Ramon Swell Gomes Rodrigues Casado, Maisa Mendonca Silva and Lucio Camara Silva
The paper aims to propose a multi-criteria model for risk prioritisation associated to supply chain management involving multiple decision-makers.
Abstract
Purpose
The paper aims to propose a multi-criteria model for risk prioritisation associated to supply chain management involving multiple decision-makers.
Design/methodology/approach
The model integrates the composition of probabilistic preferences (CPP) on the failure modes analysis and its effects (FMEA) criteria. First, the authors carried out a probabilistic transformation of the numerical evaluations of the multiple decision-makers on the FMEA criteria regarding the internal risks that affect the chain of clothing pole in the Agreste region of Pernambuco. Then, the authors proposed the use of the Kendall's concordance coefficient W to aggregate these evaluations.
Findings
Contrary to expectations, the two main risks to be investigated as a model suggestion was related to the context of supply chain suppliers and not related to the raw material costs. Besides, a simulation with the traditional FMEA was carried out, and comparing with the model result, the simulation is worth highlighting seven consistent differences along the two rankings.
Research limitations/implications
The focus was restricted to the use of only internal chain risks.
Practical implications
The proposed model can contribute to the improvement of the decisions within organisations that make up the chains, thus guaranteeing a better quality in risk management.
Originality/value
Establishing a more effective representation of uncertain information related to traditional FMEA treatment involving multiple decision-makers means identifying in advance the potential risks, providing a better supply chain control.
Details
Keywords
Avant‐propos sous les auspices de l'Institut international de Coopération intellectuelle, paraissait en 1934 le t. I, consacré à l'Europe, du Guide international des Archives. Le…
Abstract
Avant‐propos sous les auspices de l'Institut international de Coopération intellectuelle, paraissait en 1934 le t. I, consacré à l'Europe, du Guide international des Archives. Le questionnaire envoyé à tous les États européens comportait sous les points 4 et 6 les questions suivantes: ‘Existe‐t‐il un guide général pour les diverses catégories d'Archives ou des guides particuliers pour l'une ou l'autre d'entre elles?’ et ‘Existe‐t‐il des catalogues imprimés, des publications tant officielles que privées, susceptibles de constituer un instrument complet de référence pour tout ou partie importante des fonds d'archives?’ Les réponses des divers pays à ces questions, malgré leur caractère très inégal, ont fait du Guide international un bon instrument d'information générale sur les Archives. Malheureusement les circonstances ont empêché la publication du volume consacré aux États non européens, tandis que le temps qui s'écoulait tendait à rendre périmés les renseignements fournis sur les Archives européennes.
Alcione Moreira Marques, Adriana Queiroz Botelho Fóz, Eduardo Guedes Queiroz Lopes and Luiza Hiromi Tanaka
The purpose of this paper is to assess the effects of a program to develop socioemotional competence (SEC) focused on self-awareness and emotional self-management as a resource…
Abstract
Purpose
The purpose of this paper is to assess the effects of a program to develop socioemotional competence (SEC) focused on self-awareness and emotional self-management as a resource for the well-being and stress relief of teachers at a Brazilian public school in a socially vulnerable region.
Design/methodology/approach
Eighteen (18) teachers took part in a participatory action research approach. The data collection techniques used were: conversation wheel, individual interview, participant observation and focus group. The emotional education program (PEEP) was conducted in ten 90-min meetings. The data were analyzed using thematic content analysis.
Findings
There were two categories identified: an increase in the teachers' self-awareness and emotional self-management skills. These findings yielded reports of improvements in their ability to deal with their own emotions, better management of the emotional demands of daily school life and positive reflexes on their well-being and teaching practice.
Research limitations/implications
Dealing better with emotions involves several skills that need time to be developed and assimilated and PEEP has been applied in a relatively short time. In addition, its application in a wider range of situations has not been evaluated.
Originality/value
This study is linked to a few others that were carried out on the effects that intervention programs had on a teacher's SEC. It was evident that following the steps of the action research enhanced the researcher's connection with the teachers, and it provided a genuine understanding of what it means to be studied. Because of this, it was possible to get a deeper understanding of teachers' emotional states, and the actions and results were legitimized by the participants.