Submitted by Noeme Timbo (noeme.timbo@metodista.br) on 2017-01-18T19:18:30Z No. of bitstreams: 1 AlexandreTome.pdf: 595289 bytes, checksum: f01fe9deacae100874ef01919390f12c (MD5) / Made available in DSpace on 2017-01-18T19:18:30Z (GMT). No. of bitstreams: 1 AlexandreTome.pdf: 595289 bytes, checksum: f01fe9deacae100874ef01919390f12c (MD5) Previous issue date: 2016-08-26 / This study aims to understand the importance of the elements of organizational culture and how each contributes to the process of individual identity formation, in this specific case, the bank manager, the leader of a team. This work had its theoretical basis rooted in the concepts of organizational culture, and in the formation and identity construction process, relative to its formation, construction and demonstration. From its theoretical relevance, this paper intends to bring to the academic community significant contributions about organizational culture and identity construction studies. It was chosen the qualitative-exploratory research approach for the elaboration of this work. The study instrument used in this research was script based semi structured interview. From the data obtained through interviews with seven bank managers of the State of São Paulo properly guided and supported by theoretical support, based on the following categories: Managers identity profiles, Organizational identification, the Teamwork and identity formation. Based on this effort, it was noticed the manager’s need to take a commercial identity for himself, and the finding that after becoming managers, the discretion and the responsibility and the discipline were some of the aspects that had a bigger impact on their lives. Another important result was the possibility of characterizing the forming elements of professional identity from the organizational culture elements relative to its influence in the exercise in the management activities, as in the norms, rules, values, rites, rituals and ceremonies, and lastly, the evidence of the importance of organizational culture on the formation of identity in the manager’s performance. / O objetivo deste estudo visa compreender a importância da manifestação dos elementos da cultura organizacional e de que forma cada um deles contribui para o processo da formação da identidade do indivíduo, no caso específico, o gerente bancário, o líder de uma equipe. Esta averiguação teve sua fundamentação teórica alicerçada nos conceitos em torno da cultura organizacional, e no processo da formação e construção identitária, quanto a sua formação, construção e manifestação. A partir de sua relevância teórica, o estudo procura trazer para a comunidade acadêmica, contribuições significativas a respeito de estudos realizados sobre cultura organizacional e construção identitária. Para a elaboração deste trabalho optou-se pela abordagem da pesquisa qualitativa, tipo de estudo exploratório. O instrumento de investigação utilizado neste estudo foi entrevista semiestruturada baseada em roteiro. Mediante os dados obtidos com as entrevistas de sete gerentes bancários do estado de São Paulo, devidamente norteadas e respaldadas pelo aporte teórico, assumindo por base as seguintes categorias: Perfil identitário dos gerentes, Identificação organizacional, e o Trabalho em equipe e a formação da identidade. Com base neste esforço constatou-se a necessidade de o gerente adotar uma identidade comercial, identificar que após se tornarem gerentes, a discrição, responsabilidade e a disciplina foram uns dos aspectos que tiveram maior impacto em suas vidas. Outro resultado importante foi a possibilidade da caracterização dos elementos formadores da identidade profissional, a partir dos elementos da cultura organizacional quanto à sua influência no exercício das atividades de gerência como no caso as normas, regras, valores, ritos, rituais e cerimônias, e por fim, a comprovação da importância da cultura organizacional sobre a formação da identidade na atuação do gerente.

This dissertation considers the place in anthropology of ‘production’ generally, and ‘engineering’ specifically, by asking the simple question: How do people make things? Scholars of material culture have until recently focused on issues of consumption, especially the consumption of commodities (Miller), and considered production only in the abstract. Other theoretical approaches are therefore drawn upon to act as a framework for the thesis, including network theory (Law and Latour), and environmental relationism (Ingold). A methodology of ‘parallel fieldwork’ was developed (from Bourdieu), to situate myself as an experienced engineer carrying out anthropological fieldwork. Work in a ‘familiar’ environment (the Didcot Railway Centre, UK) was used to provoke thoughts about engineering in my primary fieldsite (the Kelabit highlands, Borneo). Data from the UK thus helped frame my analysis of Kelabit engineering, presented here in four parts. First, using the construction of two bridges as a case study, I suggest that a design can be seen as the revelation of a potential future, rather than a complete plan, as is suggested by design researchers such as Lawson and Norman. Then, by looking at changing traditions of house-building, I demonstrate the intimate relationship between materials and environment, even as the environment becomes more industrialised (Tsing), and consider this example in the light of debates about materiality (Miller; Ingold). Personal involvement in the conception and building of a new suspension bridge allowed me to investigate in some depth the act of construction. As a communal project, this incorporated aspects of individual skill, in the way that Ingold has described, but also the organization of people, tools and materials, akin to Law’s ‘heterogenous engineering’. This leads me to conclude that a theory of engineering might come from due consideration of both these approaches to relational thinking. Finally, I describe an abandoned longhouse and trace its deconstruction, suggesting that this is an example of creative destruction (Colloredo-Mansfeld), and re-materialization (Gregson). The dissipation of the material parts of the building shows that engineered objects should be seen as an ongoing process of material creation and disposal, and not a unified whole. In conclusion, my hope is that this dissertation contributes to ideas about the place and nature of material culture, and advocates a more prominent place for ‘production’ within anthropology.

The improvement of construction systems and management systems do not move together in construction industry, not using the effective management approaches decrease the productivity of the work. The firms both in national and international area in manufacturing industry use supply chain management to preserve their competitive force. As material costs account for a high percentage of the overall cost, the success of a project is heavily dependent on material related factors and processes. In Turkey because of extensively using in-situ concrete in construction, the supply chain for reinforcement and concrete is very important. One of the components of concrete is &ldquo / re-bar&rdquo / and its supply chain, rbSC (rebar supply chain) was investigated within the scope of this research. In this study a framework was developed on the basis of the information from a literature survey and a field-test consisting of face-to-face interviews and questionnaire to determine the factors affecting the rbSC externally and those related to the supply chain participants. The developed rbSC performance framework was analyzed with Structural Equation Modeling rules. LISREL software was used, and the outputs of LISREL were evaluated by relationing with the information obtained from literature survey. The developed framework can be used to maximize both effectiveness of the rbSC process and efficiency of time and cost related issues in the rbSC. rbSC performance was associated with the project performance at the end of the study to reach a higher-level scale. The difference between the performance ratings obtained by self-assessment of a participant and those obtained through assessment done by the others was used to determine the affects of cultural issues on performance. Common reasons for the lower performance were analyzed due to cultural context and recommendations were set down for rbSC participants to solve the problems.

This thesis sets out to address current issues of corporate culture in a construction company. The aim is to define the questions related to corporate culture and then use research to answer them. In the theoretical part of the thesis, the basic concepts are described and in the following empirical part, the actual research is conducted in the individual construction companies.

Introduktion (och syfte) – Människor på arbetsplatser, oavsett bransch, kan drabbas av bådefysiska och psykiska problem på grund av exempelvis kemikalier, maskiner, buller,stress eller trakasserier. I Sverige är byggbranschen en av de mest olycksdrabbadebranscherna och räknades som den dödligaste branschen under 2018. Samtidigt görsstora satsningar i Sverige för att arbeta säkert på byggarbetsplatser och förebyggaolyckor, som till exempel Safe Construction Training och säkerhetspark. Enligt en delforskning har, under de senaste två decennierna, intresset för begreppet säkerhetskulturökat som ett sätt att minska risken för olyckor. Säkerhetskultur definieras som cheferoch anställdas värderingar, uppfattningar och attityder om förhållande till arbetsmiljöoch säkerhet. Av denna anledning blir målet med denna studie att kartlägga faktorersom påverkar säkerhetskulturen, belysa hur en god säkerhetskultur ser ut samt vilkaåtgärder som bidrar till en förbättrad säkerhetskultur. Metod – Undersökningsstrategi för denna kvalitativa studie baseras på intervjuer ochdokumentstudier. Intervjuer valdes som den ingående empiriinsamlingen eftersom dettaär en beprövad metod för insamling av data från en utvald grupp personer. Användandetav intervju som empiriinsamling bidrar till att ange både djupare förståelse av problemeti fråga och samtidigt tillåta författaren att vägleda frågeställningen och därmed geupphov till en öppnare diskussion av ämnet. Intervjuerna som använts i denna rapportär av typen semistrukturerade, där frågorna är förutbestämda men hålls öppna. Parallelltmed intervjuerna används dokumentstudie i form av sekundärdata för att kompletteraprimärdata från intervjuerna. Resultat – Det överliggande problemet idag kring säkerhetskulturen grundar sig kringatt byggindustrin är en bransch med fler olycksrisker än andra branschen till följd avarbetsuppgifternas natur. Att förebygga olycksrisker kräver aktivt säkerhetsarbete somarbetar mot risker och olyckor som vanligtvis sker och samtidigt fokusera på attförebygga och minska antalet olyckor. Till detta krävs olycksrapporteringar samt tillbudför att möjliggöra att säkerhetsarbetet fokuserar på relevanta faktorer som kan ge positiveffekt, och minska antalet rapporterade fall. Att möjliggöra en god säkerhetskulturkrävs att arbetarna vet om de risker som finns, att rapportering är något som måste ske,oavsett olyckans storlek, samt att undvika att slarva med arbetet för att spara tid. Analys – Analysen har presenterat en djupare förståelse kring hur säkerhetsarbetetfungerar, vilka faktorer som uppenbarar sig vid granskning av olyckor och tillbud,hantering av olycksrapportering, samt arbetet mot att förebygga fler olyckor. Diskussion – Med den valda metodiken för framtagning av rapportens empiri har etttrovärdigt resultat kunnat tillhandahållas. Undersökningen har genomförts med en litenurvalsgrupp men resultaten bedöms vara användbara. Målet med denna kvalitativastudie har uppnåtts och frågeställningarna har besvarats. / Introduction (and purpose) – People in the workplace, regardless of industry, can beaffected by both physical and mental factors due to, for example, chemicals, machines,noise, stress, or harassment. In Sweden, the construction industry is one of the mostaccident-prone industries and was considered the deadliest industry in 2018. At thesame time, major investments are being made in Sweden to work safely on constructionsites and prevent accidents, such as Safe Construction Training and safety parks.According to some research, over the past two decades, interest in the concept of safetyculture has increased as a way of reducing the risk of accidents. Safety culture is definedas managers 'and employees' values, perceptions, and attitudes about the relationshipbetween the work environment and safety. For this reason, this work will aim to identifyfactors that affect the safety culture, shed light on what a good safety culture looks like,and what measures contribute to an improved safety culture. Method – The research strategy for this qualitative study is based on interviews anddocument studies. Interviews were chosen as the in-depth empirical collection as thisis a proven method for collecting data from a selected group of people. The use ofinterviews as a collection of empirical data helps to provide both a deeper understandingof the problem in question and at the same time allows the author to guide the issue andthus give rise to a more open discussion of the subject. In parallel with the interviews,a document study in the form of secondary data is used to supplement primary datafrom the interviews. Results – The overriding problem today around safety culture is that the buildingindustry maintains a greater risk of accidents than other occupations due to the natureof the tasks. To prevent the risks that an accident occurs, the demand increase for activesafety work to prevent risks and accident that are commonly occurring, while at thesame time focusing on preventing further accidents from happening. To do this, thedemand for reports regarding incidents and accidents increases, to enable the safetywork to focus in on relevant factors and decrease the number of accidents fromhappening. To enable good safety culture, the workers need to be aware of the risksduring work, that they always report accidents, and to avoid cutting corners to save time. Analysis – The analysis has presented a deeper understanding of how safety work isdone in the workplace, which factors that are presented when reviewing accidents andincidents, the handling of the accident reports, as well as the work towards preventingmore accident from happening. Discussion – With the chosen methodology for producing the report's empirical data, acredible result has been provided. The survey was conducted with a small sample group,but the results are judged to be useful. The goal of this qualitative study has beenachieved and the questions have been answered.

Die Praxis der interkulturellen Musikpädagogik verfolgt Ziele und Absichten auf einer sachbezogenen, einer musikpraktischen., einer reflektierenden und einer kompetenzorientierten Ebene. Die Theorie der interkulturellen Musikpädagogik hinterfragt dazu die relevanten Begriffe und Bedeutungszuweisungen, die mit diesen Zielen verbunden sind und versucht ihre Verwendungsweisen zu klären. Vor allem in der Auseinandersetzung mit einem bedeutungsorientierten Kulturbegriff, den die Autorin bereits in früheren Publikationen als Grundlage für die Inszenierung interkultureller Bildungsprozesse vorgeschlagen hat, wird deutlich, dass kulturelle Zugehörigkeitsgefühle konstruiert sind, dass vor allem in multikulturellen Gesellschaften kulturelle Zuordnungen sowie Abgrenzungen nicht als Folge von Enkulturationsprozessen (also dem Hineinwachsen in eine bestimmte Kultur), sondern im Kontext flexibler Identitätsbildungen zu erklären sind. Auch in den drei auf der Tagung besprochenen Schulstunden finden kulturelle Konstruktionsprozesse und interkulturelle Begegnungen statt, ohne dass sie expliziter Unterrichtsinhalt wären. Die Analyse ausgewählter Unterrichtssequenzen zeigt, wie in diesen didaktisch nicht gestalteten interkulturellen Situationen ungelöste Fragen und Probleme auftreten. Um dies zu vermeiden werden Handlungsalternativen vorgeschlagen, wie durch mehr Aufmerksamkeit und geringfügig veränderten unterrichtlichen Inszenierungen kulturelle Fremdzuschreibungen im Sinne von Ethnisierungen und Stigmatisierungen verhindert und ein differenzierterer Blick auf Inhalte erreicht werden kann. / The praxis of intercultural music education/pedagogy has an agenda and objectives on an issue-related, a reflective and a competence-oriented level as well as on the level of music practice. The theory of intercultural music education/pedagogy questions the relevant terms and allocation of meaning which are associated with these objectives and tries to clarify the manner of applying them. Especially in the examination of a meaning-oriented culture concept, which has already been proposed by the author in previous publications as the basis of an orchestration/organization of intercultural educational processes, it becomes clear that cultural sense of membership is constructed. Cultural attribution as well as demarcation in multicultural societies are to be explained not as a result of enculturation processes (that is the growing into a particular culture), but rather in the context of flexible identity formation. Also in the three lessons discussed at the symposium, cultural construction processes and intercultural encounters take place without being explicitly part of tuition. The analysis of selected class sequences shows how unsolved questions and problems arise in these didactically non-arranged situations. In order to avoid this, action alternatives are suggested; it is proposed how cultural ascription in the sense of ethnicization and stigmatization can be avoided and how a more differentiated view on contents can be achieved by the means of more attention and marginally modified tuition organization.

Die Praxis der interkulturellen Musikpädagogik verfolgt Ziele und Absichten auf einer sachbezogenen, einer musikpraktischen., einer reflektierenden und einer kompetenzorientierten Ebene. Die Theorie der interkulturellen Musikpädagogik hinterfragt dazu die relevanten Begriffe und Bedeutungszuweisungen, die mit diesen Zielen verbunden sind und versucht ihre Verwendungsweisen zu klären. Vor allem in der Auseinandersetzung mit einem bedeutungsorientierten Kulturbegriff, den die Autorin bereits in früheren Publikationen als Grundlage für die Inszenierung interkultureller Bildungsprozesse vorgeschlagen hat, wird deutlich, dass kulturelle Zugehörigkeitsgefühle konstruiert sind, dass vor allem in multikulturellen Gesellschaften kulturelle Zuordnungen sowie Abgrenzungen nicht als Folge von Enkulturationsprozessen (also dem Hineinwachsen in eine bestimmte Kultur), sondern im Kontext flexibler Identitätsbildungen zu erklären sind. Auch in den drei auf der Tagung besprochenen Schulstunden finden kulturelle Konstruktionsprozesse und interkulturelle Begegnungen statt, ohne dass sie expliziter Unterrichtsinhalt wären. Die Analyse ausgewählter Unterrichtssequenzen zeigt, wie in diesen didaktisch nicht gestalteten interkulturellen Situationen ungelöste Fragen und Probleme auftreten. Um dies zu vermeiden werden Handlungsalternativen vorgeschlagen, wie durch mehr Aufmerksamkeit und geringfügig veränderten unterrichtlichen Inszenierungen kulturelle Fremdzuschreibungen im Sinne von Ethnisierungen und Stigmatisierungen verhindert und ein differenzierterer Blick auf Inhalte erreicht werden kann. / The praxis of intercultural music education/pedagogy has an agenda and objectives on an issue-related, a reflective and a competence-oriented level as well as on the level of music practice. The theory of intercultural music education/pedagogy questions the relevant terms and allocation of meaning which are associated with these objectives and tries to clarify the manner of applying them. Especially in the examination of a meaning-oriented culture concept, which has already been proposed by the author in previous publications as the basis of an orchestration/organization of intercultural educational processes, it becomes clear that cultural sense of membership is constructed. Cultural attribution as well as demarcation in multicultural societies are to be explained not as a result of enculturation processes (that is the growing into a particular culture), but rather in the context of flexible identity formation. Also in the three lessons discussed at the symposium, cultural construction processes and intercultural encounters take place without being explicitly part of tuition. The analysis of selected class sequences shows how unsolved questions and problems arise in these didactically non-arranged situations. In order to avoid this, action alternatives are suggested; it is proposed how cultural ascription in the sense of ethnicization and stigmatization can be avoided and how a more differentiated view on contents can be achieved by the means of more attention and marginally modified tuition organization.