Cultura y el clima organizacional en una empresa de servicio público de electricidad

El enfoque de una organización como cultura es una manifestación relativamente novedosa, la percepción hasta hace unos pocos años era bastante distinta, a una organización se le veía sólo como un ente funcional que sólo servía para dirigir, supervisar y controlar a un grupo humano, pero en la actualidad la visión es bastante diferente. Tal como las personas que la integran una organización también tiene personalidad y de acuerdo a dichas personas, esta puede ser rígida o flexible, innovadora o conservadora, tradicional o vanguardista, etc. Dicho concepto ha comenzado a aceptarse recientemente, reconociéndose el rol que desempeñan la cultura y el clima organizacional como factores que vinculan las actitudes y el comportamiento. La cultura y el clima organizacional tienen importancia estratégica y representan una fortaleza propia dentro de cada organización, pudiéndola conducir hacia el éxito y hacia la optimización de sus objetivos. Dicha importancia ha venido siendo tema de insoslayable interés desde hace dos décadas, estando el presente trabajo de investigación orientado a destacar y fundamentar estos aspectos como vías que conducirán a una determinada empresa u organización hacia el éxito, y en la forma en que los elementos de ésta disciplina van a afectar la eficacia y eficiencia del trabajo de las empresas públicas o privadas y la consecución de los objetivos de cualquier institución, como en el caso específico de ELECTROCENTRO HUANCAYO. En dicha empresa se llevará a cabo el estudio conciliando un cuestionario que tendrá como objetivo el de medir la cultura y el clima organizacional, para cotejarlo con un índice de eficiencia que se obtendrá de las evaluaciones periódicas del personal de dicha institución. Los valores obtenidos en ambos procesos serán la materia prima, la cual una vez procesada y analizada bajo las técnicas estadísticas correspondientes, arrojarán los resultados que reflejen la realidad del clima y la cultura organizacional en ELECTROCENTRO HUANCAYO.Fil: Galarza Rosazza, Luis. Universidad Nacional de Mar del Plata. Facultad de Ciencias Económicas y Sociales; Argentina

Designing for children's physical play

\u3cp\u3eIn this paper we describe preliminary results of our work on designing innovative sport concepts to stimulate children's physical play. We are exploring how embedding sensor and actuator technology in products can stimulate children to practice sport related skills. It incorporates ideas from game design, persuasive technology and sport motivation theories. We illustrate our approach with two case studies, in the context of football and basketball and discuss our experiences with embedding sensor technology to provide a motivating play experience for children.\u3c/p\u3

The value of play:designing for open-ended play

* Play moods – A language for play experiences Inaugural lecture by Professor MSO Helle Marie Skovbjerg Play is a common human experience that enables participants to explore who they are, their relationship to the world, to other people and to the materials that they have access to. To be in play is to explore what a human is. How is it possible to grasp that human experience? In this talk I will present the mood perspective, as a way to capture the poetics of play as a human experience. Developing a language that fits the experience of play may lead to new types of design decisions. \u3cbr/\u3e* Designing for open-ended play Inaugural lecture by Honorary Professor Tilde Bekker Play as an activity has very powerful properties that ensure that play is a self-propelling joyful experience. People engaging in play have a sense of freedom to explore, create meaning while they play, improvise along the way and enjoy the overall experience. How can designers exploit these powerful properties not only for play, but also for other domains such as health and education? The talk discusses different perspectives on play that can guide the design of interactive products and systems

Towards a framework for design guidelines for young children's computer games

This paper describes a number of general design problems with adventure-like computer games for young children in order to demonstrate the need for specific design guidelines for this type of products. These problems were experienced by children participating in a number of user tests of existing computer games. By providing a generalization of these problems some first directions are given for the nature of the design guidelines that could be developed. Furthermore, a first proposal for a unifying framework to organize these guidelines is given

Children’s emotions in design-based learning: a systematic review

Design-based learning (DBL) is gaining increasing acceptance as a motivating and practical approach that can be used to prepare young people for the challenges of the twenty-first century. Emotions are known to influence a student’s academic performance in traditional learning, which raises the question as to what role emotions can play in DBL. This article presents a systematic survey of literature published in the last 20 years (searching from 1998 to 2019) and indexed in the Scopus, ERIC, and PsycINFO databases which contribute to our understanding of children’s emotions in DBL. This review coded a total of 34 papers that met the inclusion criteria. Findings that reported on children’s emotions are structured under three themes: (1) the affective DBL components, (2) the labeled emotions, and (3) the impact of emotions in DBL. Based on this evidence, we make recommendations for future research and compile a set of guidelines for designing DBL activities, taking into account students’ emotions that can aid their learning

The role of children's emotions during design-based learning activity:a case study at a Dutch high school

\u3cp\u3eDesign-based learning (DBL) is attracting increasing attention for its potential to support informal learning, and as a way to enhance science and technology education at schools. However, related research has not yet considered the emotions children experience during DBL and how these affect the learning process. We report a case study aimed at developing a deeper understanding of children's emotional experience during DBL. In total 9 children (12-13 years old) are involved in this case study. In order to assess children's emotions during DBL lessons we used a self-reporting non-verbal instrument (the emotion card, which adapted from Five Degrees of Happiness Smiley Face Likert) and a verbal instrument (the Geneva Emotion Wheel Questionnaire, which contains 16 emotions). In addition, a group interview probed into the role of children's emotion during DBL. We discuss the methodological challenges exposed in this study, which will need to be addressed in future studies regarding the measurement of children's emotions in DBL.\u3c/p\u3

Being explicit about underlying values, assumptions and views when designing for children in the IDC community

When designing technologies for children, designers and researchers often implicitly or explicitly incorporate an interpretation of what a child is, how children learn, or how they play etc. in their design process. However, if these assumptions are not communicated explicitly, discussions among researchers and designers can become difficult because they are not based on the same premises. It is important for the IDC community to be explicit about what assumptions are being made about children and how technology can support their life, so we can develop better quality argumentations about our work

Interactive play objects:The influence of multimodal output on open-ended play

In this paper we investigate how providing multiple output modalities\u3cbr/\u3eaffects open-ended play with interactive toys. We designed a play object which\u3cbr/\u3ereacts to children’s physical behavior by providing multimodal output and we\u3cbr/\u3ecompared it with a unimodal variant, focusing on the experience and creativity\u3cbr/\u3eof the children. In open-ended play children create their own games inspired by\u3cbr/\u3ethe interaction with a play object. We show how the modalities affect the\u3cbr/\u3enumber of games played, the type and diversity of games that the children\u3cbr/\u3ecreated, and the way children used the different feedback modalities as\u3cbr/\u3einspiration for their games. Furthermore, we discuss the consequences of our\u3cbr/\u3edesign choices on open-ended play

Curiosity and Interaction

We explore the concepts of curiosity and interaction: how can we elicit curiosity in public spaces through interactive systems? We have developed a model consisting of five curiosity-evoking principles. In an iterative design research approach, we have explored the design implementations of these principles. Each principle has been evaluated in a school context, giving us insights about its use for changing behaviour through curiosity. The results of this exploration can be used to inform the design of persuasive and playful interactive systems