Made available in DSpace on 2018-06-27T19:13:16Z (GMT). No. of bitstreams: 2 Alberto pessoa da costa.pdf: 2933123 bytes, checksum: e78ce2b1652282743960cbaab430e3d8 (MD5) Alberto pessoa da costa.pdf.jpg: 3758 bytes, checksum: b5a4d1137c5e5e809e2cb93180b17345 (MD5) Previous issue date: 2007-05-11 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The present work describes the development of an ducational hypermedia application in which it was implemented the feedback process. The feedback process is defined as a continuous feedback involving the answers of the user in contact with hypermedia application, the hypotheses that had generated these answers and the user s mental operations involved in the construction of these answers. As the center of the process in the development of educational hypermedia application is that the conception of the pedagogical mediation through the educator is indispensable in the process of teaching-learning. The situationalproblems proposals had involved the concept of speed and the co-related quantities. All the constituent elements of the definition and these which are characteristics of feedback process had been implemented successfully. It is important describe that the present work also considered as a methodology the use of the technique of storyboard in the development of educational hypermedia application. Relating to the development of educational hypermedia application it had not been done an application test as well as worrying about the amount of implemented pages. All the work was concentrated in the production of a prototype. The objective was fully reached and the prototype demonstrates clearly that the implementation of the feedback process in wide projects is viable. As a suggestion to future works it is interesting to test the prototype in class. Finally, it is expect that new efforts will be done to extend the implementation of feedback process for educational hypermedia applications focusing on other contents and in other areas of the knowledge. / O presente trabalho descreve o desenvolvimento de uma aplicação hipermídia educacional na qual o feedback processual foi implementado. Define-se o feedback processual como uma retroalimentação contínua envolvendo as respostas do interagente com a aplicação hipermídia, as hipóteses geradoras destas respostas e as operações mentais do interagente na construção destas respostas. Como centro do processo de desenvolvimento desta aplicação está a concepção de que a mediação pedagógica do educador é indispensável para que o processo de ensino e aprendizagem se efetive. As situações-problema propostas envolveram o conceito de velocidade e as grandezas co-relacionadas. Todos os elementos constituintes da definição e que são caracterizadores do feedback processual foram implementados com sucesso. Ressaltase que o presente trabalho não se limitou a definir o feedback processual, mas também propôs uma metodologia para a utilização da técnica de storyboard no desenvolvimento de uma aplicação hipermídia educacional. No que diz respeito ao desenvolvimento de uma aplicação hipermídia educacional este trabalho não buscou testar a aplicação produzida e nem mesmo se preocupou com a quantidade de páginas implementadas. Todos os esforços se concentraram na produção de um protótipo. Tal objetivo foi plenamente alcançado e o protótipo demonstra claramente que é viável a utilização do feedback processual em projetos mais amplos. Fica, portanto a sugestão da realização de testes com o protótipo, já que os realizados não tiveram o enfoque estatístico uma vez que visavam apenas analisar a funcionalidade do mesmo. Por fim, espera-se que novos esforços sejam empreendidos no sentido de estender a implementação do feedback processual para aplicações hipermídia educacionais enfocando outros conteúdos e assim como em outras áreas do conhecimento.

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The aim of this study was to determine the impact of feedback on organisational culture change. The empirical study was conducted among the employees of a financial institution in South Africa by means of a one-group Pre-test-Post-test design using the Corporate Culture Lite Questionnaire. The sample size for the pre-test and post-test measurement was 1584 and 927 employees respectively. A total of 203 feedback sessions were facilitated in five business units after the pre-test measurement according to the survey feedback approach. The data of the two measurements were compared using independent t-tests and p-values, to determine any areas of statistical and practical significant differences. The results indicate that in one of the five business units there was a practical significant difference between the two measurements of organisational culture on ten of the dimensions. This research therefore confirms that feedback has a limited impact on organisational culture change. / Industrial and Organisational Psychology / M. Comm. (Industrial Psychology)

The aim of this study was to determine the impact of feedback on organisational culture change. The empirical study was conducted among the employees of a financial institution in South Africa by means of a one-group Pre-test-Post-test design using the Corporate Culture Lite Questionnaire. The sample size for the pre-test and post-test measurement was 1584 and 927 employees respectively. A total of 203 feedback sessions were facilitated in five business units after the pre-test measurement according to the survey feedback approach. The data of the two measurements were compared using independent t-tests and p-values, to determine any areas of statistical and practical significant differences. The results indicate that in one of the five business units there was a practical significant difference between the two measurements of organisational culture on ten of the dimensions. This research therefore confirms that feedback has a limited impact on organisational culture change. / Industrial and Organisational Psychology / M. Comm. (Industrial Psychology)

Made available in DSpace on 2018-06-27T19:13:27Z (GMT). No. of bitstreams: 2 Luis Fernando Gastaldo.pdf: 6269815 bytes, checksum: a0f09194997899b201e85d0cfb9bacb1 (MD5) Luis Fernando Gastaldo.pdf.jpg: 3847 bytes, checksum: 711bcb49ddceb19a23459dc7ce98ddb6 (MD5) Previous issue date: 2009-08-26 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This master's dissertation in the area of concentration in the teaching of physics developed in the professional master's degree in Mestrado Profissionalizante em Ensino de Física e Matemática do Centro Universitário Franciscano of the Santa Maria, describes the development of an educational hypermedia application addressing the concept of electrical resistance in the teaching of physics in high schools. This hypermedia application developed in Flash enabled progress in the use of the feedback process, a feedback of character education, which aims to allow the monitoring of the navigation of your users so that the teacher can delineate the relationships developed by students in the construction of its knowledge and intervene when necessary, making learning more meaningful to the student. The methodology used in the organization pedagogical of hypermedia educational is based on three pedagogical moments which are initial problematization, organization of knowledge and application of knowledge. The theoretical foundation adopted was the theory of meaningful learning of Ausubel. It is reported in this work, the implementation of this application in a hypermedia experience teaching in two classrooms of a public school in high school. This experiment presents some results obtained from questionnaires and reports submitted by students. We present an analysis of each screen used in the hypermedia application developed and relate some testimonials from students who show some of his notions about the operation of electrical equipment such as showers and lamps. After examination of the hypermedia application and use of feedback process as a tool for navigation, consider the positive contributions derived from this product developed. This alternative pedagogical showed itself capable of keeping up the integrated teaching of physical prompting students to realize and understand that about your physical experience reality. / A presente dissertação de mestrado na área de concentração no ensino de Física desenvolvida no Mestrado rofissionalizante em Ensino de Física e Matemática do Centro Universitário Franciscano de Santa Maria, descreve o desenvolvimento de uma aplicação hipermídia educacional abordando o conceito de Resistência Elétrica no ensino de Física em nível médio. Esta aplicação hipermídia desenvolvida em Flash permitiu avançar na utilização do feedback processual, uma retroalimentação de caráter educacional, que tem por objetivo permitir um acompanhamento da navegação de seus usuários a fim de que o professor possa delinear as relações desenvolvidas pelos alunos, na construção de seus conhecimentos e intervir, quando necessário, tornando mais significativa a aprendizagem do aluno. A metodologia utilizada na organização pedagógica da hipermídia educacional está baseada nos Três Momentos Pedagógicos que são: problematização inicial, organização do conhecimento e aplicação do conhecimento. A fundamentação teórica adotada foi a teoria da aprendizagem significativa de Ausubel. Relata-se também neste trabalho, a implementação desta aplicação hipermídia em uma experiência didática em duas turmas de uma escola pública de ensino médio. Desta experiência apresentamos alguns resultados obtidos a partir de questionários e relatórios enviados pelos alunos. Apresentamos uma análise de cada tela utilizada no aplicativo hipermídia desenvolvido e relacionamos alguns depoimentos de alunos que evidenciam algumas de suas concepções sobre o funcionamento de equipamentos elétricos, como os chuveiros e as lâmpadas. Após a análise da aplicação hipermídia e a utilização do feedback processual como uma ferramenta de navegação, consideramos positivas as contribuições obtidas a partir da utilização deste produto desenvolvido. Esta alternativa pedagógica mostrou-se capaz de manter-se integrada ao ensino da Física instigando os alunos a perceber e compreender Física que cerca a sua realidade vivencial.

La Résolution de Problèmes est l'un des piliers des stratégies d'amélioration continue des entreprises. Dans ce cadre, un certain nombre des méthodes ont réussi à démontrer son efficacité pour adresser des problèmes particulièrement complexes. Parmi ces méthodes, on peut distinguer le PDCA, le DMAICS, le 7Steps et le 8D/9S. Pourtant, l'apparition des réseaux distribuées de partenaires, ainsi que le positionnement du concept d'entreprise étendue, ont obligé les entreprises à aller au-delà de ses frontières pour travailler en synergie avec tous les partenaires en amont et en aval de sa chaîne. Dans ce contexte, l'efficacité de ces méthodes de résolution des problèmes a été fortement impactée. Ceci car non seulement les problèmes, mais aussi les produits, les partenaires, les ressources et l'information nécessaires pour sa résolution sont extrêmement fragmentés et décentralisés. Cette thèse s'intéresse donc à la résolution collaborative de problèmes au sein des chaînes distribuées de partenaires et son objectif est de proposer un processus et une méthodologie adaptés à ces contextes. Les propositions faites prennent en compte les aspects techniques (e.g. la modélisation des flux et la configuration de la chaîne) ainsi que les aspects collaboratifs (e.g. le niveau de confiance et/ou le rapport de pouvoir entre les partenaires) que conditionnent l'opération et l'efficacité du réseau. Finalement, cette thèse s'intéresse à l'articulation d'un système de retour d'expérience dans la résolution de problèmes distribués afin d'améliorer son efficacité. / The Problem Solving Process is a central element of the firms' continuous improvement strategies. In this framework, a number of approaches have succeeded to demonstrate their effectiveness to tackle industrial problems. The list includes, but is not limited to PDCA, DMAICS, 7Steps and 8D/9S. However, the emergence and increasing emphasis in the supply chains have impacted the effectiveness of those methods to solve problems that go beyond the boundaries of a single firm and, in consequence, their ability to provide solutions when the contexts on which firms operate are distributed. This can be explained because not only the problems, but also the products, partners, skills, resources and pieces of evidence required to solve those problems are distributed, fragmented and decentralized across the network. This PhD thesis deals with the solving of industrial problems in supply chains based in collaboration. It develops a general framework for studying this paradigm, as well as both a generic process and a collaborative methodology able to deal with the process in practice. The proposal considers all the technical aspects (e.g. products modeling and network structure) and the collaborative aspects (e.g. the trust decisions and/or the power gaps between partners) that simultaneously impact the supply chain operation and the jointly solving of problems. Finally, this research work positions the experiential knowledge as a central lever of the problem solving process to contribute to the continuous improvement strategies at a more global level.

Syftet med studien var att undersöka hur upplevelsen av daglig feedback från chefer och medarbetare (feedbackmiljö) är relaterad till arbetsmotivation samt om det var några av dimensionerna i feedbackmiljön som hade större betydelse för arbetsmotivationen. Studien var kvantitativ och en digital enkät användes som mätinstrument. Enkäten var baserad på frågor från Feedback Environment Scale (FES) och QPSNordic, där FES användes för att mäta feedbackmiljön och QPSNordic för att mäta arbetsmotivation. Enkäten delades på sociala medier och genererade 75 enkätsvar. Analyserna genomfördes i SPSS och studiens resultat visade att det fanns ett flertal positiva samband mellan arbetsmotivation och feedbackmiljö samt att upplevelsen av daglig feedback från chefer är mest centralt när det kommer till arbetsmotivation. Det var dock endast framförande av feedback från källan chef som signifikant predicerade arbetsmotivation.