Submitted by Renata Lopes (renatasil82@gmail.com) on 2018-08-03T14:41:40Z No. of bitstreams: 1 fabiosilvadefigueiredo.pdf: 2004125 bytes, checksum: aab0cdd1c219400dac682a131b44a986 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-08-03T14:44:24Z (GMT) No. of bitstreams: 1 fabiosilvadefigueiredo.pdf: 2004125 bytes, checksum: aab0cdd1c219400dac682a131b44a986 (MD5) / Made available in DSpace on 2018-08-03T14:44:24Z (GMT). No. of bitstreams: 1 fabiosilvadefigueiredo.pdf: 2004125 bytes, checksum: aab0cdd1c219400dac682a131b44a986 (MD5) Previous issue date: 2016-03-30 / PROQUALI (UFJF) / Gerenciar o conhecimento organizacional ainda é algo desafiador para as organizações públicas atuais. Gerenciá-lo em projetos de consultoria interna pode ser ainda mais trabalhoso. A organização pública em questão é uma Universidade Federal do sudeste do Brasil que nos últimos anos vem desenvolvendo projetos de consultoria interna junto ao seu setor de planejamento. Este modelo de gestão nasceu da necessidade de se responder de maneira mais efetiva às carências organizacionais que se originaram, acima de tudo, da rápida ampliação que esta organização sofreu nos últimos anos em virtude do programa REUNI. Esses projetos versam, sobretudo, acerca de demandas administrativas complexas, como compras de grande vulto e estudos de reestruturação administrativa que demandam uma análise mais aprofundada para a sua correta solução o que, em princípio, foge do cotidiano operacional dos órgãos internos. Entretanto, esse modelo trouxe consigo, além dos benefícios próprios da consultoria interna, um expressivo aumento do conhecimento organizacional que passou a ser rotineiramente criado por essa equipe. Assim, percebeu-se uma lacuna estratégica na determinação de uma ferramenta que fosse capaz de sistematizar este conhecimento organizacional. Desse modo, tendo como base o modelo de conversão do conhecimento (modelo SECI – Socialização, externalização, combinação, internalização) de Nonaka e Takeuchi (1997) e partindo do pressuposto de que a prática de lições aprendidas é determinante e crítica para a sistematização do conhecimento organizacional em projetos de consultoria interna, chegou-se à formulação da seguinte pergunta de pesquisa: como a prática de lições aprendidas poderia sistematizar o conhecimento organizacional em projetos desenvolvidos por uma equipe de consultoria interna em uma instituição federal de ensino superior? Para se obter a resposta a tal pergunta, buscou-se investigar como os projetos de consultoria interna e a gestão do conhecimento podem se valer das práticas de lições aprendidas para efetiva gestão do conhecimento organizacional no âmbito desses projetos. A pesquisa é aplicada, tem natureza descritiva, possui uma abordagem qualitativa e utiliza o método de estudo de caso único. Como resultado foi identificado que a aplicação das lições aprendidas ao processo de sistematização do conhecimento está intrinsecamente ligada à dinâmica da interação entre o conhecimento tácito e explícito que esta prática pode proporcionar, levando à criação de conhecimento organizacional e também que ela é um importante ativo de processo organizacional que pode, além de evitar erros em projetos futuros, promover a perpetuação de melhores práticas no contexto dessa equipe. Portanto, a conclusão do estudo é que as lições aprendidas sistematizam a gestão do conhecimento em equipes de consultoria interna no momento em que esta é uma ferramenta capaz de criar uma dinâmica de interações entre os indivíduos que perpassa toda a espiral de criação do conhecimento em um movimento ascendente e contínuo. Por fim, espera-se, que este trabalho agregue valor ao campo da gestão do conhecimento em projetos, notadamente no setor público e contribua para estimular estudos futuros sobre estes temas. / Managing organizational knowledge is still something challenging to the current public organizations. Manage it in internal consulting projects can be even more laborious. The public organization in question is a Federal University of southeastern Brazil that in recent years has developed internal consulting projects with its planning sector. This business model was born of the need to respond more effectively to organizational shortcomings that originated, above all, by the rapid expansion that this organization has suffered in recent years due to the REUNI program. They are related, especially, about complex administrative demands such as purchasing large-scale, and studies of administrative restructuring that require further analysis to its correct solution which escapes from the daily operating of the internal departments. However, this model has brought with it, beyond the actual benefits of the internal consultation, a significant increase of organizational knowledge which is now routinely created by this team. Thus, it was realized a strategic gap in determining a tool that was able to systematize this organizational knowledge. Thus, based on the knowledge conversion model (SECI model - socialization, externalization, combination, internalization) of Nonaka and Takeuchi (1997) and assuming that the practice of lessons learned is crucial and critical for the systematization of organizational knowledge in internal consulting projects, came to the formulation of the following research question: how the practice of lessons learned could systematize the organizational knowledge in projects developed by an internal consulting team in a federal institution of higher education? To get the answer to that question, it sought to investigate how internal consulting projects and knowledge management can take advantage of the lessons learned practices for effective management of organizational knowledge within these projects. This is an applied research, its nature is descriptive, it has a qualitative approach and uses the single case study method. As a result it was identified that the application of the lessons learned in knowledge management process is intrinsically linked to the dynamics of the interaction between tacit and explicit knowledge that this practice can provide, leading to the creation of organizational knowledge and also that it is an important organizational process asset that can avoid mistakes in future projects and promote the perpetuation of best practices in this team. Therefore, the conclusion is that the lessons learned systematize knowledge management in internal consulting teams at the moment this is a tool that create a dynamic of interactions among the team that permeates the whole spiral of knowledge creation in a upward and continuous movement. Finally, it is expected that this work adds value to the field of knowledge management in projects, notably in the public sector and will help to stimulate future studies on these subjects.

Project Knowledge Management and more specifically how organisations capture experiences gained in projects, is a critical topic in order to compete in the knowledge economy. Little attention has been given the catchphrase lessons learned practices as a research area. The purpose of the thesis is therefore to analyse the framework for the project closure phase through a Knowledge Management perspective. The purpose is also to evaluate how new knowledge, captured by project closure documents, can be identified and measured. To fulfil the purpose, the project closure phase and project closure documents within the project model Practical Project Steering are studied. Through a document study, the framework that the project model gives, and the project closure documents is analysed. The project closure documents are also examined regarding the experiences they capture. This is done by developing an instrument for identifying and measuring new knowledge. Through the study, it can be established that the project closure phase provides for a link between Knowledge Management and Project Management. It has an important contribution to Knowledge Management since it mitigates the risk of not transferring knowledge to the organisational memory. The use of predefined knowledge domains supports structure, and systemisation in the production of the documents, as well as in the compilation and dissemination of useful knowledge. New knowledge within the project closure phase can be identified and measured by dividing the documents into isolated pieces of information and using developed criteria to identify, and thereby quantify new knowledge. The instrument is highly reliable since it is ensured that the division of information does not result in any decontextualisation, and since the criteria used are very stable, and still acknowledge the dynamics of knowledge as well as the knowledge context. By using the measurements on empirical data, problems that are important to acknowledge are identified. There is an uneven distribution of knowledge types acquired by the project closure documents, regardless of their importance; resulting in loss of important knowledge. The difficulty to formalise important knowledge, results in failing to transfer knowledge to an external organisational memory. The difficulty to distribute knowledge sufficiently, results in re-invention of the wheel, and the same mistakes being made twice or more.

The master's thesis "Evaluation of good and bad practices in the management process of a specific project" aims to analyse and evaluate the good and bad practice in the project of "Contract compliance" in the company SAP. The first part of the thesis is focused on theoretical and methodological basis of project management and its processes. The second part of the thesis characterises the company SAP and the selected project as well as analyses and evaluates good and bad practices. Furthermore, the findings are summarised in the Lessons Learned document and preventive measures for the identified bad practice are proposed. This creates a learning material for future project management in the company.

The aim of the master's thesis "Making use of best practice and lessons learned while processing the standard project Flexi Office" is to streamline project management in the selected company by analysing the errors and positives from completed project and processing the standard project for Flexi Office. Theoretical and methodological part describes the project management aspects, methods of planning and project evaluation. The practical part describes the characteristics of the examined company, reference project Flexi Office, processing evaluation of the project under which were stated lessons learned and best practice for the project, and using which are suggested some ways to improve project management in the selected company.

Esta dissertação tem um propósito ambicioso: procura repensar o modelo de integração econômica na América do Sul. O método escolhido para tanto foi o de analisar e extrair lições de outras experiências de integração econômica para balizar uma reflexão sobre este processo na região. Neste sentido, dividiu-se a dissertação em três capítulos, além de um breve capítulo introdutório e das considerações finais. No capítulo 2, “Considerações Gerais e Teorias sobre Integração Econômica Regional”, realiza-se apenas algumas definições conceituais e uma breve revisão das teorias sobre integração econômica regional. O intuito deste capítulo inicial é tão somente de “limpar o terreno” para a análise dos capítulos posteriores. Feito isso, no capítulo 3, “Lições das Experiências Internacionais Recentes: União Monetária Europeia, NAFTA e Cooperação Financeira no Leste Asiático”, analisa-se as principais experiências internacionais de integração, apresentando basicamente a racionalidade, a lógica básica de funcionamento e os resultados alcançados por cada uma delas, de tal forma a depreender algumas lições para a América do Sul. No capítulo 4, “Lições das Iniciativas Pretéritas de Integração na América do Sul: Uma Breve Análise do Caminho Percorrido da ALALC à UNASUL”, apresenta-se um apanhado histórico das iniciativas de integração econômica na América do Sul, seguindo essencialmente a mesma estrutura do capítulo anterior. Por fim, nas considerações finais, à luz das lições extraídas nos capítulos anteriores, são tecidos alguns comentários sobre as iniciativas integracionistas vigentes na região. / The dissertation has an ambitious intention: it aims at rethinking the model of economic integration in South America. The method chosen for such task was to analyze and extract lessons of other experiences of economic integration to define a reflection regarding this process in the region. In this direction, the dissertation was divided into three chapters, along with a brief introductory chapter and the final considerations. Chapter 2, “General Considerations and Theories on Regional Economic Integration”, presents some conceptual definitions and a brief revision of the theories on regional economic integration. The intention of this initial chapter is mainly to “clear the ground” for the analysis of the subsequent chapters. Once this is done, in chapter 3, “Lessons of the Recent International Experiences: European Monetary Union, NAFTA and Financial Cooperation in the East Asian”, the main international experiences of integration are analyzed, presenting basically the rationality, the basic logic of functioning and the results reached by each one of them, in such way to infer in the end some lessons for South America. Chapter 4, “Lessons of the Past Initiatives of Integration in South America: a Concise Analysis of the Way from ALALC to UNASUL”, presents a historical summary of the initiatives of economic integration in South America, following, essentially, the same structure of the previous chapter. Finally, in the final considerations, in light of the lessons extracted in the previous chapters, some comments are made on the effective integrationist initiatives in the region.

No description available.

Kompendien und Einführungen zur Fachdidaktik des Englischen, Französischen oder auch des Deutschen sind schon lange eine Selbstverständlichkeit. Für das Russische gilt das im deutschsprachigen Raum leider nicht. Die vorliegende Publikation ist deshalb sehr zu begrüßen, und ganz zurecht stellt die Herausgeberin Anka Bergmann im Vorwort fest, dass mit diesem von namhaften Fachdidaktikerinnen und Fachdidaktikern des Russischen gemeinschaftlich erstellten Band ein echtes Desiderat im deutschsprachigen Raum beseitigt wurde. Neben zahlreichen allgemeinfachdidaktischen Fragestellungen, wie sie besonders im Teil II behandelt werden, werden Spezifika des Russischunterrichts angesprochen wie etwa die Integration von Schülern mit russischsprachigem Hintergrund im Russischunterricht oder die Geschichte und der gegenwärtige Status des Russischunterrichts im deutschsprachigen Raum.

This research study focused on the issue of access to flexible learning and the use of technology (radio and TV) to assist in the learning process. The study was aimed at measuring the influence of these technology services among grade 12 learners enrolled on distance mode at Namibia College of Open Learning (NAMCOL). The majority of distance education systems around the world have the same general structure of guiding students, which are based primarily on student-centered learning that demands a learner to work independently. Regular lecturing facilities for distance learners are only possible in scheduled workshops at study centers. These provisions are however, inconvenient since most distance learners are working people, as well as inadequate to provide the necessary educational guidance to distance learners. In situations where regular interaction between teacher and student is limited or not possible, the media plays a vital role in providing educational assistance to these learners. NAMCOL, as an institution, has embraced the concept of utilizing media to assist distance learners with programs such as Edu TV and Radio Programmes as well as Online resources. Self-directed learning theories and Malcolm Knowles's theory of Andragogy were used as the theoretical frameworks for the study. In exploring access and influence of Edu TV and radio program on the learner's self-directed learning among the grade 12 learners enrolled at distance mode at Namibian College of Open Learning (NAMCOL), the researcher employed several research strategies to measure the influence that flexible programs have on learners. The research strategies employed in the study included questionnaires and interviews, which were used to yield both qualitative and quantitative research data. The main findings of the study were that the flexible learning policy implemented by NAMCOL is proving successful in affording distance learners access to Edu TV and radio program services. All participants indicated that the lessons were informative. Furthermore, it helps learners to assume responsibility for their learning. However, additional efforts from all stakeholders are required to keep up with the ever-expanding demand for ODL platforms. The study further revealed that implementing appropriate Andragogy fostered self-directed learning. In light of the findings of the research and the Andragogy applied, even though learners have access to the Edu programs, the lack of physical and appropriate technologies can impact negatively. For example, you can be self-directed, but if there are physical constraints and challenges in the pedagogy, the learners are demotivated to be self-directed.

Syftet med studien är att med hjälp av nationell och internationell tidigare forskning kartlägga lärares undervisning i skrivandet i grundskolans tidigare år F–3. Studien är en systematisk litteraturstudie och tar sin utgångspunkt i de centrala begreppen: skrivande, undervisningsmetoder, språklig medvetenhet och stöttning. De databaserna som har använts är den nationella databasen SwePub, den internationella databasen ERIC och Google Scholar för att få publikationer inom det valde området. Det valde materialet består av 19 publikationer varav 11 internationella och 8 nationella. En innehållsanalys användes för att analysera materialet som resulterade i att 11 underkategorier skapades. Resultatet visar att lärare undervisar bokstäver, ord, meningar och genrer med hjälp av olika metoder, till exempel lekar, multimodalitet, teater, LTG-metod i skrivundervisningen. Det sammanställda resultatet visar att användning av dessa skrivundervisningsmetoder utvecklar elevernas kunskaper i skrivandet.

The objective of the empirical study was to explore which teaching methods science teachers in elementary schools describe that they use and the effects these methods have on student motivation towards the subject, according to these teachers. The study is based on the socio constructivism perspective while also correlating pragmatism and cognitive constructivism in relation to teaching methods in science lessons. Semi-structured interviews have been conducted with experienced and skilled elementary science teachers from around the district of Jönköping. Through the interviews the teachers gave accounts and descriptions of teaching choices they make for their lessons. They also accounted for the tangible effects these methods had on students’ motivation in the subject. As per the results of this study, it is perceived that the interviewed teachers base their teaching on the previously described learning theories. As they are a vital part of our education and learning in Sweden it is fair to point out that the integrating of these teaching and learning theories fit different scenarios of learning differently. Therefore, they absolutely need not necessarily be considered as contradicting each other as much as complementing the other as evidently shown in the study. Because learning theories have differing focus in learning, teachers would be well placed in their pedagogical aspirations by using different learning perspectives to be able to cater for different aspects of learning. Furthermore, different curriculum needs may require different theoretical learning focus. The teachers’ descriptions about their teaching methods suggest that they seek theoretical support and inspiration from various learning theories, more so, in this study, from sociocultural perspective and through pragmatism. This study has also revealed that the teachers make use of an accumulated repertoire of subject know-how and are actively using it in various ways to impact student learning and motivation. As teachers, the right attitude would be to understand which methods fit the class dynamic as this will affect student engagement and subsequently, performance and motivation. It is clear therefore, that the need to adapt teaching to cater for students’ individual needs should be deemed a good reason to help unlock students’ potential in their quest for knowledge acquisition