Employees' noncompliance with information security policy and rules is a serious impediment to the effectiveness of security programs in organizations. The extant information security studies have used General Deterrence Theory (GDT) to investigate noncompliant information security behavior, yet most of the findings have not been effective in practice due to a lack of strong theoretical underpinning. Neglecting criminal propensity of the potential perpetrator has been identified to be one of the theoretical weaknesses of GDT-based studies. Any attempt to explain noncompliant information security behavior in organizational context, demands a well grounded framework to explain why employees transgress information security policies and rules. The purpose of this study was to empirically investigate the link between self-control (criminal propensity), deterrence perceptions, and noncompliant information security behavior. Criminal propensity was operationalized using the three perspectives of self-control: personality trait, social bond, and self-generated inhibitions. This study then examined the influence of the three self-control variables on deterrence perceptions (certainty, severity, and celerity). Further, the study investigated the impact of deterrence perceptions on noncompliant information security behavior. Data collected from 421 employees in a Southern USA-based company was used to test the relationships between research model constructs using SPSS's Amos structural equation modeling software package. Results indicated that employees' perceptions on all three dimensions of deterrents were positively impacted by self-control based on self-generated inhibitions. The results also showed that only employees' perceptions on certainty of apprehension and celerity of punishment were positively impacted by social bond self-control. No significant relationships were established between deterrence perceptions and personality trait self-control. Further, employees' perceptions on certainty of apprehension and celerity of punishment were negatively associated with noncompliant information security behavior. The results also indicated that severity of punishment was not a significant predictor of noncompliant information security behavior. The uniqueness of this study provided evidence on the importance of incorporating criminal propensity in GDT-based studies. The current study also highlighted the importance of celerity of punishment dimension, which is highly neglected by GDT-based information security studies.

According to the General Theory of Crime, lower self-control individuals with sufficient opportunities are most likely to engage in crime or analogous acts. This study tested three hypotheses drawn from the General Theory of Crime. Specifically, this study tested the low selfcontrol to rule-breaking behavior association, self-selection and tested restricted or enhanced opportunities as moderators of the low self-control and rule-breaking link. Early adolescents reported their self-control, unsupervised time, parental solicitation, rules, affiliation with antisocial peers and rule-breaking behavior. Parents reported their perceptions of adolescents' rule-breaking. Lower self-control was associated with more adolescent- but not parent-reported rule-breaking. Lower self-control was linked to more rule-breaking behavior indirectly through unsupervised time, parental solicitation and antisocial peers. Lower self-control was more strongly associated with rule-breaking at higher, as compared to lower, levels of opportunities. Results clarify and extend understanding of the role of restricted or enhanced opportunities in the General Theory of Crime.

This study tested dual-process decision-making models as predictors of between-person and within-person variation in risk-taking behavior. Additionally, the study integrated trait perspectives on self-control and impulsivity with decision-making processes to explain risk-taking. Participants were 580 college students ages 18 and older (M age = 20.45, range = 18 to 52 years). This study involved three parts. First, participants completed a survey assessing decision-making processes, self-control, impulsivity and risk-taking behavior. Second, a sub-set of participants completed laboratory-based measures of self-control and impulsivity. Third, participants completed a longitudinal online assessment of their risk-taking behavior. Dual-process models explained concurrent risk-taking, but only the reasoned decision-making process explained longitudinal risk-taking. The dual decision-making processes appear to operate through similar pathways, with components from each pathway exhibiting indirect effects through the other pathway. Impulsivity was linked to higher levels of risk-taking because of higher levels of behavioral intentions and willingness, whereas self-control was linked to lower levels of risk-taking because of lower levels of behavioral intentions. Between-person effects were as common as within-person effects, so future researchers are urged to consider decision-making processes averaged across forms of risk-taking and within each form of risk-taking. Altering decision-making pathways may be an effective way to intervene with individuals at high risk for engaging in risk-taking behavior.

Nas últimas décadas, um número considerável de pesquisadores tem direcionado seus esforços na compreensão do papel do autocontrole (liberdade de escolha) do aprendiz em relação ao fornecimento de feedback, mais especificamente o conhecimento de resultados (CR), na aquisição de habilidades motoras. Os resultados, em sua grande maioria, têm revelado benefícios comparativamente à aprendizagem em condições de prática externamente controladas (yoked). No entanto, um grande desafio continua a ser a explicação dos mecanismos e processos que estão à retaguarda dos benefícios observados. Nesse contexto, uma variável que merece atenção diz respeito à frequência de CR solicitado pelo aprendiz. Apesar de ter sido, historicamente, objeto de intensas pesquisas em condições externamente controladas, os efeitos das distintas frequências de CR em condições autocontroladas não têm sido levados em consideração pela justificativa de que a possibilidade de escolha, por si só, garante ganhos na aprendizagem motora. Diante desse cenário, o presente trabalho teve como objetivo investigar os efeitos do CR autocontrolado na aprendizagem de uma tarefa de timing coincidente, com enfoque na frequência e no momento de sua solicitação. Para isso, foi inicialmente realizado um experimento para construir um banco de dados a ser explorado posteriormente por meio de perguntas específicas que deram origem a quatro estudos. Participaram 96 adultos de ambos os sexos, sem experiência prévia na tarefa utilizada que consistiu em sincronizar o click de um botão à chegada de um alvo móvel - em desaceleração constante e ocluído na porção final do deslocamento - a um alvo fixo na tela de um computador. Eles realizaram 90 tentativas na fase de aquisição, sendo que os na condição autocontrolada tinham a possibilidade de escolha de CR a cada tentativa e os na condição yoked tiveram seu fornecimento pareado em frequência e momento à condição autocontrolada. Após 24 horas, foram realizados os testes de retenção e transferência (maior tempo de oclusão visual do alvo móvel), com vinte tentativas cada, sem fornecimento de CR. O Estudo 1 teve como objetivo investigar os efeitos de diferentes frequências de CR autocontrolado. Foram analisados grupos autocontrolados (n = 12) com maior (GA Mais; média = 97%), menor (GA Menos; média = 32,5%) e intermediária (GA Intermediário; média = 74%) frequência de solicitações na fase de aquisição. Os resultados revelaram que os grupos com frequências reduzidas foram superiores nos testes de aprendizagem, em comparação ao GA Mais. O Estudo 2 teve como objetivo investigar os efeitos das frequências de CR, numa condição externamente controlada, pareadas a uma condição autocontrolada. Os resultados mostraram que os três grupos yoked com frequências de CR pareadas aos dos participantes do Estudo 1 não diferiram nos testes de aprendizagem. O Estudo 3 comparou as diferentes frequências de solicitação de CR em condição autocontrolada e externamente controlada. A Análise 1, referente aos grupos com maior frequência de CR, revelou superioridade do grupo yoked nos testes de aprendizagem, em comparação ao grupo autocontrolado. A Análise 2, relativa aos grupos com menor frequência de CR, não mostrou diferenças nos testes de aprendizagem. A Análise 3, referente aos grupos intermediários, encontrou superioridade do grupo autocontrolado nos testes de aprendizagem em relação ao seu yoked. O Estudo 4 teve como objetivo investigar o comportamento individual dos participantes numa condição autocontrolada, com foco na magnitude do erro das tentativas solicitadas. Os resultados mostraram que os grupos autocontrolados solicitaram CR após seus melhores e piores desempenhos indiferenciadamente, visto que as estratégias de solicitação indicaram nem sempre estar relacionadas à magnitude do erro. O conjunto dos estudos permite concluir que as escolhas realizadas, e não somente a possibilidade de escolher, parece definir os benefícios do autocontrole de CR na aprendizagem motora / In the last decades, a considerable number of researchers have focused their efforts on understanding the role of learner\'s self-control in requesting feedback, more specifically knowledge of results (KR), in motor skills acquisition. The results, for the most part, have shown benefits compared to learning in externally controlled practice conditions (yoked). However, a major challenge, still, is the explanation of the mechanisms and processes underlying the observed benefits. In this context, a variable that deserves attention is the frequency of KR requested by the learner. Although, historically, it has been the object of intense research under externally controlled conditions, the effects of different KR frequencies in self-controlled conditions have not been considered provided that the possibility of choice, on its own, ensures gains in motor learning. Given this scenario, the present work had as objective to investigate the effects of the self-controlled KR on the learning of a coincident timing task, focusing on the frequency and the moment of its request. For this, an experiment was conducted to construct a database to be explored later through specific questions. This resulted in four studies. Ninety-six adults of both sexes, with no prior experience in the task that consisted of pressing a button in coincidence to the arrival of a moving target to a fixed target on the screen of a computer. The moving target moved with constant deceleration and was occluded in the final portion of the displacement. The participants performed 90 trials in the acquisition phase. Participants in the self-controlled condition could choose, at each trial, whether they would observe the KR while those in the yoked condition had their paired supply in frequency and moment to the self-controlled condition. After 24 hours, the retention and transfer tests (greater time of visual occlusion of the moving target) were performed, with 20 trials each, without KR supply. Study 1 had the objective to investigate the effects of different frequencies of self-controlled KR. Selfcontrolled groups (n = 12) were analyzed by frequency of requests higher (GA More, average = 97%), lower (GA Less, average = 32.5%) and intermediate (GA Intermediate, average = 74%) in the acquisition phase. The results showed that GA Less and GA Intermediate performed better in the learning tests, compared to GA More. Study 2 aimed to investigate the effects of KR frequencies, in an externally controlled condition, paired with a self-controlled condition. The results showed that the three yoked groups with KR frequencies did not differ in the learning tests. Study 3 compared the different frequencies of KR request in a selfcontrolled and externally controlled condition. Analysis 1, referring to the groups with the higher KR frequency, revealed the superiority of the yoked group in the learning tests, compared to the self-controlled group. Analysis 2, concerning groups with lower KR frequency, did not show differences in the learning tests. Analysis 3, referring to the intermediate groups, found superiority of the self-controlled group in the learning tests in relation to their yoked. Study 4 aimed to investigate the individual behavior of the participants in a self-controlled condition, focusing on the magnitude of the error of the requested trials. The results showed that the self-controlled groups requested KR after their best and worst performances indifferently, since the solicitation strategies indicated were not always related to the magnitude of the error. This set of studies allows us to conclude that the choices made, and not only the possibility to choose, seems to define the benefits of self-control KR in motor learning

The purpose of this study is to evaluate the impact of the Student Success Skills (SSS) classroom intervention on grade 5 African American students’ self-regulation, test anxiety and school attendance. This study analyzed pre-existing, non-identifiable student data collected by school counselors at 30 elementary schools in South Florida. A multivariate analysis of covariance (MANCOVA) was used to determine differences in self-regulation, test anxiety, and school attendance between the students who participated in the SSS classroom intervention compared to those students who did not participate. Statistically significant differences were found between groups in all three factors and support the use of SSS classroom school counseling intervention with grade 5 African American students. Effect size estimates were reported for each of the measures. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2016. / FAU Electronic Theses and Dissertations Collection

Nas últimas décadas, um número considerável de pesquisadores tem direcionado seus esforços na compreensão do papel do autocontrole (liberdade de escolha) do aprendiz em relação ao fornecimento de feedback, mais especificamente o conhecimento de resultados (CR), na aquisição de habilidades motoras. Os resultados, em sua grande maioria, têm revelado benefícios comparativamente à aprendizagem em condições de prática externamente controladas (yoked). No entanto, um grande desafio continua a ser a explicação dos mecanismos e processos que estão à retaguarda dos benefícios observados. Nesse contexto, uma variável que merece atenção diz respeito à frequência de CR solicitado pelo aprendiz. Apesar de ter sido, historicamente, objeto de intensas pesquisas em condições externamente controladas, os efeitos das distintas frequências de CR em condições autocontroladas não têm sido levados em consideração pela justificativa de que a possibilidade de escolha, por si só, garante ganhos na aprendizagem motora. Diante desse cenário, o presente trabalho teve como objetivo investigar os efeitos do CR autocontrolado na aprendizagem de uma tarefa de timing coincidente, com enfoque na frequência e no momento de sua solicitação. Para isso, foi inicialmente realizado um experimento para construir um banco de dados a ser explorado posteriormente por meio de perguntas específicas que deram origem a quatro estudos. Participaram 96 adultos de ambos os sexos, sem experiência prévia na tarefa utilizada que consistiu em sincronizar o click de um botão à chegada de um alvo móvel - em desaceleração constante e ocluído na porção final do deslocamento - a um alvo fixo na tela de um computador. Eles realizaram 90 tentativas na fase de aquisição, sendo que os na condição autocontrolada tinham a possibilidade de escolha de CR a cada tentativa e os na condição yoked tiveram seu fornecimento pareado em frequência e momento à condição autocontrolada. Após 24 horas, foram realizados os testes de retenção e transferência (maior tempo de oclusão visual do alvo móvel), com vinte tentativas cada, sem fornecimento de CR. O Estudo 1 teve como objetivo investigar os efeitos de diferentes frequências de CR autocontrolado. Foram analisados grupos autocontrolados (n = 12) com maior (GA Mais; média = 97%), menor (GA Menos; média = 32,5%) e intermediária (GA Intermediário; média = 74%) frequência de solicitações na fase de aquisição. Os resultados revelaram que os grupos com frequências reduzidas foram superiores nos testes de aprendizagem, em comparação ao GA Mais. O Estudo 2 teve como objetivo investigar os efeitos das frequências de CR, numa condição externamente controlada, pareadas a uma condição autocontrolada. Os resultados mostraram que os três grupos yoked com frequências de CR pareadas aos dos participantes do Estudo 1 não diferiram nos testes de aprendizagem. O Estudo 3 comparou as diferentes frequências de solicitação de CR em condição autocontrolada e externamente controlada. A Análise 1, referente aos grupos com maior frequência de CR, revelou superioridade do grupo yoked nos testes de aprendizagem, em comparação ao grupo autocontrolado. A Análise 2, relativa aos grupos com menor frequência de CR, não mostrou diferenças nos testes de aprendizagem. A Análise 3, referente aos grupos intermediários, encontrou superioridade do grupo autocontrolado nos testes de aprendizagem em relação ao seu yoked. O Estudo 4 teve como objetivo investigar o comportamento individual dos participantes numa condição autocontrolada, com foco na magnitude do erro das tentativas solicitadas. Os resultados mostraram que os grupos autocontrolados solicitaram CR após seus melhores e piores desempenhos indiferenciadamente, visto que as estratégias de solicitação indicaram nem sempre estar relacionadas à magnitude do erro. O conjunto dos estudos permite concluir que as escolhas realizadas, e não somente a possibilidade de escolher, parece definir os benefícios do autocontrole de CR na aprendizagem motora / In the last decades, a considerable number of researchers have focused their efforts on understanding the role of learner\'s self-control in requesting feedback, more specifically knowledge of results (KR), in motor skills acquisition. The results, for the most part, have shown benefits compared to learning in externally controlled practice conditions (yoked). However, a major challenge, still, is the explanation of the mechanisms and processes underlying the observed benefits. In this context, a variable that deserves attention is the frequency of KR requested by the learner. Although, historically, it has been the object of intense research under externally controlled conditions, the effects of different KR frequencies in self-controlled conditions have not been considered provided that the possibility of choice, on its own, ensures gains in motor learning. Given this scenario, the present work had as objective to investigate the effects of the self-controlled KR on the learning of a coincident timing task, focusing on the frequency and the moment of its request. For this, an experiment was conducted to construct a database to be explored later through specific questions. This resulted in four studies. Ninety-six adults of both sexes, with no prior experience in the task that consisted of pressing a button in coincidence to the arrival of a moving target to a fixed target on the screen of a computer. The moving target moved with constant deceleration and was occluded in the final portion of the displacement. The participants performed 90 trials in the acquisition phase. Participants in the self-controlled condition could choose, at each trial, whether they would observe the KR while those in the yoked condition had their paired supply in frequency and moment to the self-controlled condition. After 24 hours, the retention and transfer tests (greater time of visual occlusion of the moving target) were performed, with 20 trials each, without KR supply. Study 1 had the objective to investigate the effects of different frequencies of self-controlled KR. Selfcontrolled groups (n = 12) were analyzed by frequency of requests higher (GA More, average = 97%), lower (GA Less, average = 32.5%) and intermediate (GA Intermediate, average = 74%) in the acquisition phase. The results showed that GA Less and GA Intermediate performed better in the learning tests, compared to GA More. Study 2 aimed to investigate the effects of KR frequencies, in an externally controlled condition, paired with a self-controlled condition. The results showed that the three yoked groups with KR frequencies did not differ in the learning tests. Study 3 compared the different frequencies of KR request in a selfcontrolled and externally controlled condition. Analysis 1, referring to the groups with the higher KR frequency, revealed the superiority of the yoked group in the learning tests, compared to the self-controlled group. Analysis 2, concerning groups with lower KR frequency, did not show differences in the learning tests. Analysis 3, referring to the intermediate groups, found superiority of the self-controlled group in the learning tests in relation to their yoked. Study 4 aimed to investigate the individual behavior of the participants in a self-controlled condition, focusing on the magnitude of the error of the requested trials. The results showed that the self-controlled groups requested KR after their best and worst performances indifferently, since the solicitation strategies indicated were not always related to the magnitude of the error. This set of studies allows us to conclude that the choices made, and not only the possibility to choose, seems to define the benefits of self-control KR in motor learning

SELF CONTROL är ett undersökande examensarbete i textildesign. Med en textil hantverksmetod undersöker jag mötet mellan kontroll, tidsåtgång och material. Detta med utgångspunkt i en feministisk diskurs. Jag ser kontroll som något som exkluderar, censurerar och begränsar möjliga uttryck inom textilt hantverk på samma sätt som kvinnokroppen kontrolleras i ett patriarkat. Jag har använt mig utav en performativ och repetitiv metod som aktivt har gått ut på att bryta mot föreställningar om hur hantverket ska utföras. För att visualisera min normkritik presenterar jag resultatet i form av en bordsduk. Genom att ta mycket plats, våga vara och göra annorlunda och inte anpassa sig efter förutsättningarna förmedlar projektet ett ifrågasättande av givna föreställningar kring objekt och subjekts inordning. Upplevelsen av duken är subjektiv och likväl hur vi värderar resultatet. Då projektet fokuserar på att visualisera ett kritiserande av normer snarare än på ett resultat, anser jag att mitt verk inte är klart då det visas upp utan snarare börjar. / Program: Textildesignutbildningen

本論文重新探討自我調節的情緒管理(self regulation of emotion regulation)並提出個人能夠因應自己的實際情緒 (actual affect) 而把其反饋和調節至接近理想的情緒 (ideal affect)上。 / 為了解自我調節的情緒管理所涉及的過程以及其影響，我隨機安排94位香港的女大學生處於緊張(高激發負面/ high arousal negative)或者悶氣(低激發負面/low arousal negative)的情景當中，隨後邀請她們選擇高激發正面(high arousal positive) 或者低激發正面(low arousal positive)的產品，以及試玩她們所選擇的電子遊戲來調節管理之前受影響的情緒。結果顯示：參加者比較偏向選擇低激發正面的產品。同時，參加者完成任何一種電子遊戲也降低了之前所受的負面情緒。曾處於緊張情景的參加者在玩後增加冷靜；而曾處於悶氣情景的參加者在玩後則減少冷靜。是次研究的結果支持上面提出的說法，即是：當人自我調節和管理情緒時，人能夠縮短實際情緒和理想情緒之間的差距從而管理負面的情緒。 / This study reviewed the literature in self regulation of emotion and suggested that individuals would modulate negative actual affect to turn it into positive ideal affect. To examine emotion regulatory mechanisms and outcomes, 94 Hong Kong female Chinese undergraduates were randomly assigned to either nervousness (high arousal negative) or boredom (low arousal negative) conditions. Next, they selected either high arousal positive (HAP) or low arousal positive (LAP) products in decision making tasks. Based on their selection, they then played HAP or LAP video game to perform emotion regulatory tasks. Although participants chose LAP over HAP products, participants decreased induced negative affect after playing the selected video game. Also, participants from the nervousness condition increased low arousal positive affect in calmness and those from boredom condition decreased it. Current findings suggested that individuals minimized the discrepancy between actual and ideal affect to regulate negative emotions. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Ho, Yuen Wan. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2012. / Includes bibliographical references (leaves 37-41). / Abstracts also in Chinese. / Acknowledgement --- p.i / Abstract (English) --- p.ii / Abstract (Chinese) --- p.iii / Table of Contents --- p.iv / List of Tables --- p.vi / Chapter Chapter 1 --- : Introduction --- p.1 / Emotion Regulation: A Consensual Process Model --- p.1 / Emotion in Self Regulation and Self Regulation of Emotion --- p.3 / Emotion Regulation: Processes of Interaction between Actual and Ideal Affect --- p.4 / My Present Study --- p.9 / Chapter Chapter 2 --- : Method --- p.13 / Participants --- p.13 / Materials --- p.13 / Affect Induction Tasks --- p.13 / Product Decision Making Tasks --- p.14 / Product Testing Tasks --- p.15 / Measures and Procedures --- p.16 / Chapter Chapter 3 --- : Results --- p.22 / Actual and Ideal Affect before affect induction tasks --- p.22 / Manipulation of Nervousness and Boredom --- p.22 / Individual Product and Activity Preferences in Product Decision Making Tasks --- p.25 / Actual Affect in and after Product Testing Tasks --- p.26 / Chapter Chapter 4 --- : Discussion --- p.31 / References --- p.37 / Appendix --- p.42 / Chapter I --- Consumer Preferences Questionnaire --- p.42 / Chapter II --- Game Evaluation Questionnaire --- p.43 / Chapter III --- Suspicion Questionnaire --- p.44

Objectives The development of aggression from childhood to adulthood is well-researched, and extant work has identified a large number of developmental risk factors within the individual, family, and social domains. Among them, poor parenting, including harsh practices like corporal punishment, have repeatedly been found to predict adolescent behavioural problems, that may then negatively affect adult behaviours such as violence and offending. An area of research that is becoming increasingly important is one that seeks to identify the reasons why some people do not become aggressive, even when they have been exposed to well established risk factors. What is it that has protected them from becoming aggressive later in life? The current study examined whether self-control and having a positive teacher-child relationship acted as protective factors between corporal punishment and adolescent aggression. Methods An autoregressive cross-lagged panel model was used to examine self-control and teacher-child relationships as both direct and interactive protective factors between corporal punishment and adolescent aggression. Teacher and self-reported data was used from three waves (waves 4-6) of the Zurich Project on the Social Development of Children and Youths (Z-proso), a prospective longitudinal study of adolescents in Switzerland. Results The results show that both self-control and having a positive teacher-child relationship were direct protective factors against concurrent aggression. However, the interactive protective effect of these factors differed depending on the stage of adolescence and level of exposure to risk. Furthermore, differences were found when considering males and females separately.

Made available in DSpace on 2015-04-22T22:11:09Z (GMT). No. of bitstreams: 1 Dissertacao - Mario Castro Neto.pdf: 411185 bytes, checksum: e5e6a9b4dfcfa3372e60d3532a6bc33e (MD5) Previous issue date: 2007-10-04 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The industry of consumer goods is being developed significantly in the last years. This development is based on demand increasing and manufacturing costs reduction, due to the technological development of the products and productive processes. The prosperity of the market of non-durable consumer goods attracts companies of all continents, defining the shape of the globalization process, evidenced mostly in the 2 last decades. The international competition established on the global market requires quality and low cost of the companies that want to be present at the market. Only products that stand out in quality that can be noted by the consumer with a competitive price can show positive results to the company. The established competitiveness added to the dynamism of the market restrain the managerial alternatives of the companies. It becomes imperative that an industry can offer to the market products with quality, competitive rice and high technology. The only sustainable way of reaching those objectives is thru continuous improvement. In this work, the search for continuous improvement is aborded thru the implementation of the self-control techniques in production; it means that the operator becomes responsible for the quality of the goods he manufactures. The method employed is based on the re-direction of the tasks and job enrichment. Higher responsibilities are given to the productive manpower, seeking the increase and development of the quality of the manufacturing process. On this case study two working groups were established. The first one, pilot group, where the method was implemented and a second one, control group that kept its organization unchanged during the project, thus representing a comparative basis. As results of the implementation of the self-control, an increase of the motivation of the employees and a reduction of indices of non-conform products were noticed, that can be translated as gains of competitiveness to the company. / A indústria de bens de consumo vem se desenvolvendo significativamente nos últimos anos. Este desenvolvimento está embasado no aumento da demanda e redução dos custos de fabricação, devido ao desenvolvimento tecnológico de produtos e processos produtivos. A prosperidade do mercado de bens de consumo não duráveis atrai empresas de todos os continentes, dando forma ao processo de globalização, evidenciado principalmente nas 2 últimas décadas. A concorrência internacional estabelecida no mercado mundial exige qualidade e custo baixo às empresas que queiram permanecer no mercado. Somente produtos que primem pela qualidade observada pelo consumidor com um preço competitivo podem apresentar resultados positivos para a empresa. A competitividade estabelecida somada ao dinamismo do mercado restringem as alternativas de gestão das empresas. Torna-se imperativo que uma indústria consiga oferecer ao mercado produtos com qualidade, preço competitivo e tecnologia inovadora. A única forma sustentável de se alcançar esses objetivos é através da melhoria contínua. Neste trabalho, é abordada a busca pela melhoria contínua através da implementação da técnica de auto-controle de produção, onde o próprio operador é responsável pela qualidade de sua produção. O método empregado está baseado no redirecionamento de tarefas e enriquecimento de trabalho. Maiores responsabilidades são assumidas pela mão-de-obra produtiva direta, visando o aumento da satisfação com o trabalho desenvolvido e melhoria da qualidade do processo produtivo. No estudo de caso apresentado foram estabelecidos dois grupos de trabalho, sendo o grupo piloto, onde foi implementado o método e um grupo de controle, que manteve sua organização inalterada durante o projeto, para apresentar base comparativa. Como resultados da implementação do auto-controle foram observados um aumento da motivação dos colaboradores e redução dos índices de produtos não conformes, que podem se traduzir em ganho de competitividade para a empresa.