When a project work was performed at DHL Express in Borås in spring 2007 the time of theprocesses at the terminal was measured. DHL Express in Borås is working with tworecruitment companies and the employees could therefore be divided into two groups; thepermanent employees and the hired employees. There were a slight difference in performancebetween these two groups of employees and it was then questioned if DHL Express in Boråsreally was working in the best way with the recruitment companies.The theories that were used in this thesis work was; complexity theories by Murray Gell-Mann, Game theory by John Forbes Nash and Lean. These three theories were used at thesame time to get the best outcome.The methods that were used was investigating the contracts between DHL Express and therecruitment companies, interviews with the employees at the tactical level that are in contactwith the recruitment companies in their daily work with base from the contracts,conversations and discussions with employees, pictures was also taken to document parts ofthe terminal at DHL Express in Borås.The result of the thesis work was that a “best-way-package” how DHL Express in Boråsshould work with the recruitment companies was set up. This “best-way-package” could beapplied on any terminal at DHL Express if wanted. / Uppsatsnivå: D

Thesis (MScEng (Industrial Engineering))--University of Stellenbosch, 2010. / ENGLISH SUMMARY: The research documents the development of a conceptual framework, the improbable circumstances strategic (ICS) framework, which guides organisations in the preparation for improbable circumstances. Four fields include: strategic management, innovation, systems thinking and complexity theories (black swans). The black swan principle was introduced with its applicability to the 2008 economic crisis. The black swan is an event which is retrospective in its predictability, highly improbable and carries extreme impact. There are various principles to cope with black swans which will now play a role in strategic management. Strategic management is studied from a systems thinking perspective which is a school of thought that strategy is a process which an organisation should follow from analysis, synthesis, implementation through to the operation phase. Some tools applicable to the analysis and synthesis phases were studied to give a greater understanding of the current field of strategic management. Innovation is an underlying principle which supports the strategic process. Innovation is a field which is currently not playing a large role in the strategy process. The principles of the innovation life cycle, innovation management and open innovation were studied to support the framework as well as create awareness around the advantages thereof within the field strategy. The dissertation uses aspects of these four fields to form the ICS framework. The framework consists of four phases: the analysis phase; the improbable event creation phase; the fragility analysis phase; and the synthesis phase. The first three phases run parallel with the current analysis phase of strategic management as the ICS framework is not designed to replace the strategic management process, but to add to it. The synthesis phase is where the design of the strategic plan for improbable circumstances takes place. Each phase sets out the inputs, requirements and deliverables needed for the successful implementation of the framework. Some tools for each of the phases are given, but they are given merely as a guideline as different organisations have the infrastructure for different tools. The framework is partially validated by being able to apply various tools to each phase, but the framework’s place in the field of strategy should be validated. The validation is done through interviews with eight industry experts in the four fields of study discussed. The results show a positive response with a call for future study through implementation, a tracking of the framework through this implementation and critical factors that arise from that. / AFRIKAANSE OPSOMMING: Hierdie navorsing beskryf die ontwikkeling van ‘n moontlike raamwerk; die onverwagte omstandigheids strategiese (ICS) raamwerk, wat organisasies met die voorbereiding vir onverwagte gebeure kan help. Vier areas word beskryf wat insluit: strategiese bestuur, innovasie, stelsels denke en kompleksiteitsteorie(swart swane). Die swart swaan beginsel is gebruik weens die toepasbaarheid daarvan op die ekonomiese krisis van 2008. ‘n Swart swaan is ‘n gebeurtenis wat terugwerkend voorspelbaar is, baie onwaarskynlik en ‘n groot impak het. Daar is verskeie beginsels om swart swane te hanteer wat vorentoe ‘n rol in strategiese bestuur kan speel. Strategiese bestuur word vanuit ‘n stelsels denke oogpunt bekyk wat strategie as die proses sien wat ‘n organisasie moet volg van analises, saamvoeging en implimentering tot die bedryfsfase. Sommige tegnieke wat op analises en sintese gerig is, is ondersoek om ‘n groter begrip van strategiese bestuur te gee. Innovasie is die onderliggende beginsel wat die strategiese proses ondersteun. Innovasie speel tans nie ‘n noemenswaardige rol in die strategie proses nie. Beginsels van die innovasie siklus, innovasiebestuur en oop innovasie is ondersoek om die raamwerk te ondersteun asook om ‘n bewuswording van die voordele daarvan in strategie uit te wys. Hierdie verhandeling bespreek vier fases van die ICS raamwerk: analises; die onverwagte gebeurtenis skepping; kwesbaarheids analises; en sintese fases. Die eerste drie fases word parallel met die bestaande analitiese fases van strategie bestuur as die ICS raamwerk gedoen en is nie ontwerp om die strategie bestuurs proses te vervang nie, maar om daartoe by te dra. Gedurende die sintese fase word die ontwerp van die strategiese plan vir onverwagte gebeure gedoen. Elke fase beskryf die toevoer, benodigdhede en aflewerbares nodig vir die suksesvolle implimentering van die raamwerk. Sommige hulpmiddels vir elk van die fases word gegee, maar slegs as ‘n riglyn want verskillende organisasies het die infrastruktuur vir verskillende hulpmiddels. Die raaamwerk word deels gekontroleer deur dat dit moontlik is om verskeie hulpmiddels op elke fase toe te pas, maar die plek van die raamwerk in die area van strategie moet gekontroleer word. Kontrole is gedoen deur dit met agt industrie kenners in die vier studie velde te bespreek. Die resultate toon ‘n positiewe reaksie vir toekomstige navorsing deur implimentering en die navolg van die raamwerk deur hierdie implimentering en die kritiese faktore wat daaruit mag voorvloei te doen.

Submitted by MARINALDO FERNANDO DE SOUZA null (mfspsi@hotmail.com) on 2016-04-15T16:23:07Z No. of bitstreams: 1 TESE FINAL TOTAL.pdf: 4407709 bytes, checksum: b83d3c8da4eb136730129c7719aca838 (MD5) / Approved for entry into archive by Felipe Augusto Arakaki (arakaki@reitoria.unesp.br) on 2016-04-15T16:58:32Z (GMT) No. of bitstreams: 1 souza_mf_dr_arafcl.pdf: 4407709 bytes, checksum: b83d3c8da4eb136730129c7719aca838 (MD5) / Made available in DSpace on 2016-04-15T16:58:32Z (GMT). No. of bitstreams: 1 souza_mf_dr_arafcl.pdf: 4407709 bytes, checksum: b83d3c8da4eb136730129c7719aca838 (MD5) Previous issue date: 2016-03-11 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / O objetivo central da tese foi estudar práticas educativas em de territórios rurais da região de São Carlos – S.P. Colocou-se foco em três áreas : a) um sítio de “Rural Esquecido” quilombola do Distrito de Santa Eudóxia; b) no “Novo Rural” de uma Ecovila com moradores organizados a partir de uma ética de convivência solidária e participativa, que buscam fortalecer o ideal de uma educação domiciliar; c) na Escola da Toca, uma escola de Educação Infantil de Itirapina, localizada em uma fazenda de produção de orgânicos - Fazenda da Toca - que vem implantando uma educação voltada à “alfabetização ecológica”. Procurou-se captar novas tendências educativas (teorias e práticas) que pudessem servir de inspiração aos modelos hegemônicos da educação escolar, tendo em vista os variados processos de desarticulação cultural sofridos pela escola e outros ambientes educativos. Como base teórica, foram utilizadas as teorias pedagógicas de Paulo Freire, as Teorias Sistêmicas de Fritjof Capra, as Teorias da Complexidade de Edgar Morin e a Filosofia das Diferenças. A coleta de dados foi realizada através do método etnográfico e demais instrumentos de apoio, tais como: descrição em diário de campo, coleta de depoimentos e história de vida, registros fotográficos, análises de documentos históricos. Os resultados indicam experiências educacionais exitosas em espaços rurais singulares, que informam novos paradigmas educacionais para as novas necessidades do mundo contemporâneo. / The study took place in three areas: a) a small farm of "Forgotten Rural" in a quilombola community in Santa Eudoxia; b) in the "New Rural" of an ecovillage with in habitants organized by an ethic supportive living, in search of an ideal home education; c) in "Escola da Toca", a child education school, located on an organic agricultural farm in Itirapina, focused on an "ecological literacy" education (ecoliteracy). New educational tendencies (theory and practice) were searched in order to inspire the hegemonic models of school education, due to present inefficient and inconsistent educational programs in schools and other educational environments. As a theoretical basis,it was used Paulo Freire's pedagogical theories, Sistemic theories by Fritjof Capra, Complexity theories by Edgar Morin and Fhilosophy of Difference. The data were collected through ethnographic method and other support instruments as: field diary descriptions, interviews, photographic records and historical documents. The results show succesful educational experiences in singular rural areas, indicating new educational paradigm to the current necessities of the contemporary world.

Studien har som syfte att tolka och förstå det som pågår i lärarens vardag med hjälp av komplexitetsteorier. Komplexitetsteorier utgör de specifika delarna i komplexitetstänkande som är en resurs för att diskutera relationen mellan skolan som komplext system, vetenskaplig grund och evidens. En förståelse bestående av att lärares vardag är mång- och tvetydig till dess innehåll är väl känt och beskrivet genom exempelvis framställningar av vad en lärares görande består av. För att tolka lärarens vardag är komplexitetsteorier inte vanligt förekommande. Komplexitetsteorier studerar mönster av självorganisering och det pågående med fokus på relationer. Komplexa system är icke-linjära och kausaliteten är cirkulär. Intentionen med komplexitetstänkande är att beskriva, tolka och förstå mönster av komplexitet. För att visa på en helhet och mönster har studien en narrativ ansats. Ett narrativt förhållningssätt ligger nära vardagens hantering av en rad paradoxer där det kända och okända samtidigt förekommer. För att samla in rika berättelser om lärarens vardag användes kvalitativa intervjuer som metod. Resultat visar på att det är det mångsidiga innehållet i relationerna som bland annat skapar komplexiteten i lärares vardag. Lärarens vardag består av många delar och ett komplexitetstänkande sätter fokus på att sätta ihop delarna till helhet och se mönster. Resultatet visar också på att en rad olika paradoxer måste hanteras. I berättelserna framträder hur lärarna hanterar en rad olika processer i relationen mellan kontroll och icke-kontroll, mellan på förhand det kända och okända där överraskningar är en del av vardagen, en del av interaktionen mellan människor. I en evidensbaserad praktik framträder att lärarens hantering av en rad paradoxer begränsas eftersom idén om evidensbaserad praktik innebär generaliserbara metoder där utfallet anses vara givet. Komplexitetstänkande innebär att det ställs andra krav på användning av vetenskaplig grund. Aktörer som rektorer, huvudmän och Skolverket bör i utformning av stöd till skolor inkludera tanken om att praktiken är ett komplext system. / The purpose is to use complexity theories to describe, interpret and understand teacher's everyday life. An everyday life where the predictable and the unpredictable exist in parallel. In relation to the teacher's everyday life and complexity theories, scientific basis and evidence are discussed. To show a cohesive complexity, the study has a narrative approach. A narrative approach is close to the structure of everyday life where the known and the unknown exist in symbiosis. To collect rich stories about the teacher's everyday life, qualitative interviews were used as a method. The result shows the circular causality that exists in non-linear systems. The teacher's everyday life contains many different processes that create a high degree of complexity. Some key processes are communication, relationships and complexity that are closely linked. Words that have in common the local interaction that includes the social as well as material things where there are possibilities of action. It is the multilateral job description that, among other things, creates the complexity of teachers' everyday lives. Structures and routines are important in order to be able to reduce the complexity of everyday life to a certain extent. Further on to deal with the paradox between control and non-control. Based on complexity theories, structures must contain the opportunity to be interpreted, adapted and translated to the practice. The school is a non-linear system and evidence-based practice is based on a linear system. In order to be able to interact with the practice, government investment in school to increase a more scientific ground. One of these projects is called, “läslyftet”. These projects need to take into account the processes and the unique in the practice. The study's contribution is to use complexity theories to show other perspectives on how change can take place in school. Specifically, how scientific basis and evidence can interact in the complex practice. Furthermore, show how complexity theories can help to make it possible to find new paths to development within school.

El benestar psicològic, entès com la vessant psicològica que forma part del concepte més ampli de qualitat de vida, constitueix un àmbit d'estudi en expansió. Tot i tenir un passat més breu en comparació amb d'altres constructes psicosocials, cada vegada investigadors de les més diverses disciplines s'afegeixen a la llista d'estudiosos que fan del benestar psicològic un dels seus objectes d'investigació. Amb tot, l'estudi del benestar psicològic en l'adolescència constitueix probablement un dels àmbits en els quals la necessitat de seguir avançant es fa més evident. El seu estudi en subjectes adolescents té, a més, un doble interès. Per una part, els canvis i transicions que nois i noies experimenten durant l'adolescència comporten amb freqüència que sigui un període estressant per a molts d'ells/es, amb implicacions importants per al seu benestar psicològic. Aprofundir en el seu coneixement durant aquest període té un interès més enllà de l'estrictament científic i permet el disseny de programes de prevenció més ajustats a les problemàtiques que els/les adolescents puguin estar experimentant. L'exploració dels elements del benestar psicològic constitueix una de les estratègies d'aproximació al seu estudi. En aquesta tesi doctoral s'han seleccionat alguns dels elements que de la literatura científica es desprèn que tenen una connexió més estreta amb el benestar psicològic i que són la satisfacció amb la vida globalment i amb àmbits específics de la vida, l'autoestima, el suport social percebut, la percepció de control i els valors. Tot i que existeix un consens elevat en considerar que l'exploració d'aquests elements és de primera necessitat de cares a aprofundir en l'estructura del benestar psicològic, generalment han estat estudiats de forma separada, malgrat no falten intents d'integració teòrica. Les limitacions més importants que presenta l'estudi del benestar psicològic i el dels seus elements en l'actualitat són bàsicament de caràcter epistemològic i fan referència a la dificultat de trobar visions comunes (tant a nivell de definicions com de teories explicatives) compartides per una majoria d'investigadors socials. Aquestes limitacions justifiquen l'interès per dirigir l'atenció vers un altre tipus d'explicacions del benestar psicològic, qualitativament diferents a les disponibles, que no es refugiïn ni en reduccionismes ni en explicacions causals rígides. Les teories de la complexitat suposen una alternativa productiva en aquest sentit ja que aquelles característiques a través de les quals la complexitat ve donada (borrositat de límits, punts de catàstrofe, dimensions fractals, processos caòtics i no lineals), són, en definitiva, les mateixes propietats que caracteritzen als fenòmens psicosocials. I això inclou el de benestar psicològic. Les dades de les que disposem, obtingudes mitjançant un estudi transversal, impedeixen fer una aproximació al benestar psicològic des de totes les propietats de la complexitat esmentades a excepció de la característica de la no linealitat. L'objectiu general de la tesi ha estat el de construir un model de benestar psicològic a partir de les dades obtingudes que permetés: 1) Evidenciar relacions entre variables que fins aquests moments no han pogut ser massa explorades, 2) Contemplar aquestes relacions més enllà de la seva unidireccionalitat, i 3) Entendre el benestar psicològic en l'adolescència des d'un punt de vista més integrador i holista i, consegüentment, oferir una manera més comprehensiva d'aproximar-se a aquest fenomen. Aquesta tesi ha de ser entesa com un primer pas, fonamentalment metodològic, per l'elaboració futura de conceptualizacions sobre el benestar psicològic en l'adolescència que es basin en els principis que ens aporten les ciències de la complexitat. Malgrat els resultats obtinguts no estan absents de limitacions, obren noves perspectives d'anàlisi del benestar psicològic en l'adolescència. / Psychological well-being is the psychological dimension of quality of life and a growing field of study. It has a shorter past compared to other psychosocial concepts. However, researchers coming from many diverse displicines are every day enlarging the list of those who take psychological well-being as their object of study. The study of adolescent psychological well-being is probably one of the fields where the need of moving forward is more evident.Its study in adolescent population has a double interest. On the one hand, boys and girls deal with different changes and transitions at these ages and this leads adolescence frequently to be an stressful period of time, with important consequences for their psychological well-being. On the other hand, the fact of deeping in its knowledge during this period has also an interest which goes beyond the scientifical one, and allows the designing of more adjusted to the specific problems adolescents are living prevention programs. The exploration of psychological well-being elements is one of the approximation strategies to its study. In this thesis, we have selected some of the elements it is considered by the scientific literature to have a stronger connection to psychological well-being. They are the following: satisfaction with life as a whole, satisfaction with specific life dimensions, self-esteem, social suport, perception of control and values. There is an important consensus in considering that the exploration of this elements is of vital need to deepen in the psychological well-being structure. They have generally been studied in a separated way, however, it is possible to find some theoric integration attempts.The most important limitations that psychological well-being and also its elements have nowadays are basically epistemological, and refer to the difficulty of finding common visions (at the definitions level and at explanatory theories as well), shared by a majority of social researchers. These limitations justify the interest of directing attention towards other type of qualitatively different explanations, while avoding those being reductionistic and based on rigid causal explanations. Complexity theories can be a valid alternative as those properties that characterise complexity (fuzziness of limits, catastrophical points, fractal dimensions, chaotic and non linear processes) are, at the end, the same features psychosocial phenomena have. This including psychological well-being. The data we had, obtained through a transversal study, do not allow us to approximate to psychological well-being from each of the above properties with the exception of non linearity.The general objective of the thesis has been constructing a psychological well-being model from the obtained data which should be able of: 1) Making evident some up-to-now still non-explored relationships among variables, 2) Comprehending these relationships beyong their unidirectionality, and 3) Understanding psychological well-being in adolescence from a more integrative and holistic point of view and, thus, offering a more comprehensive way of approaching to these phenomenon.This thesis must be understood as a first step, specially a methodological one, to elaborate in the future conceptualisations about psychological well-being in adolescence based on complexity theories principles. Although the obtained results have some limitations, they also open to new analysis perspectives in the study of psychological well-being in adolescence.