The significant role of third-party logistics (3pl) operators as fosterers of organizational performance in colombian companies

La eliminación de barreras entre países es una consecuencia que llega con la globalización y con los acuerdos de TLC firmados en los últimos años. Esto implica un crecimiento significativo del comercio exterior, lo cual se ve reflejado en un aumento de la complejidad de la cadena de suministro de las empresas. Debido a lo anterior, se hace necesaria la búsqueda de alternativas para obtener altos niveles de productividad y competitividad dentro de las empresas en Colombia, ya que el entorno se ha vuelto cada vez más complejo, saturado de competencia no sólo nacional, sino también internacional. Para mantenerse en una posición competitiva favorable, las compañías deben enfocarse en las actividades que le agregan valor a su negocio, por lo cual una de las alternativas que se están adoptando hoy en día es la tercerización de funciones logísticas a empresas especializadas en el manejo de estos servicios. Tales empresas son los Proveedores de servicios logísticos (LSP), quienes actúan como agentes externos a la organización al gestionar, controlar y proporcionar actividades logísticas en nombre de un contratante. Las actividades realizadas pueden incluir todas o parte de las actividades logísticas, pero como mínimo la gestión y ejecución del transporte y almacenamiento deben estar incluidos (Berglund, 2000). El propósito del documento es analizar el papel de los Operadores Logísticos de Tercer nivel (3PL) como promotores del desempeño organizacional en las empresas colombianas, con el fin de informar a las MIPYMES acerca de los beneficios que se obtienen al trabajar con LSP como un medio para mejorar la posición competitiva del país.

Relación entre el liderazgo adaptativo e inteligencia emocional

Hoy por hoy la academia ha identificado el liderazgo y la inteligencia emocional como factores clave para la transformación de la sociedad, las comunidades e incluso las mismas organizaciones, puesto que, se ha demostrado que un líder es capaz de influenciar a sus seguidores para fomentar un cambio en sus estructura de valores, lo que permite adaptarse, afrontar diferentes situaciones y retos que se les presenten. Investigaciones han demostrado que las personas que ejercen el liderazgo adaptativo de manera adecuada cuentan con un conjunto de habilidades y herramientas que les permiten influir en la sociedad, en los individuos que la componen y los valores que tienen, lo que permite generar cambios positivos dentro de la estructura social a la que pertenezca.

La construcción de sentido (‘sensemaking’) de un entorno estratégico turbulento por parte de los altos directivos: un estudio en una multinacional automotriz

Este artículo presenta los resultados de una investigación realizada al interior de dos contextos. Por un lado, el teórico, en el marco de uno de los discursos más relevantes en los campos de la estrategia organizacional, de la managerial and organizational cognition (MOC) y, en general, de los estudios organizacionales (organization studies): la construcción de sentido (sensemaking). Por el otro, el empírico, en una de las grandes compañías multinacionales del sector automotriz con presencia global. Esta corporación enfrenta una permanente tensión entre lo que dicta la casa matriz, en relación con el cumplimiento de metas y estándares específicos, considerando el mundo entero, y los retos que, teniendo en cuenta lo regional y lo local, experimentan los altos directivos encargados de hacer prosperar la empresa en estos lugares. La aproximación implementada fue cualitativa. Esto en atención a la naturaleza de la problemática abordada y la tradición del campo. Los resultados permiten ampliar el actual nivel de comprensión acerca de los procesos de sensemaking de los altos directivos al enfrentar un entorno estratégico turbulento.

Social competence at the playground: Preschoolers during recess

Social interactions at the playground have been represented as a rich learning opportunity to hone and master social skills at pre- school years. Specifically, all forms of social play (fantasy, role, ex- ercise or rough-and-tumble) have been related to children’s social competence. The main goal of this study was to examine whether it is a certain kind of social play which facilitates the development of social competence, or if it is just the opportunity for interacting during recess that provides children with an optimal environment for social learning. A total of 73 preschoolers (4–6 years old) were videotaped at the school’s playground. Teachers provided assess- ments of children’s social competence. Children’s interactions at the playground were assessed through an innovative measuring method, based on radio-frequency identification devices. The results showed a positive association between exercise play and children’s social competence. In contrast with the literature, both forms of pretend play, fantasy and role play were unrelated to children’s social competence. Smaller peer groups and longer interactions also demonstrated a positive association with these preschoolers’ social competence. The study shows the importance of outdoor physical play for preschoolers’ social success. More- over, the study suggests that the environment in which children play has an important effect on the adaptive nature of their play.

Social competence at the playground: Preschoolers during recess

Social interactions at the playground have been represented as a rich learning opportunity to hone and master social skills at preschool years. Specifically, all forms of social play (fantasy, role, exercise or rough-and-tumble) have been related to children’s social competence. The main goal of this study was to examine whether it is a certain kind of social play which facilitates the development of social competence, or if it is just the opportunity for interacting during recess that provides children with an optimal environment for social learning. A total of 73 preschoolers (4–6 years old) were videotaped at the school’s playground. Teachers provided assessments of children’s social competence. Children’s interactions at the playground were assessed through an innovative measuring method, based on radio-frequency identification devices. The results showed a positive association between exercise play and children’s social competence. In contrast with the literature, both forms of pretend play, fantasy and role play were unrelated to children’s social competence. Smaller peer groups and longer interactions also demonstrated a positive association with these preschoolers’ social competence. The study shows the importance of outdoor physical play for preschoolers’ social success. Moreover, the study suggests that the environment in which children play has an important effect on the adaptive nature of their play.

Social competence and career development: validation of a scale with secondary students

This paper presents a validation study of the Perceived Social Competence in Career Scale (SCCarS). The sample included 571 adolescents, 283 girls (49.6%) and 287 boys (50.3%), aged 14 to 25 years old (ì=16.33±1.41), 10th and 11th grade students attending secondary schools in the northern, central and southern Portugal. Exploratory factor analysis indicates the presence of eight factors, with eigenvalues superior to 1.00, explaining 79.16% of the total variance of the items. Confirmatory factor analysis provided support to the factorial structure of eight factors, with adequate fit indices (X2/df=4.229, CFI= 0.909, GFI= 0.869, RMSEA= 0.079, p= 0.000). These results are consistent with the factorial structure found in previous studies carried out with Portuguese samples from 8th grade. Implications are drawn related to the need for further study of the psychometric characteristics of the SCCarS with young people from different age groups

Social competence and emotional comprehension: How are they related in children?

The developmental progression of emotional competence in childhood provides a robust evidence for its relation to social competence and important adjustment outcomes. This study aimed to analyze how this association is established in middle childhood. For this purpose, we tested 182 Portuguese children aged between 8 and 11 years, of 3rd and 4th grades, in public schools. Firstly, for assessing social competence we used an instrument directed to children using critical social situations within the relationships with peers in the school context - Socially in Action-Peers (SAp) (Rocha, Candeias & Lopes da Silva, 2012); children were assessed by three sources: themselves, their peers and their teacher. Secondly, we assessed children’s emotional understanding, individually, with the Test of Emotion Comprehension (Pons & Harris, 2002; Pons, Harris & Rosnay, 2004). Relations between social competence levels (in a composite score and using self, peers and teachers’ scores) and emotional comprehension components (comprehension of the recognition of emotions, based on facial expressions; external emotional causes; contribute of desire to emotion; emotions based on belief; memory influence under emotional state evaluation; possibility of emotional regulation; possibility of hiding an emotional state; having mixed emotions; contribution of morality to emotion experience) were investigated by means of two SSA (Similarity Structure Analysis) - a Multidimensional Scaling procedure and the external variable as points technique. In the first structural analysis (SSA) we will consider self, peers and teachers’ scores on Social Competence as content variables and TEC as external variable; in the second SSA we will consider TEC components as content variables and Social Competence in their different levels as external variable. The implications of these MDS procedures in order to better understand how social competence and emotional comprehension are related in children is discussed, as well as the repercussions of these findings for social competence and emotional understanding assessment and intervention in childhood is examined.

Professional Autonomy. Key Competence for Teachers in Commercial Education

The way in which the teaching autonomy is materialized, considered as part of the path traveled by the teaching community on their way to become owners of the disciplinary knowledge and the required pedagogical competencies to practice their role has motivated this paper.  For success, Commercial Education requires the urgent transformation of the teaching role and the development of key competences to promote interdisciplinary integration, academic and administrative leadership and the use of contemporary pedagogies.  The level of awareness reached by the teaching group about the impact of the learning that is promoted within the educational context will allow the empowerment of the knowledge that comes from the relationship between theory and practice-key element for professional autonomy.

Prima Facie: four facets of gender bias in personnel selection.

Recent findings have highlighted a ‘perfection bias’, that is women being evaluated on more criteria than men in the workplace (Moscatelli et al., 2020; Prati et al., 2019). However, these studies have not considered faces as stimuli, even if facial first impressions can affect several real-world outcomes (Todorov et al., 2015). On this basis, the present research aimed to verify the presence of a perfection bias at face perception level, employing for the first time all the four facets of the fundamental dimensions of social judgments (i.e., competence, dominance, morality, sociability; Abele et al., 2016) and attractiveness (Hosoda et al., 2003) as evaluation criteria of applicants’ hireability. Four experiments were conducted (total N = 645), employing a gender-neutral position (Study 1) as well as managerial positions (Study 2, 3, 4) and recruiting Italian and British students (Study 1, 2) as well as British workers (Study 3, 4). Results of Study 1 confirmed that male applicants were evaluated only on their facial competence, while female applicants were evaluated on all the other facial traits. However, the other three studies showed a different and unexpected pattern: besides facial attractiveness and competence considered equally important for both male and female applicants, facial dominance was considered as more important in evaluating women, while facial morality and sociability were considered as more important in evaluating men. Hence, results highlighted a sort of ‘deficit bias’, so that counter stereotypic traits in which men and women are believed weak (Fiske, 1998) were more relevant for their hireability.

Central Auditory Processing Outcome After Stroke In Children.

To investigate central auditory processing in children with unilateral stroke and to verify whether the hemisphere affected by the lesion influenced auditory competence. 23 children (13 male) between 7 and 16 years old were evaluated through speech-in-noise tests (auditory closure); dichotic digit test and staggered spondaic word test (selective attention); pitch pattern and duration pattern sequence tests (temporal processing) and their results were compared with control children. Auditory competence was established according to the performance in auditory analysis ability. Was verified similar performance between groups in auditory closure ability and pronounced deficits in selective attention and temporal processing abilities. Most children with stroke showed an impaired auditory ability in a moderate degree. Children with stroke showed deficits in auditory processing and the degree of impairment was not related to the hemisphere affected by the lesion.

O valor do diploma nas práticas de recrutamento de grandes empresas

Studies show that higher level diplomas make access to well-paid jobs easier and are an important source of prestige and social honor in Brazil. However, a broad literature today indicates a reduction of the importance of the diploma in hiring processes and argues that having a diploma becomes less and less sufficient for getting a job. This article examines the processes of selection of recently graduated engineers by eight large companies in the region of Campinas. Based on interviews with the main actors of the selection processes and on observation of the initial steps of a selection carried out by a consultancy company hired by one of the companies, the study shows that the weight of a diploma from a prestigious university is still the most important variable for the hiring decision, as it defines not only whether it will be possible to get the job or not, but also the access to vacancies that lead to better paid and more prestigious managerial positions. Finally, it discusses theoretical implications as well as what these results suggest in terms of public policies.

Administração limpa e enxuta em sistemas hidráulicos de colhedoras de cana-de-açúcar

Among the important changes in the production processes, it is necessary to guarantee the sustainability of the human enterprises, what makes us to foresee changes in the managerial administration to adapt to a new model, with the insert of the concepts of Clean Production, Cleaner, Lean and Total Productive Maintenance (TPM). The main focus of this work was to elaborate a methodology that made it possible to guarantee the reliability in the waterworks of the sugarcane harvester, identifying and analyzing the manners of flaws, in order to result in the improvement of the environmental and socioeconomic quality in the atmosphere of an industry of sugarcane through the significant decrease of hydraulic oil spill. Through the existent report in ERP (Enterprise Resource Planning), used in a Sugarcane Industry Plant, it was possible to accompany of the operational acting of the sugarcane harvester used during 03 crops, regarding the manners of flaws in the waterworks of the same ones, and, in one of the crops it was elaborated the total control of the waterworks of 5 harvesters. Based on the obtained data and the developed methodology it was possible to develop a software that specifies the electric outlet of decisions.

A COMPETÊNCIA LEXICAL DE ALUNOS UNIVERSITÁRIOS APRENDENDO A LER EM INGLÊS COMO LÍNGUA ESTRANGEIRA

This article presents a characterization of the lexical competence (vocabulary knowledge and use) of students learning to read in EFL in a public university in São Paulo state. Although vocabulary has been consistently cited as one of the EFL reader´s main source of difficulty, there is no data in the literature which shows the extent of the difficulties. The data for this study is part of a previous research, which investigates, from the perspective of an interactive model of reading, the relationship between lexical competence and EFL reading comprehension. Quantitative as well as qualitative data was considered. For this study, the quantitative data is the product of vocabulary tests of 49 subjects while the qualitative data comprises pause protocols of three subjects, with levels of reading ability ranging from good to poor, selected upon their performance in the quantitative study. A rich concept of vocabulary knowledge was adapted and used for the development of vocabulary tests and analysis of protocols. The results on both studies show, with a few exceptions, the lexical competence of the group to be vague and imprecise in two dimensions: quantitative (number of known words or vocabulary size) and qualitative (depth or width of this knowledge). Implications for the teaching of reading in a foreign context are discussed.

Escola, democracia e a construção de personalidades morais

This article intends to discuss the relationship between morality, democracy and education within the perspective of the complex thinking, pointing to paths and proposals for its effective implementation in the educational routine, under the conviction that this is an imperative of the new social demands presented to the contemporary schooling. Understanding that one of the purposes of education is the ethical development, the author proposes intentional actions such that through them the school practices can offer to the subjects of education the necessary tools to build their cognitive, affective, cultural, and organic competence, thereby enabling them to act morally in the world. To that effect, seven aspects of school reality that hamper or contribute to school democratization are identified and discussed, which must be understood from the paradigm of complexity: school contents, classroom methodology, the nature of interpersonal relationships, the values, self-esteem and self-knowledge of the school community, as well as the school management processes.

Analise da auto-eficacia docente de professores de educação fisica

Universidade Estadual de Campinas . Faculdade de Educação Física