. Ključni resurs škole za uvođenje promjena su kompetencije ravnatelja i djelatnika koje stoga treba osigurati. Ayne dyeayne final specialist paper deals with innovative school management in a way that explains the basic management functions of planning, organizing and controlling work and human resources management. Since people are the most valuable capital of the school, the components and basic functions of management and human resources management are presented for the purpose of the most effective use of the school's organizational resources with the aim of achieving goals in order to respond to the increasingly demanding needs of the environment and users, but also to simultaneously satisfy the needs of the school staff. Staff education, joint strategic planning, defining mission and vision, delegation of tasks, employee participation in decision-making and motivation are described as areas of human resource management. The phenomenon of leadership is presented as the most important function of human resource management, which differentiates successful from unsuccessful organizations; leadership in the context of a school is also presented, as well as leadership that ensures voluntary succession, but guides employees to act from their own convictions. This paper desribes the dual natured role of a principal; as being a manager and a leader, as well as the need to balance between the two depending on the needs of school, i.e. the context they work in. They are described as innovative models of distributed, team, transformational, instructional and contingency school management. As an equally important phenomenon for the management of human resources and the introduction of changes in the school, the organizational culture of the school and its influence on the introduction of changes and the work of the school are described. It is explained how the school responds to changes through innovation, as well as the need to implement transformations in schools instead of improvements due to growing demands, simultaneously in several areas of work, i.e. secondorder changes. It was explained that the changes in the area of teaching are the most radical ones for school, but also have the greatest impact on the quality of the basic education service. As another important precondition for introducing changes in the school, the need to change the organizational structure was highlighted; one of the models for such change is the introduction of teams that also enable the delegation of tasks and decision-making. On the basis of the secondary data obtained from the analysis of the documentation, the context of Voštarnica-Zadar Primary School is described and an organizational structure was introduced in it in the form of five teams: the Team for school culture and climate, the Team for teaching improvement and professional development, the Team for fundraising and projects, and the Team for marketing and public relation as well as the causes of the need to transform that school. The primary research was conducted as a case study of Voštarnica-Zadar Primary School. The main goal of the research was to determine the impact of management through organizational structure with teams on the effectiveness of introducing changes for the purpose of achieving the school's goals and improving its efficiency. The auxiliary objectives were to investigate the opinion of teachers and professional associates about the achieved level of effectiveness of the teams formed for certain areas of work with the purpose of introducing changes, to investigate the opinion of teachers and professional associates about the results of the five teams formed for certain areas of work in the School, to investigate the opinion of teachers and professional associates about the advantages and disadvantages of the organizational structure with teams in the process of introducing changes, to investigate the results achieved by the formed teams for certain areas of work in the School for the purpose of introducing changes based on the analysis of documentation, to investigate the opinion of teachers and professional associates as to how introduced changes in the organizational structure influenced the achievement of the school's goals and improvement of its efficiency, and to investigate the opinion of the School's students’ parents as to how the changes introduced through the formation of five teams influenced the achievement of the school's goals and improvement of its efficiency. The research questions were how management through an organizational structure with five teams affects the effectiveness of introducing changes for the purpose of achieving the school's goals and improving its efficiency, how many teams would be optimal and which teams are these in order to achieve the school's efficiency, and what are the advantages and disadvantages of teamwork in the process of introducing changes. The focus group method was used, and two intentional samples were selected for the research; a sample of teachers and professional associates at the school (eight participants) and a sample of parents of school students (eight participants). The results of the primary research for both subjects, as well as the results from the secondary data obtained via documentation analysis, showed that management through an organizational structure with teams has an extremely favorable effect on the effectiveness of introducing changes for the purpose of achieving the school's goals and improving its efficiency. The results of the focus group of teachers and professional associates showed that the existing five teams are optimal both in terms of number and area of work. As advantages of teamwork in the process of introducing changes, focus group participants from the ranks of teachers and professional associates point out a significantly improved school culture as well as a clearer division of roles, parallel improvement in the several areas of the school's work, introduced modern methods in working with students, greater efficiency due to team synergy, distributive and transformational leadership, satisfaction of higher-order needs, innovation, greater togetherness and sense of belonging and other. When it comes to disadvantages, it is pointed out that the introduction of teams is also a demanding change, unequal engagement of team members, difficulties in delegating work to members, no less freedom to choose a team for members and the need even better communication of purpose on the part of the director, i.e. leading the transformation process and the spontaneous opening of new fronts. The opinion of the parents of the students of the focus group participants largely agrees with the opinion of the focus group participants from the ranks of teachers and professional associates. The school recognized the introduced change as a transformation, they believe that the tasks for the purpose of introducing the changes should be delegated to teachers and professional associates because the necessary changes were too large and included several areas of work to be implemented without a team structure, as well as for the School to be able to react more effectively with teams in the changing environment. As well as the teachers and professional associates participating in the focus group, they advocate moderation, that is, a balance between the two approaches to introducing changes, broader and deeper. In contrast to the results of the focus group of teachers and professional associates, the parent participants of the focus group believe that the teams serve the school primarily to provide the resources that are lacking. As the main goal that was achieved thanks to the results of the teams, they emphasize the training of teachers, educators-rehabilitators for modern methods and the fact that the School obtained new equipment. The main conclusion is that all research participants want the existing teams to continue working, that the principal gets even more time for leadership and strategic development tasks by delegating tasks that can be delegated through teams. Also, that one should respect the cultural framework and choose priorities in accordance with the vision framework, but also constantly remain in balance with the environment. The changes in teaching are the most radical ones in school, but have the greatest impact on the quality of service. The School's key resource for introducing changes is the competence of the director and staff, which should therefore be ensured.