The purpose of this study was to create an understanding of how group leaders manage their worktime and what conditions the group leader needs to conduct their work assignments. The research design was a single case study that was performed on a larger corporation´s central warehouse. The data collection consisted of semi structured interviews with six group leaders. Furthermore, an inventory of the worktime was made in which the group leaders themselves estimated their worktime during a month of work. The results showed that the group leaders experienced a lack of time but that the conditions were good for leadership. Progress was promoted and the space of action was big. The time inventory showed that the group leaders’ average work were made of 52 hours. The study discusses the job description, which was too wide and should be focused more towards the group. The conclusion was that the group leaders worked reactively, more assignments should be focused towards the group. The job description needed to be better defined and the groups were too big and there were time constraints which affected the work.

Arbetstidsförkortning har på senare år provats inom socialtjänsten i ett flertal kommuner i syfte att motverka hög personalomsättning och stress. Uppsatsens syfte var att undersöka hur socialsekreterare reflekterar kring betydelsen av arbetstidsförkortning för deras upplevelse av arbetsmiljö och kvaliteten i klientarbetet. En fokusgruppsintervju genomfördes med fyra socialsekreterare. Av intervjun framgick att socialsekreterarna upplevde att arbetstidsförkortningen innebar att förutsättningarna för återhämtning ökade samtidigt som man mer sällan upplevde konflikter mellan familjeliv och arbetsliv. Socialsekreterarna beskrev också att de upplevde sig mer fysiskt och psykiskt närvarande samt att de hade mer ork för arbetet samtidigt som detta utfördes mer effektivt och flexibelt. Vidare upplevdes arbetsplatsen som tryggare eftersom personalomsättningen minskade. De nackdelar som beskrevs var att motsättningarna mellan enheterna inom socialtjänsten ökade samt att tillgängligheten för klienterna blev sämre. Avslutningsvis diskuteras frågan om arbetet som socialsekreterare i socialtjänsten är ett yrke där arbetstidsförkortning krävs för att personalen ska orka med en arbetsdag. / Working time reduction has in recent years been tested within the social services to counteract high staff turnover and stress. The purpose of this study was to investigate social workers’ reflections on the importance of working time reduction for their experience of the working environment and the client work. A focus group-interview was conducted with four social workers. The social workers expressed that the conditions for recovery increased, while at the same time experiencing less conflict between family and working life. The social workers also described that they felt more physically and mentally present, with more energy for their work. Furthermore, the workplace was perceived as safer as staff turnover decreased. The disadvantages described were that the contradictions between the units within the social services increased and that the accessibility for the clients decreased. Whether social workers is a profession where working hour’s reduction is required is discussed.

Submitted by ROSILAINE CRISTINA DA SILVA null (rosilainecrs@gmail.com) on 2016-12-19T10:29:04Z No. of bitstreams: 1 DISSERTAÇÃO ROSILAINE CRISTINA DA SILVA.pdf: 1299067 bytes, checksum: 9a5ef0023fabfe8e317ee2828092673b (MD5) / Approved for entry into archive by Felipe Augusto Arakaki (arakaki@reitoria.unesp.br) on 2016-12-21T10:38:20Z (GMT) No. of bitstreams: 1 silva_rc_me_mar.pdf: 1299067 bytes, checksum: 9a5ef0023fabfe8e317ee2828092673b (MD5) / Made available in DSpace on 2016-12-21T10:38:21Z (GMT). No. of bitstreams: 1 silva_rc_me_mar.pdf: 1299067 bytes, checksum: 9a5ef0023fabfe8e317ee2828092673b (MD5) Previous issue date: 2016-02-29 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Nos últimos anos muito se tem discutido acerca das questões que envolvem a formação de professores, principalmente a partir da perspectiva da educação inclusiva, que busca garantir a todos os alunos o seu desenvolvimento integral. Diante desse contexto, cabe à escola se reorganizar para trabalhar com a diversidade dos estudantes, entre os quais encontram-se os alunos precoces com comportamentos de superdotação; certamente esta não é uma tarefa fácil, mas necessária em um sistema que caminha para ser cada vez mais inclusivo. Sabe-se que para a reestruturação do sistema de ensino, todas as condições para a efetivação da inclusão devem ser garantidas, principalmente a formação de professores, mesmo porque não há como oferecer uma educação de qualidade para todos os alunos sem que a formação continuada do docente seja repensada e adequada aos desafios da política de inclusão, visto que a inclusão escolar pressupõe uma nova perspectiva de Educação. Diante dessas considerações, o presente estudo teve por objetivo investigar e analisar se as Horas de Estudo em Conjunto (HEC) e as Aulas de Trabalho Pedagógico Coletivo (ATPC) do Ensino Fundamental da Rede Estadual de Ensino de São Paulo têm se caracterizado como espaço de formação continuada de professores. Participaram desta pesquisa professores e coordenadores de escolas do Ensino Fundamental, cujos participantes se dispuseram a colaborar com a pesquisa, sendo que os professores deviam ter alunos precoces com comportamentos de superdotação. Como recursos para coleta de dados foram utilizados questionários, Escala Likert de Atitudes Sociais em relação à inclusão do aluno superdotado de Mushoriwa, bem como análise documental. Os resultados indicam que há formação continuada nos momentos de HEC e ATPC, mas não há estudos na área das Altas habilidades ou Superdotação, nesses momentos. / In the recent past years, a lot of discussion about teacher professional training has been held, especially from the perspective of inclusive education, aimed at ensuring every student their integral development. In this context, the school role is to organize and work towards the diversity of students, including early students who present gifted behaviors. It is not an easy task, surely, but necessary in a system that is already becoming increasingly inclusive. It is known that, in order to restructure the education system, every condition for effective inclusion must be guaranteed, especially teacher training, because the only manner to provide quality education for all students is by means of reconsidering ongoing teacher training teaching and by making it suitable to the challenges of inclusion policy, since school inclusion requires a new perspective on education. Given these considerations, the present study aims to investigate and analyze whether Group Study Time (HEC - Horas de Estudo em Conjunto) and Classes on Collective Pedagogical Worktime (ATPC - Aulas de Trabalho Pedagógico Coletivo) on basic education in São Paulo state schools have been defined as a time for ongoing teachers training. Thus, the present survey involved teachers and coordinators of basic education schools who were willing to participate in the study, and teachers were required to have early students with gifted behaviors. As a resource for data collection, it was used questionnaires such as the Likert Scale of Social Attitudes towards inclusion of the gifted student by Mushoriwa and documental analysis. Results indicate that there is ongoing training when HEC and ATPC are being held, but no studies in the field of high abilities or giftedness are carried out.