Submitted by Joana Azevedo (joanad@id.uff.br) on 2017-08-25T13:18:46Z No. of bitstreams: 1 Dissert Pamella Macedo Drummond.pdf: 2354781 bytes, checksum: 3601fa4eee4bd71f8c5bfc5ca1c9d48e (MD5) / Approved for entry into archive by Biblioteca da Escola de Engenharia (bee@ndc.uff.br) on 2017-09-05T16:28:13Z (GMT) No. of bitstreams: 1 Dissert Pamella Macedo Drummond.pdf: 2354781 bytes, checksum: 3601fa4eee4bd71f8c5bfc5ca1c9d48e (MD5) / Made available in DSpace on 2017-09-05T16:28:13Z (GMT). No. of bitstreams: 1 Dissert Pamella Macedo Drummond.pdf: 2354781 bytes, checksum: 3601fa4eee4bd71f8c5bfc5ca1c9d48e (MD5) Previous issue date: 2015-09-17 / Os sistemas ERP têm sido adotados pelas empresas como forma de integrar distintas vertentes dos negócios, por meio do aprimoramento dos seus processos. A literatura aponta a importância do desenvolvimento da capacidade de mudança como fatores críticos de sucesso nas implantações de sistemas ERP. Este trabalho tem como contexto um projeto de implantação de ERP de alta complexidade, caracterizado por mais de 200 processos redesenhados, elevado volume de empregados impactados e dispersão geográfica por todo território brasileiro. O referido projeto ocorreu entre fevereiro de 2011 e novembro de 2014 em uma empresa multinacional brasileira de grande porte do setor de mineração. O presente estudo tem como objetivo analisar os resultados e lições aprendidas desta implantação de ERP sob a ótica de gestão de mudanças, considerando a influência de elementos como cultura organizacional, resistência à mudança e liderança através das percepções dos implementadores (especialistas de gestão de mudanças) e usuários finais do sistema. Foram realizadas 30 entrevistas estruturadas tanto com o grupo dos implementadores (10), como com os pontos focais representantes dos usuários finais das diretorias impactadas (20). Como resultados, o estudo identificou como pontos críticos para a implantação do ERP: a integração das áreas para facilitar a mudança, diversificação das formas de capacitação de usuários finais, análise prévia da cultura e sua influência para o sucesso do projeto, bem como análise da maturidade da companhia para cumprir com todos os requisitos do projeto e análise das diversidades dos nichos de culturas existentes dentro da organização. / ERP systems have been adopted by companies as a way of integrating different business aspects, by improving their processes. The literature shows the importance of developing the capacity for change as critical success factors in the deployment of ERP systems. The context of this work is an ERP implementation project of high complexity, characterized by more than 200 redesigned processes, high number of impacted employees and geographical spread throughout Brazil. This project took place between February 2011 and November 2014 in a Brazilian multinational large firm in the mining sector. This study aims to analyze the results and lessons learned from this deployment of ERP from the perspective of change management, considering the influence of elements such as organizational culture, resistance to change and leadership through the perceptions of the implementers (change management specialists) and end users of the system. They were conducted 30 structured interviews with both the group of implementers (10) as focal points with representatives of end users of the affected boards (20). As a result, the study identified as critical to the implementation of ERP: the integration of areas to facilitate change, diversification of forms of training end users, previous analysis of culture and its influence on the success of the project and analysis of Company maturity to meet all project requirements and analysis of the diversities of cultures existing niches within the organization.

The thesis is focused on understanding the current state of project management in selected companies, including proposing their own suggestions and recommendations. Own suggestions and recommendations are directly used in the case study of a real project-an exclusive two-days training for exclusive leaders. The thesis has two parts. In the first part are described the elementary terms of project management. Defined individual phases of the life cycle, described selected project documentation and international standards and methodologies of project management. In the second part is a brief description of the selected company, describes the project lifecycle, including comparisons of the international standards and methodology and evaluation deficiencies. Suggestions and recommendations are used in the case study and in the final discussion are evaluated practical suggestions and recommendations.

Submitted by Lygia Maria Figueiredo dos Santos Leite (lygia.leite@fgv.br) on 2014-05-23T17:53:12Z No. of bitstreams: 1 Dissertação_MEX_2012_Lygia Maria Leite_Versão Publicação.pdf: 1341249 bytes, checksum: 22ee4a8e437397dff780b7469e774565 (MD5) / Approved for entry into archive by Janete de Oliveira Feitosa (janete.feitosa@fgv.br) on 2014-06-02T17:22:19Z (GMT) No. of bitstreams: 1 Dissertação_MEX_2012_Lygia Maria Leite_Versão Publicação.pdf: 1341249 bytes, checksum: 22ee4a8e437397dff780b7469e774565 (MD5) / Approved for entry into archive by Marcia Bacha (marcia.bacha@fgv.br) on 2014-06-11T13:00:16Z (GMT) No. of bitstreams: 1 Dissertação_MEX_2012_Lygia Maria Leite_Versão Publicação.pdf: 1341249 bytes, checksum: 22ee4a8e437397dff780b7469e774565 (MD5) / Made available in DSpace on 2014-06-11T13:00:24Z (GMT). No. of bitstreams: 1 Dissertação_MEX_2012_Lygia Maria Leite_Versão Publicação.pdf: 1341249 bytes, checksum: 22ee4a8e437397dff780b7469e774565 (MD5) Previous issue date: 30-01-20 / Before the changes that are occurring over the last few years, where the prospect of the economy shifts from industrial to knowledge, we face a new scenario where the intellectual capital of the individual is perceived as a crucial factor for the development and growth of organization. However, for this evolution to occur, the tacit knowledge of the individual needs to be disseminated and shared with other members of the organization. The concern in companies, then back to the development of strategies to corroborate the improvement of its processes. Moreover, it is also necessary to manage this whole dynamic of construction and development of knowledge, proper and effective way thus providing the emergence of new values and competitive advantage. Countless models to assist in the organizational learning process have been developed by various authors and scholars, among them we highlight lessons learned system, which is built from experience, positive or negative, experienced within a context, in order of their own cultural patterns with real and significant impact. Based on established processes and procedures for the coordination of one of the products offered by FGV and its distribution network, this paper aims to examine, in the light of the theory of knowledge management and, more specifically, the management of lessons learned, as gereciamento knowledge is being made in the project Best Practices established by this coordination. Also are expected to understand the phases of the acquisition, development and dissemination, in this scenario, are being carried out effectively and, if the results obtained can serve as a basis for evaluating the effective sharing of knowledge. / Frente às mudanças que estão ocorrendo ao longo dos últimos anos, onde a perspectiva da economia passa da industrial para a do conhecimento, nos defrontamos com um novo cenário onde o capital intelectual do individuo é percebido como fator de fundamental importância para o desenvolvimento e crescimento da organização. No entanto, para que esta evolução ocorra, o conhecimento tácito do individuo precisa ser disseminado e compartilhado com os demais integrantes da organização. A preocupação nas empresas se volta, então, para a elaboração de estratégias que corroborem no aperfeiçoamento de seus processos. Além disso, é preciso, também, gerenciar toda esta dinâmica de construção e desenvolvimento do conhecimento, de maneira adequada e eficaz proporcionando, assim, o surgimento de novos valores e de vantagem competitiva. Inumeros modelos para auxiliar no processo de aprendizagem organizacional foram desenvolvidos por diversos autores e estudiosos, dentre eles destacamos o sistema de lições aprendidas, que é construida a partir de experiências, positivas ou negativas, vivenciadas dentro de um contexto, sob ordenação de padrões culturais próprios, com impacto real e significativo. Baseado em processos e procedimentos estabelecidos pela coordenação de um dos produtos ofertados pela FGV e sua rede de distribuição, este trabalho tem como objetivo analisar, à luz da teoria da gestão do conhecimento e, mais especificamente, da gestão das lições aprendidas, como o gereciamento do conhecimento está sendo efetuado no projeto Melhores Práticas, criado pela referida coordenação. Espera-se, também, entender se as fases da aquisição, do desenvolvimento e da disseminação, neste cenário, estão sendo realizados de forma eficaz e, se os resultados alcançados podem servir como uma base para avaliação do efetivo compartilhamento do conhecimento.

Submitted by Marcia Silva (marcia@latec.uff.br) on 2015-10-28T16:01:24Z No. of bitstreams: 1 Dissert JULIO CESAR GUSMÃO.pdf: 1702527 bytes, checksum: e46270c819970efde18b340d5c8e5ac5 (MD5) / Made available in DSpace on 2015-10-28T16:01:24Z (GMT). No. of bitstreams: 1 Dissert JULIO CESAR GUSMÃO.pdf: 1702527 bytes, checksum: e46270c819970efde18b340d5c8e5ac5 (MD5) Previous issue date: 2014-12-18 / De forma geral, a ambiência dos projetos complexos é repleta de problemas, tanto de ordem técnica, quanto gerencial e comportamental. Os projetos de ERP, em especial, são empreendimentos igualmente complexos, nos quais empresas contratantes e fornecedoras precisam estar intimamente alinhadas visando à minimização das não conformidades e a majoração das chances de sucesso da iniciativa. O presente estudo, analisa por meio de uma pesquisa episódica em um projeto de atualização de ERP realizado em um operador logístico, ocorrido entre Fevereiro e Novembro de 2013. O estudo tem como objetivo compreender, sob o prisma de participantes-chave do referido projeto, os pontos críticos e as lições aprendidas nesse empreendimento. Em termos teóricos, o estudo está amparado por revisão da literatura sobre boas práticas de gerenciamento de projetos e projetos de implantação e manutenção de ERP. Como resultados esperados, almeja-se o levantamento das principais lições aprendidas nesse projeto, de forma a contribuir para o avanço da literatura específica de projetos de manutenção ERP, assim como apoiar gerentes de projetos para a condução exitosa de projetos futuros. / Overall, the ambience of complex projects is fraught with problems, both technical, as managerial and behavioral. ERP projects, in particular, are equally complex projects in which contractors and suppliers need to be closely aligned in order to minimize nonconformities and to increase the chances of success of the initiative. This study examines via an episodic research a project update ERP realized in a logistics operator, occurred between February and November 2013. The study aims to understand from the perspective of key participants of this project, critical points and the lessons learned from this enterprise. Theoretically, the study is supported by literature review of best practice project management and project implementation and maintenance of ERP. As expected results, we aimed to survey the principal lessons learned from this project, in order to contribute to the advancement of literature specific to ERP maintenance projects as well as supporting project managers for the successful conduct of future projects.

Submitted by Nadir Basilio (nadirsb@uninove.br) on 2016-03-31T17:17:43Z No. of bitstreams: 1 Debora Virginio Rosa.pdf: 1617498 bytes, checksum: 093b4bf9c43324e32270016a2a62915a (MD5) / Made available in DSpace on 2016-03-31T17:17:43Z (GMT). No. of bitstreams: 1 Debora Virginio Rosa.pdf: 1617498 bytes, checksum: 093b4bf9c43324e32270016a2a62915a (MD5) Previous issue date: 2015-02-23 / Knowledge has become a valuable intangible asset that can help project management, in a way that known errors activities can be avoided and processes that have worked can be repeated and hence, integrated into organization. However, problems associated with the management of lessons learned are pervasive in organizations, including project members claiming lack of time to perform activities of lessons learned management, prioritizing other activities. When lessons learned activities are carried out, it was identified inconsistencies in the process of capture of tacit knowledge because team members often do not feel comfortable in sharing their knowledge or report their failures. Additionally, when the capture occurs, the project members find it difficult to record the information because the IT tools currently available to support the process of lessons learned, appear inefficient, especially in terms of search engines. Project management guides used in organizations (e.g. PMBoK-PMI and ICB-IPMA) do not have processes or specific activities for knowledge management and lessons learned in projects. Therefore, it was identified the need for the treatment of lessons learned in organizations and specifically in Information Technology (IT) and Information Systems (IS) projects. This dissertation aims to: 1. Develop a model of adoption of IT 2.0 tools to assist IT/IS project managers in the lessons learned management and 2. Validate the proposed model by reviewing the model with experts in projects. We used mixed methods as paradigm and method in this research. Ten interviews and 183 answers of the questionnaire were used to answer the research question "how lessons learned can be managed with the support of IT 2.0 tools in IT/IS projects?” As a result, it was generated the Target 2.0 model, which includes the following lessons learned management processes: raising awareness, collect/verify, store/disseminate and reuse processes. They are supported by technologies as Wikis, Social Networks, Blogs, Really Simple Syndication (RSS) and Web Office. Regards the contribution to theory, this dissertation is of explanatory and predictive type, has incremental originality and scientific and practical use. For the contribution to practice the study assists the project team to implement lessons learned activities suggesting tools and processes. We conclude that the lessons learned can be managed through lessons learned processes performed in any phase of the project. The suggested tools facilitate the exchange of experiences and collaboration and the Target 2.0 model covers processes, technology and people, aspects that can ensure better results when aligned with the strategy and the structure of the organization. / O conhecimento é um recurso intangível valioso, que auxilia a gestão de projetos, de forma que erros conhecidos sejam evitados e atividades e processos que deram certo sejam repetidos e, consequentemente, integrados à organização. Entretanto, problemas associados à gestão de lições aprendidas são pervasivos nas organizações, o que inclui membros do projeto que alegam falta de tempo para desempenhar atividades de gestão de lições aprendidas, priorizando outras atividades. Por outro lado, quando a gestão de lições aprendidas é realizada, identificam-se inconsistências no processo de captura de conhecimento tácito, pois os membros do projeto, muitas vezes, não se sentem à vontade em compartilhar o conhecimento criado ou em reportar suas falhas. Além disso, quando a captura ocorre, os membros do projeto encontram barreiras para registrar as informações, pois as ferramentas de Tecnologia da Informação (TI) que têm suportado a gestão de lições aprendidas mostram-se ineficientes, principalmente os seus mecanismos de busca. Os guias de gerenciamento de projetos utilizados nas organizações (e.g. PMBoK-PMI e ICB-IPMA) não possuem processos ou tratativas para gestão de lições aprendidas em projetos. Neste contexto, identificou-se a necessidade de investigar a gestão de lições aprendidas em projetos de TI e Sistemas de Informação (SI). Esta dissertação tem como objetivos: 1. desenvolver um modelo de adoção de TI 2.0 para auxiliar os gestores de projetos de TI/SI no tratamento das lições aprendidas e 2. validar o modelo proposto com especialistas em projetos. Para atingir estes objetivos, os métodos mistos foram usados como paradigma e método de pesquisa. Dez entrevistas e 183 respostas válidas ao questionário foram usadas para responder a questão de pesquisa “como as lições aprendidas podem ser geridas com o apoio de ferramentas de TI 2.0 em projetos de TI/SI?". Como resultado foi gerado o modelo Target 2.0 que contempla os seguintes processos de gestão de lições aprendidas: conscientização, coleta/verificação, armazenamento/disseminação e reutilização. Esses processos são suportados pelas tecnologias Wikis, Redes Sociais, Blogues, Office na Web e Really Simple Syndication (RSS). Quanto à contribuição para a teoria, o modelo Target 2.0 é do tipo explicativo e preditivo, possui originalidade incremental e utilidade científica e prática. Para a contribuição para a prática o estudo auxilia a equipe de projetos a executar as atividades de lições aprendidas sugerindo ferramentas e processos. Conclui-se que as lições aprendidas podem ser geridas através de processos de lições aprendidas realizados em qualquer fase do projeto. As ferramentas incorporadas ao Target 2.0 facilitam a troca de experiências e a colaboração e este modelo cobre os pilares de processos, tecnologia e pessoas, aspectos que podem garantir melhores resultados quando em conjunto são alinhados com a estratégia e a estrutura da organização.

Diploma thesis introduces new quality management tools in a selected project--oriented company. In order to achieve this, analysis of current situation was done first, that is described in the theoretical part. Overall evaluation together with proposal of other possibilities to improve the manufacturing process was carried out after implementing the selected method.

Grupputveckling, lärande och motivation är tre faktorer som är avgörande för att driva framgång i en organisation, oavsett storlek eller bransch. I dessa tider där allt fler arbeten utförs i projektform med fysiska eller virtuella grupper blir förståelsen för dynamiken mellan dessa tre faktorer allt viktigare. I denna rapport undersöks hur grupputveckling, lärande och motivation samverkar med varandra, samt hur denna samverkan bidrar till ett projekts inre effektivitet. För att kunna besvara rapportens forskningsfrågor utförs en litteraturgenomgång. Datainsamling sker via en kvalitativ ansats via fallstudie på en projektbaserad organisation, där observationer samt åtta semi-strukturerade intervjuer utförs. Resultaten visar att både grupputveckling och motivation direkt påverkar lärande. Lärande och motivation, tillsammans med en känsla av självbestämmande främjar motivation. Lärande och grupputveckling, tillsammans med en hög initial motivation och kundens engagemang spelar en avgörande roll i ett projekts inre effektivitet. / Group development, learning and motivation are three crucial factors for driving success in an organization, regardless of size or industry. In this day and age in which an increasing amount of work is performed in project form with physical and virtual teams, the importance of understanding the dynamics between these factors becomes increasingly important. This report examines how group development, learning and motivation interact with each other, and how this interaction contributes to a project efficiency.  To answer the research questions, a literature review is carried out. Data collection is conducted via a qualitative approach through a case study on a project-based organization, where observations as well as eight semi-structured interviews are conducted.  The results show that both group development and motivation directly impact learning. Learning and motivation, as well as a sense of self-determination affect motivation. Learning and group development, together with a high initial motivation and customer engagement play a decisive role in project efficiency.

Introduktion: Barn och unga som utsätts för mobbning i skolan löper en större risk för ohälsa såsom ångest och depression samt försämrad skolprestation vilket gör mobbning till en aktuell folkhälsofråga världen över. Syfte: Syftet med denna studien var att sammanställa lärdomar från antimobbningsprogram som implementerats och utvärderats i grundskolor i Europa. Metod: En strukturerad litteraturstudie baserad på 18 vetenskapliga artiklar inhämtade från PubMed, Web of Science och CINAHL gjordes och analyserades med tematisk analys. Resultat: Fem teman identifierades som sammanfattade lärdomar, dessa teman var; Teoretisk förankring av interventionen är av vikt; Att involvera lärarna i interventionen är betydande; Att främja gruppdynamik och sociala relationer minskar mobbning; Interventionseffekten är olika för olika åldersgrupper samt; Vissa skillnader finns i interventionseffekt mellan pojkar och flickor. Slutsats: Det finns lärdomar att dra från olika implementerade och utvärderade antimobbningsprogram i Europa. Kunskap och förståelse kring dessa lärdomar kan innebära en bättre implementering, och förhoppningsvis bättre effekt, av framtida antimobbningsprogram. / Introduction: Children and young people who are exposed to bullying at school are at greater risk of ill health, such as anxiety and depression and poorer school performance, which makes bullying a current public health issue worldwide. Aim: The aim of this study was to compile lessons from anti-bullying programs implemented and evaluated in primary schools in Europe. Methods: A structured literature study based on 18 scientific articles obtained from PubMed, Web of Science and CINAHL was made and analyzed with thematic analysis. Results: Five themes were identified as summarized lessons, these themes were; Theoretical anchoring of the intervention is important; Involving teachers in the intervention is significant; Promoting group dynamics and social relationships reduces bullying; The intervention effect is different for different age groups and; There are some differences in the intervention effect between boys and girls. Conclusion:There are lessons to be learned from various implemented and evaluated anti-bullying programs in Europe. Knowledge and understanding of these lessons can mean a better implementation, and hopefully a better effect, of future anti-bullying programs.

International Telemetering Conference Proceedings / October 30-November 02, 1995 / Riviera Hotel, Las Vegas, Nevada / The UC Berkeley Extreme Ultraviolet Explorer (EUVE) Science Operations Center (ESOC) is developing and implementing knowledge-based software to automate the monitoring of satellite payload telemetry. Formerly, EUVE science payload data were received, archived, interpreted, and responded to during round-the-clock monitoring by human operators. Now, knowledge-based software will support, augment, and supplement human intervention. In response to and as a result of this re-engineering project, the creation, storage, revision, and communication of information (the information flow process) within the ESOC has been redesigned. We review the information flow process within the ESOC before, during, and after the re-engineering of telemetry monitoring. We identify six fundamental challenges we face in modifying the information flow process. (These modifications are necessary because of the shift from continuous human monitoring to a knowledge-based autonomous monitoring system with intermittent human response.) We describe the innovations we have implemented in the ESOC information systems, including innovations in each part of the information flow process for short-term or dynamic information (which changes or updates within a week) as well as for long-term or static information (which is valid for more than a week). We discuss our phased approach to these innovations, in which modifications were made in small increments and the lessons learned at each step were incorporated into subsequent modifications. We analyze some mistakes and present lessons learned from our experience.

Approved for public release; distribution in unlimited. / The Military Housing Privatization Initiative (MHPI) represents a dramatic revision in the construction and maintenance of military housing. Since its inception in 1996, the number of projects has grown exponentially and the learning process has been continuous and steep. This thesis researches the effectiveness of the methods in place at the Department of Defense and Service levels to document, share, and, above all, learn from past experiences. This analysis reviews the cumulative documented lessons from all Services and compares it to the lessons learned within the first jointly partnered privatization project at the Presidio of Monterey (POM) and Naval Postgraduate School (NPS) in Monterey, California. This research showed at least six lessons previously documented within the lessons learned system, which were relearned at the POM/NPS project. Given this data, the lessons learned program is a partial success but overall has a positive impact on the MHPI. The current lessons learned program improves each new privatization project ensuring it does not experience all of the same lessons from previous projects. Only a few lessons seem to slip through the cracks and are repeated even after documentation and distribution. / Captain, United States Army