BEHAVIOR IN THE ORGANIZATION

Author: MOLINER CANTÓS CAROLINA PURIFICACIÓN.
Year: 2003.
University: VALENCIA [www.uv.es].
Place of defense: FACULTAD DE PSICOLOGÍA.
Place of preparation: FACULTAD DE PSICOLOGÍA.

Summary: The central objective of this dissertation is to study the influence of organizational justice (distributive procedural and interpersonal) and welfare at work (syndrome of being burned by the work and psychological link), on the completion of conduct extra-rol directed to the customer (ERCS) by employees of contact. It starts from the idea that the quality of service is critical in organizations. The ERCS are seen as a means for achieving high levels of quality in service organizations, given the specificity of the same. The percpeciones justice and organizational experiences of welfare are variable relevant for understanding the performance of ERCS. The interaction between these three constructs form the basic model analyzed in the first study. This model has been extended by four empirical studies psoteriores. In this basic model modulates gender (study 2). Moreover, the relationship between organizational justice and welfare at work not only understood at the individual level but also in the group (study 3). We also analyze the impact of reciprocity on welfare at work (study 4). Finally, we have analyzed the impact of the justice system to their customers (study 5). From the theoretical introduction exposed in Block I and the empirical evidence presented by the five studies exposed along the block II can draw a number of conclusions relevant to the management of the quality of tourism services organizations.

Author: CASTAÑO COLLADO M.GLORIA.
Year: 2004.
University: COMPLUTENSE DE MADRID [www.ucm.es].
Place of defense: FACULTAD DE PSICOLOGÍA.

Summary: This research explores the construct of learning style and his independence from the intelligence and personality of the personal.Además discusses the relationship between learning styles and gender. To address both problems is discussed first, the conceptual framework of styles Aprendizaje.Por other hand, defines the relationship between styles and learning and other psychological dimensions (styles, cognitive, learning strategies, intelligence and personality) sociodemographic (sex, age and academic studies). Below is a ranking of the various models and tools for assessment of learning styles, giving each of them so detallada.Además contain the main applications of learning styles in academia and labor. Given the variety of tools for evaluating learning styles is discussed in the aparatado of prior checks, the goodness of three instruments mediated: Inventory learning styles of Kolb, (1985) LSI II; questionnaire Honey-Alonso Style learning (1991) CHAEA and Learning Measurement Type of Mc Carthy and ST.Germain (1994) LTM.Los results note that the instrument that best presents psychometric properties is the Inventory learning styles of Kolb, (1985) LSI II. For this reason it is used as a measure of learning styles in the matching of the assumptions made. To contrast the first prediction: The learning styles are independent of intelligence and personality, are carried out various kinds of statistical analysis (correlation coefficients and determination, multiple regression analysis and MANOVA). According to the results obtained it can be concluded that the learning styles are independent of the dimensions of intelligence and personality, providing a psychological dimension in its own right. For constrartar the second prediction learning styles are not related to the sex of the people are carried out various statistical analysis (analysis unit used as a contrast chi squared and statistical analysis of different medias). The results suggest the existence differences between men and women, although these fiferencis are pequeñas.Por one hand, women dominated the learning style adapter while men dominated in the asimilador.Por other hand, men have a preference for focusing on learning from a more abstract approach while women prefer to engage fully in experiences nueva.Además women have become more active in learning, that is, they prefer to use the theory to make decisions and solve problems. Therefore, and as a conclusion it could be argued that the preference for how to receive, process and transform information is not provided by the intelligence of the people or their personality traits, and while there is a relationship between learning styles and being male or women, the ratio is low. However, the generalizability of the results is limited by the sample used in this investigation, being necessary conducting more research on this line.

Author: LAZARO FERNANDEZ SANTA.
Year: 2005.
University: PONTIFICIA COMILLAS [www.upcomillas.es].
Place of defense: FACULTAD DE CIENCIAS HUMANAS Y SOCIALES.
Place of preparation: FACULTAD DE CIENCIAS HUMANAS Y SOCIALES.

Summary: This thesis explores the development process of "Burnout" burnout syndrome or "burn" for the work, in a sample of 402 social workers in active practice of the profession, identifying their level of Burnout and the background factors specifics of Social Work that could contribute to its onset and Psychological Consequences, Organizational, Socio-Familiares and Physics experiencing those in developing, exploring the role of Afrontamiento Strategies. It carries out a statement of the main theoretical models on the "Burnout" and a review of research on this process in the social workers. In order to evaluate the process of "Burnout" in the sample studied, building a "record of Burnout Scale for social workers" and applies the Maslach Burnout Inventory-General Survey (Maslach, Jackson and Leiter, 1996) plus scales Afrontamiento and Consequences of CDPE (Moreno et al, 2000).

Author: CARLOTTO MARY SANDRA.
Year: 2005.
University: SANTIAGO DE COMPOSTELA [www.usc.es].
Place of defense: FACULTAD DE PSICOLOGÍA.
Place of preparation: UNIVERSIDADE LUTERANA DO BRASIL-ULBRA (PORTO ALEGRE-BRASIL).

Summary: At present, the nature and organization of work of Professor possess characteristics which expose and stressors that can lead to Syndrome Burmout. This syndrome has been defined as the result of chronic stress that is typical of the everyday work, mainly as it exists in excess pressure, conflict, few emotional rewards and recognition. This study, a exploratorio-correcional, assessed the level of teachers Syndrome Bornout in private institutions of the metropolitan region of the state of Rio Grande do Sul (Brazil), verifying the existence of significant differences between academics and non - academics. He also sought to verify the existence of partnership between Burmout, motivational factors, factors of job satisfaction, professional and demographic variables, as well as predictive variables of the size of Burmout. The sample consisted of 563 teachers of children, elementary, middle and university education; being that of these, 280 belong to the university and 283 from non-graduates. For data collection was used a questionnaire to identify demographic variables and professional and three psychometric scales: Maslach Burmout Inventory (MBI), Job Diagnostic Survey (BOT) and Labor Satisfaction Questionnaire (S20/23). Data were tabulated in the SSPS (Statisfical Package for Social Science) with a view to its descriptive statistical level (frequency, and average deviation standart), inferential and multivariate (confirmatory factor analysis, correlation analysis, regression analysis). The results show that non-university teachers higher Completeness Emotional and greater Low Professional Conduct that university. The demographic variables, professional, motivation and job satisfaction were associated in a differentiated way in the two groups. Variables predictive also submitted separately in academics and non - academics. The results of this study, we could conclude that: 1-Demographic Profile: 563 teachers who constitute the study group are mostly women, married and with children. In the group of academics revealed a balance between the rates earned by men and women. Among the non-university teachers there is a predominance of females. With regard to age, it is noted that the number of non-university teachers with less than 30 years represent a percentage of more than twice that of the university. Most of the teachers from both groups are concentrated in the age group of 30 to 50 years. And in the last age group, over 50 years, academics have rates close to double the non-graduates. 2, professional and labor-Profile: Common to both groups is the fact that most teachers do not work only at the university or at school, to do so, also, in another institution or activity. It also presents an average time of such general education about 12 years. Groups differ on the degree (PU higher level of certification), shift work (PU serve more homogeneous in three shifts and PNU concentrate more on shifts in the morning and afternoon), CH weekly 20 to 40 hours, the number of students served (PU serve from 21 to 200 students daily and PNU of 21 to 10 students), in the type of activity extra-institucional (PU act as professionals and PNU other educational institutions), in the hours of instruction (PNU have increased hours for this activity), the preferential activity (PNU in other educational institutions), in the hours of instruction for this activity), the preferential activity (PNU prefer this activity and PU prefer to associate this acti 8 tiveness to 162e research), in time teaching (PU have more time in teaching current and PNU in the current school). 3 - The non-university teachers presented, in relation to burmout greater Completeness Emotional and Mayor Low Professional Conduct that university. 4, has been identified an association between Syndrome Burmout and certain demographic variables of university professors, so that teachers in the age group of 30 to 50 years has increased Completeness Emotional. It was also verified that the greater the age, the lower the emotional feeling of completeness and depersonalization. 5-We found an association between Syndrome Burmout and variable professional and labor academics only in the size of Completeness Emotional and Despersonalización. Teachers working in the field of health have greater emotional wear. Those working in three shifts also show greater emotional completeness. As the load increases hourly teacher, increases their sense of emotional wear. Work at the University only makes teachers submit greater sense of professional conduct low. None of the variables studied industrial and professional association presented the group PNU. 6-It detects an association between Syndrome Burmout and Motivation at work in academics. Teachers with greater identification with the task, the greater autonomy and potential motivational were less and less emotional completeness depersonalization. The depersonalization also decreased to the extent that the teacher saw his work as significant. Feeling professionally done relates to the meaning of work, with autonomy, with the feedback received and the potential intrinsic motivation from office. In non-university teachers completeness emotional presented with the lowest increase in the feedback and extrinsic social contact. The depersonalization decreases to the extent that increases the intrinsic feedback received at the function. The sense of professional achievement increases with the perceived significance of the task, as well as the fedback intrinsic and extrinsic and social contact made. Common to both groups is the negative association between low achievement and professional meaning of the task and intrinsic feedback. 7, evidence-a partnership between Syndrome Burmout and Satisfaction at Work in the group of academics in all dimensions of burmout except between satisfaction with the physical environment of work and size of depersonalization and low professional. University lecturers not present greater emotional completeness the greater the dissatisfaction with the monitoring, policies and benefits, with the intrinsic value of work and participation. With regard to the depersonalization, it tends to increase to the extent that it increases the intrinsic dissatisfaction with aspects of the task, with the supervision and participation. All dimensions of job satisfaction causing impact on the sense of achievement at work. Dissatisfaction increases the feeling of incompetence and non-professional conduct. 8 - The variables related to the working context prevailing in the explanatory model of burmout in both groups of teachers, but are presented in a differentiated way. In academics the highest percentage for explanatory Completeness Emotional was pleased with the wage for Despersonalización were Hours of research and for the Low Professional Conduct, the satisfaction with the growth. In non-university teachers the same variable. Satisfaction with the growth, explained the greatest proportion of variance in the three dimensions of Burmout. The results obtained in this study appear to confirm the model sociological (Woods, 1999) and the psychological model (Farber, 1991), which seek to explain the manifestation of burmout in teachers. The sociological confirmed through the emergence of macro factors (variables professionals) and the psychological, through the focus on the meaning of work (intrinsic motivation of the activity). Given that the adequacy of a model is determined by their ability to predict accurately the various resutlados that they may occur under certain conditions, we believe that the results indicate the need to understand the burmout from joint consideration of both explanatory models , seeing them as complementary, rather than mutually exclusive. This vision is shared by Farber (1991), who asserts that no single model is today completely satisfactory to explain definitively syndrome.

Author: MARTÍNEZ GARCÍA MARINA.
Year: 2005.
University: DEUSTO [www.deusto.es].
Place of defense: FACULTAD DE FILOSOFIA Y CIENCIAS DE LA EDUCACIÓN.
Place of preparation: FACULTAD DE FILOSOFIA Y CIENCIAS DE LA EDUCACIÓN.

Summary: Introduction: working in palliative care (COP) has been considered as a potentially stressful and hard work as professionals face daily with suffering and death. But studies conducted among palliative care professionals usually have found levels of burnout lower than those of other health professionals. In our midst have not done comprehensive surveys on occupational health professionals' COP. This paper attempts to explore the impact burnout in a sample of professional CP Spaniards working in the hospital environment. Methodology: We interviewed 256 subjects utlizando the Maslach Burnout Inventory (MBI). A group of nurses from various units Palliative Care Hospital Basque Country, another group of nurses from the same hospitals but were not working in palliative, and a group of doctors in palliative throughout Spain participating in a training course on advanced specialty. The overall response rate of 67% fuer. Results: In the sample studied, doctors CP obtained the best results, with low rates of burnout, compared to the other groups studied nursing, as well as with normative values for doctors Spaniards. Considering the sub-escalas of MBI: doctors extracted lower levels of emotional exhaustion (EC) and depersonalization (DP) and higher levels of personal accomplishment (RP). Instead, nurses CP obtained burnout values much higher than physicians CP identical to nurses and other services (Doctors COP: EC 14.9 5.7, SD 3.5 3.4 and MOP: 39.6 5.9 vs. Nurses COP: EC: 22.2 13.4, DP: 7.4 5.3 and MOP: 34.8 7.1). Conclusions: The indicators of burnout in the nurses studied were high both in the CP group and other services, introducing higher levels of controls of the Spanish population. These data contradict what has been described so far for CP in the literature. Being able to engage medical and professionally to the attention of terminally ill multiplies protection against burnout. In this group, the experience behaves as protective factor of emotional exhaustion and professionals receive a poorly trained to do their jobs well as a lack of training in communication skills. It would be useful to analyze the processes of selection, experience and motivation of Units CP our environment in order to prevent the erosion of professionals. Our results should be confirmed in a large centers different from those discussed.

Author: CARLOTTO MARY SANDRA.
Year: 2005.
University: SANTIAGO DE COMPOSTELA [www.usc.es].
Place of defense: FACULTAD DE PSICOLOGÍA.
Place of preparation: UNIVERSIDADE LUTERANA DO BRASIL-ULBRA (PORTO ALEGRE-BRASIL).

Summary: At present, the nature and organization of work of Professor possess characteristics which expose and stressors that can lead to Burnout Syndrome. This syndrome has been defined as the result of chronic stress that is typical of the everyday work, mainly as it exists in excess pressure, conflict, few emotional rewards and recognition. This study, a exploratorio-correlacional, assessed the level of Burnout Syndrome teachers in private institutions in the metropolitan region of the state of Rio Grande do Sul (Brazil), verifying the existence of significant differences between academics and non - academics. He also sought to verify the existence of partnership between Burnout, motivational factors, factors of job satisfaction, professional and demographic variables, as well as variations in the size of predictive Burnout. The sample consisted of 563 teachers of children, elementary, middle and university education; being that of these, 280 belong to the university and 283 from non-graduates. For data collection was used a questionnaire to identify demographic variables and professional and three psychometric scales: Maslach Burnout Inventory (MBI), Job Diagmpstoc Sirvey (BOT) and Labor Satisfaction Questionnaire (S20/23). Data were tabulated in the SSPS (Statistical Package for Social Science) with a view to its descriptive statistical level (frequency, and average deviation standart), inferential and multivariate (confirmatory factor analysis, analysis correcional, regression analysis). The results show that non-university teachers higher Completeness Emotional and greater Low Professional Conduct that university. The demographic variables, professional, motivation and job satisfaction were associated in a differentiated way in the two groups. The predictive variables are also presented in a differentiated manner in academics and non - academics. 1-DEMOGRAPHIC PROFILE: 563 teachers who constitute the study group are mostly women, married and with children. In the group of academics revealed a balance between the rates earned by men and women. Among the non-university teachers there is a predominacia female. With regard to age, it is noted that the number of non-university teachers with less than 30 years represent a percentage of remaining double that of the university. Most genetic teachers of both groups are concentrated in the age group of 30 to 50 years. And in the last age group, over 50 years, academics have rates close to twice delos non-graduates. 2-PROFILE PROFESSIONAL AND LABOR: Common to both groups is the fact that most teachers do not work only at the university or at school, making it also in other institution or activity. It also presents an average similar overall time in school, about 12 years. Groups differ on the degree (PU higher level of certification), shift work (PU serve more homogeneous in three shifts and PNU concentrate more on the shift in the morning and the afternoon), CH weekly 20 to 40 hours, the number of students served (PU cater for 21 to 200 students daily and PNU of 21 to 10 students), in the type of activity extra-institucional (PU act as professionals and PNU other institutions teaching), in the hours of instruction (PNU have increased hours for this activity), the preferential activity (PNU prefer eta activity and PU prefer to associate this activity to research), in time teaching (PU possess more current time in teaching and PNU in the current school). 3, non-university lecturers presented, in relation to burnout, higher Completeness Emotional and Increased Low Professional Conduct that university. 4, has been identificad 8 or as 6d7 ociación between Syndrome Burmout and certain demographic variables of university professors, so that teachers in the age group of 30 to 50 years has increased Completeness Emotional. It was also verified that the greater the age, the lower the emotional feeling of completeness and depersonalization. 5-We found an association between Syndrome Burmout and variable professional and labor academics only in the size of Completeness Emotional and Despersonalización. Teachers working in the field of health have greater emotional wear. Those working in three shifts also show greater emotional completeness. As the load increases hourly teacher, increases their sense of emotional wear. Working only at the university makes teachers submit greater sense of professional conduct low. None of the variables studied industrial and professional association presented the group PNU. 6-It detects an association between Syndrome Burmout and Motivation at work in academics. Teachers with greater identification with the task, the greater autonomy and potential motivational were less and less emotional completeness depersonalization. The depersonalization also