The “Blame-Blame” Syndrome from a Systemic Perspective and Its Implications for Problem Solving in a Company

The objectives of the study are: to explore systemic structures of the “blame-blame” syndrome in a company, to describe methodologically a playful tool that helps to recognize and mitigate it, and to discuss its implications for causing analysis and problem solving. The ludic exposition includes cas...

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Autores:: Pérez-Rave, Jorge Iván
González Echavarría, Favián

Tipo de recurso:: Article of journal

Fecha de publicación:: 2018

Institución:: Universidad de Medellín

Repositorio:: Repositorio UDEM

Idioma:: spa

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dc.title.eng.fl_str_mv	The “Blame-Blame” Syndrome from a Systemic Perspective and Its Implications for Problem Solving in a Company
dc.title.por.fl_str_mv	A síndrome de “colocar a culpa” a partir de uma perspectiva sistemática e suas repercussões para a solução de problemas na empresa
dc.title.spa.fl_str_mv	El síndrome de “echar la culpa” desde una mirada sistémica y sus repercusiones para la solución de problemas en la empresa
title	The “Blame-Blame” Syndrome from a Systemic Perspective and Its Implications for Problem Solving in a Company
spellingShingle	The “Blame-Blame” Syndrome from a Systemic Perspective and Its Implications for Problem Solving in a Company Blame syndrome Vulnerable system syndrome Cause analysis Playful learning Continuous improvement Síndrome de colocar a culpa Síndrome do sistema vulnerável Análise de causas Aprendizagem lúdica Melhoria contínua Síndrome de echar la culpa Síndrome del sistema vulnerable Análisis de causas Aprendizaje lúdico Mejora continua
title_short	The “Blame-Blame” Syndrome from a Systemic Perspective and Its Implications for Problem Solving in a Company
title_full	The “Blame-Blame” Syndrome from a Systemic Perspective and Its Implications for Problem Solving in a Company
title_fullStr	The “Blame-Blame” Syndrome from a Systemic Perspective and Its Implications for Problem Solving in a Company
title_full_unstemmed	The “Blame-Blame” Syndrome from a Systemic Perspective and Its Implications for Problem Solving in a Company
title_sort	The “Blame-Blame” Syndrome from a Systemic Perspective and Its Implications for Problem Solving in a Company
dc.creator.fl_str_mv	Pérez-Rave, Jorge Iván González Echavarría, Favián
dc.contributor.author.none.fl_str_mv	Pérez-Rave, Jorge Iván González Echavarría, Favián
dc.subject.eng.fl_str_mv	Blame syndrome Vulnerable system syndrome Cause analysis Playful learning Continuous improvement
topic	Blame syndrome Vulnerable system syndrome Cause analysis Playful learning Continuous improvement Síndrome de colocar a culpa Síndrome do sistema vulnerável Análise de causas Aprendizagem lúdica Melhoria contínua Síndrome de echar la culpa Síndrome del sistema vulnerable Análisis de causas Aprendizaje lúdico Mejora continua
dc.subject.por.fl_str_mv	Síndrome de colocar a culpa Síndrome do sistema vulnerável Análise de causas Aprendizagem lúdica Melhoria contínua
dc.subject.spa.fl_str_mv	Síndrome de echar la culpa Síndrome del sistema vulnerable Análisis de causas Aprendizaje lúdico Mejora continua
description	The objectives of the study are: to explore systemic structures of the “blame-blame” syndrome in a company, to describe methodologically a playful tool that helps to recognize and mitigate it, and to discuss its implications for causing analysis and problem solving. The ludic exposition includes case description, work team and location, observation scenarios (with and without blaming) and deployment in three test groups. Results are compared for both scenarios and causes of defective orders; percentage of defects and productivity are analyzed. Play can be used by teachers, consultants and trainers in general to confront learners in a simulated environment with and without the syndrome. It makes it easier to systemically reflect on the subject, to identify its signals and intervene before carrying out the cause analysis. This work provides theoretical and empirical elements about the benefits of eradicating the “blame-blame” syndrome in cause analysis, and proposes to consider it as a contingent factor in future studies.
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dc.date.created.none.fl_str_mv	2018-11-08
dc.date.accessioned.none.fl_str_mv	2019-11-07T15:03:02Z
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dc.identifier.doi.none.fl_str_mv	https://doi.org/10.22395/rium.v17n33a10
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dc.relation.citationvolume.none.fl_str_mv	17
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dc.relation.references.spa.fl_str_mv	[1] R. McLean, J. Antony y J. Dahlgaard, “Failure of Continuous Improvement initiatives in manufacturing environments: a systematic review of the evidence,” Total Quality Management and Business Excellence, vol. 28, N.°3-4, pp. 219-237, 2017. [2] J. Bessant, S. Caffyn, J. Gilbert, R. Harding y S. Webb. “Rediscovering continuous improvement,” Technovation, vol. 14, N.°1, pp. 17-29, 1994. [3] R. Subramanian, “Soft-skills training and cultural sensitization of Indian BPO workers: A qualitative study,” Communications of the IIMA, vol. 5, N.°2, pp. 11-24, 2015. [4] A. Escrig-Tena, M. Segarra-Ciprés, B. García-Juan y I. Beltrán-Martín, “The impact of hard and soft quality management and proactive behaviour in determining innovation performance,” International Journal of Production Economics, N.° 200, pp. 1-14, 2018. [5] L. Donaldson, The contingency theory of organizations, Londres: Sage Publications, 2001. [6] J. Baron y D. Kreps, “Consistent human resource practices,” California Management Review, vol. 41, N.° 3, pp. 29-53, 1999. [7] J. Reason, J. Carthey y M. De Leval, “Diagnosing vulnerable system syndrome: an essential prerequisite to effective risk management,” Quality in Healt Care, vol. 10, N.° 2, pp. 21-25, 2001. [8] P. Senge, La quinta disciplina. El arte y la práctica de la organización abierta al aprendizaje, Ciudad de México: Naucalpan, 1998. [9] C. Argyris, “Teaching smart people how to learn,” Harvard Business Review, vol. 69, N.° 3, pp. 5-15, 1991. [10] R. Lamming, “Squaring lean supply with supply chain management,” International Journal of Operations & Production Management, vol. 16, N.°2, pp. 183-196, 1996. [11] L. Leape, “Human factors meets health care: The ultimate challenge,” Ergonomics in Design, vol. 12, N.°3, pp. 6-12, 2004. [12] S. New, M. et al., “Lean participative process improvement: outcomes and obstacles in trauma orthopaedics,” PloS one, vol. 11, N.°4, pp. 1-13, 2016. [13] P. Castka, C. Bamber y J. Sharp, “Measuring teamwork culture: the use of a modified EFQM model,” Journal of management development, vol. 22, N.° 2, pp. 149-170, 2003. [14] C. Mercado, E. Bayugo, Z. Leynes, C. Lontok, D. Medilla y J. Manongsong, “Accounting Students’ Learning Satisfaction of Professional Subjects as Basis for Continuous Improvement,” Asia Pacific Journal of Education, Arts and Sciences, vol. 3, N.°1, pp. 99-109, 2016. [15] F. Yalçin, “A new method in education: Lean,” Electronic Turkish Studies, vol. 12, N.°6, pp. 811-826, 2017. [16] I. Lynch, P. Roberts, J. Keebler, O. Guttman y P. Greilich Error, “Detection and Reporting in the Intensive Care Unit: Progress, Barriers, and Future Direction,” Current Anesthesiology Reports, vol. 7, N.°3, pp. 310-319, 2017. [17] J. Pérez-Rave. El legado de Robert: Novela de ingeniería para el mejoramiento empresarial, Medellín: Idinnov, 2015. [18] J. Sexton, E. Thomas y R. Helmreich, “Error, stress, and teamwork in medicine and aviation: cross sectional surveys,” Brit Med J., N.°320, pp. 745–749, 2000. [19] D. Pérez-Arrieta. Modelo de análisis basado en el mejoramiento continuo para reducir la base de la pirámide de la seguridad: actos y condiciones inseguras y con esto el número de ocurrencias anormales de seguridad, medio ambiente y salud, Tesis de pregrado, Universidad de la Sabana, Bogotá, [En línea], acceso 05 de junio, 2017; Disponible: https://goo.gl/6i0ZPC [20] M. Hernández. Proceso de investigación de accidentes laborales, estudio de resultados, verificación de la calidad de informes disponibles en la Asociación Chilena de Seguridad y definición de modelo de análisis de incidentes y procesos. Asociación Chilena de Seguridad ACHS, junio de 2010. [En línea], acceso 04 de junio, 2010; Disponible: http://www.fiso-web.org/Content/files/proyectos-premio-fiso/1170.doc [21] P. Ruiz, C. González y J. Alcalde, “Análisis de causas raíz. Una herramienta útil para la prevención de errores,” Revista de Calidad Asistencial, vol. 20, N.°2, pp. 71-79, 2005. [22] J. Port, “Comprendiendo la variación. Análisis de causa para poner en práctica medidas correctivas,” Quality Progress, [En línea], acceso 04 de junio, 2017; Disponible: http://asq.org/quality-progress/2012/03/back-to-basics/volviendo-a-los-fundamentos-comprendiendola-variaci.html [23] A. Vainikka y M. Young-Scholten, “Direct access to X’-theory: evidence from Korean and Turkish adults learning German,” Language acquisition studies in generative grammar, vol. 31, N.°4, 71-89, 1994. [24] P. Whithaker, Cómo gestionar el cambio en contextos educativos, Madrid: Narcea, 2005. [25] G. Kanji, “Implementation and pitfalls of total quality management,” Total Quality Management, vol. 7, N.°3, pp. 331-343, 1996. [26] I. Alsyouf, U, Kumar, L. Al-Ashi y M. Al-Hammadi, "Improving baggage flow in the baggage handling system at a UAE-based airline using lean Six Sigma tools", Quality Engineering, vol. 30, N.° 3, pp, 432-452, 2018. [27] L. Martin, K. Donohoe y D. Holdford, “Decision-Making and Problem-Solving Approaches in Pharmacy Education,” American journal of pharmaceutical education, vol. 80, N.°3, pp.1-6, 2016. [28] K. Łyp-Wrońska, “World Class Manufacturing methodology as an example of problems solution in Quality Management System,” Key Engineering Materials, vol. 682, pp. 342-349, 2016. [29] C. Milner y B. Savage, “Modeling continuous improvement evolution in the service sector: A comparative case study,” International Journal of Quality and Service Sciences, vol. 8, N.°3, pp. 438-460, 2016. [30] A. Camarillo, “Support to Continuous Improvement Process in Manufacturing Plants of Multinational Companies through Problem Solving Methods and Case-Based Reasoning Integrated within a Product Lifecycle Management Infrastructure,” ICCBR, (Cuadernos de trabajo), pp. 259-261, 2015.
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dc.format.extent.spa.fl_str_mv	p. 187-205
dc.format.medium.spa.fl_str_mv	Electrónico
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dc.publisher.spa.fl_str_mv	Universidad de Medellín
dc.publisher.faculty.spa.fl_str_mv	Facultad de Ingenierías
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dc.source.spa.fl_str_mv	Revista Ingenierías Universidad de Medellín; Vol. 17 Núm. 33 (2018): Julio-Diciembre; 187-205
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spelling	Pérez-Rave, Jorge IvánGonzález Echavarría, FaviánPérez-Rave, Jorge Iván; Grupo de Investigación IDINNOVGonzález Echavarría, Favián; Departamento de ingeniería industrial, Universidad de Antioquia2019-11-07T15:03:02Z2019-11-07T15:03:02Z2018-11-081692-3324http://hdl.handle.net/11407/5512https://doi.org/10.22395/rium.v17n33a102248-4094reponame:Repositorio Institucional Universidad de Medellínrepourl:https://repository.udem.edu.co/instname:Universidad de MedellínThe objectives of the study are: to explore systemic structures of the “blame-blame” syndrome in a company, to describe methodologically a playful tool that helps to recognize and mitigate it, and to discuss its implications for causing analysis and problem solving. The ludic exposition includes case description, work team and location, observation scenarios (with and without blaming) and deployment in three test groups. Results are compared for both scenarios and causes of defective orders; percentage of defects and productivity are analyzed. Play can be used by teachers, consultants and trainers in general to confront learners in a simulated environment with and without the syndrome. It makes it easier to systemically reflect on the subject, to identify its signals and intervene before carrying out the cause analysis. This work provides theoretical and empirical elements about the benefits of eradicating the “blame-blame” syndrome in cause analysis, and proposes to consider it as a contingent factor in future studies.Os objetivos do estudo são: explorar as estruturas sistêmicas da síndrome de “colocar a culpa” na empresa, descrever metodologicamente uma ferramenta lúdica que ajuda a reconhecê-la e mitigá-la, e discutir suas repercussões para a análise de causas e para a solução de problemas. A exposição da herramienta lúdica compreende a descrição do caso, da equipe de trabalho e da localidade, cenários de observação (com e sem colocar a culpa) e desdobramento em três grupos de teste. Os resultados são comparados para ambos os cenários e são analisadas as causas de pedidos defeituosos, porcentagem de defeitos e produtividade. A herramienta lúdica pode ser empregada por docentes, consultores e formadores em geral para enfrentar os aprendizes em um ambiente simulado com a síndrome ou sem ela. Ajuda a refletir sistemicamente sobre o tema, identificar seus sinais e intervir antes de realizar a análise de causas. Este trabalho fornece elementos teóricos e empíricos sobre os benefícios de erradicar a síndrome de “colocar a culpa” em análises de causas e propõe considerá-la como um fator contingente em futuros estudos.Los objetivos del estudio son: explorar estructuras sistémicas del síndrome de “echar la culpa” en la empresa, describir metodológicamente una herramienta lúdica que ayuda a reconocerlo y mitigarlo, y discutir sus repercusiones para el análisis de causas y la solución de problemas. La exposición de la lúdica comprende descripción del caso, equipo de trabajo y ubicación, escenarios de observación (con y sin echar la culpa) y despliegue en tres grupos de prueba. Los resultados se comparan para ambos escenarios y se analizan causas de pedidos defectuosos, porcentaje de defectos y productividad. La lúdica puede ser empleada por docentes, consultores y formadores en general para enfrentar a los aprendices a un entorno simulado con el síndrome y sin este. Facilita reflexionar sistémicamente sobre el tema, identificar sus señales e intervenirlas antes de llevar a cabo el análisis de causas. Este trabajo aporta elementos teóricos y empíricos acerca de los beneficios de erradicar el síndrome de “echar la culpa” en análisis de causas, y propone considerarlo como factor contingente en futuros estudios.p. 187-205Electrónicoapplication/pdfspaUniversidad de MedellínFacultad de IngenieríasMedellínhttps://revistas.udem.edu.co/index.php/ingenierias/article/view/22491733187205[1] R. McLean, J. Antony y J. Dahlgaard, “Failure of Continuous Improvement initiatives in manufacturing environments: a systematic review of the evidence,” Total Quality Management and Business Excellence, vol. 28, N.°3-4, pp. 219-237, 2017.[2] J. Bessant, S. Caffyn, J. Gilbert, R. Harding y S. Webb. “Rediscovering continuous improvement,” Technovation, vol. 14, N.°1, pp. 17-29, 1994.[3] R. Subramanian, “Soft-skills training and cultural sensitization of Indian BPO workers: A qualitative study,” Communications of the IIMA, vol. 5, N.°2, pp. 11-24, 2015.[4] A. Escrig-Tena, M. Segarra-Ciprés, B. García-Juan y I. Beltrán-Martín, “The impact of hard and soft quality management and proactive behaviour in determining innovation performance,” International Journal of Production Economics, N.° 200, pp. 1-14, 2018.[5] L. Donaldson, The contingency theory of organizations, Londres: Sage Publications, 2001.[6] J. Baron y D. Kreps, “Consistent human resource practices,” California Management Review, vol. 41, N.° 3, pp. 29-53, 1999.[7] J. Reason, J. Carthey y M. De Leval, “Diagnosing vulnerable system syndrome: an essential prerequisite to effective risk management,” Quality in Healt Care, vol. 10, N.° 2, pp. 21-25, 2001.[8] P. Senge, La quinta disciplina. El arte y la práctica de la organización abierta al aprendizaje, Ciudad de México: Naucalpan, 1998.[9] C. Argyris, “Teaching smart people how to learn,” Harvard Business Review, vol. 69, N.° 3, pp. 5-15, 1991.[10] R. Lamming, “Squaring lean supply with supply chain management,” International Journal of Operations & Production Management, vol. 16, N.°2, pp. 183-196, 1996.[11] L. Leape, “Human factors meets health care: The ultimate challenge,” Ergonomics in Design, vol. 12, N.°3, pp. 6-12, 2004.[12] S. New, M. et al., “Lean participative process improvement: outcomes and obstacles in trauma orthopaedics,” PloS one, vol. 11, N.°4, pp. 1-13, 2016.[13] P. Castka, C. Bamber y J. Sharp, “Measuring teamwork culture: the use of a modified EFQM model,” Journal of management development, vol. 22, N.° 2, pp. 149-170, 2003.[14] C. Mercado, E. Bayugo, Z. Leynes, C. Lontok, D. Medilla y J. Manongsong, “Accounting Students’ Learning Satisfaction of Professional Subjects as Basis for Continuous Improvement,” Asia Pacific Journal of Education, Arts and Sciences, vol. 3, N.°1, pp. 99-109, 2016.[15] F. Yalçin, “A new method in education: Lean,” Electronic Turkish Studies, vol. 12, N.°6, pp. 811-826, 2017.[16] I. Lynch, P. Roberts, J. Keebler, O. Guttman y P. Greilich Error, “Detection and Reporting in the Intensive Care Unit: Progress, Barriers, and Future Direction,” Current Anesthesiology Reports, vol. 7, N.°3, pp. 310-319, 2017.[17] J. Pérez-Rave. El legado de Robert: Novela de ingeniería para el mejoramiento empresarial, Medellín: Idinnov, 2015.[18] J. Sexton, E. Thomas y R. Helmreich, “Error, stress, and teamwork in medicine and aviation: cross sectional surveys,” Brit Med J., N.°320, pp. 745–749, 2000.[19] D. Pérez-Arrieta. Modelo de análisis basado en el mejoramiento continuo para reducir la base de la pirámide de la seguridad: actos y condiciones inseguras y con esto el número de ocurrencias anormales de seguridad, medio ambiente y salud, Tesis de pregrado, Universidad de la Sabana, Bogotá, [En línea], acceso 05 de junio, 2017; Disponible: https://goo.gl/6i0ZPC[20] M. Hernández. Proceso de investigación de accidentes laborales, estudio de resultados, verificación de la calidad de informes disponibles en la Asociación Chilena de Seguridad y definición de modelo de análisis de incidentes y procesos. Asociación Chilena de Seguridad ACHS, junio de 2010. [En línea], acceso 04 de junio, 2010; Disponible: http://www.fiso-web.org/Content/files/proyectos-premio-fiso/1170.doc[21] P. Ruiz, C. González y J. Alcalde, “Análisis de causas raíz. Una herramienta útil para la prevención de errores,” Revista de Calidad Asistencial, vol. 20, N.°2, pp. 71-79, 2005.[22] J. Port, “Comprendiendo la variación. Análisis de causa para poner en práctica medidas correctivas,” Quality Progress, [En línea], acceso 04 de junio, 2017; Disponible: http://asq.org/quality-progress/2012/03/back-to-basics/volviendo-a-los-fundamentos-comprendiendola-variaci.html[23] A. Vainikka y M. Young-Scholten, “Direct access to X’-theory: evidence from Korean and Turkish adults learning German,” Language acquisition studies in generative grammar, vol. 31, N.°4, 71-89, 1994.[24] P. Whithaker, Cómo gestionar el cambio en contextos educativos, Madrid: Narcea, 2005.[25] G. Kanji, “Implementation and pitfalls of total quality management,” Total Quality Management, vol. 7, N.°3, pp. 331-343, 1996.[26] I. Alsyouf, U, Kumar, L. Al-Ashi y M. Al-Hammadi, "Improving baggage flow in the baggage handling system at a UAE-based airline using lean Six Sigma tools", Quality Engineering, vol. 30, N.° 3, pp, 432-452, 2018.[27] L. Martin, K. Donohoe y D. Holdford, “Decision-Making and Problem-Solving Approaches in Pharmacy Education,” American journal of pharmaceutical education, vol. 80, N.°3, pp.1-6, 2016.[28] K. Łyp-Wrońska, “World Class Manufacturing methodology as an example of problems solution in Quality Management System,” Key Engineering Materials, vol. 682, pp. 342-349, 2016.[29] C. Milner y B. Savage, “Modeling continuous improvement evolution in the service sector: A comparative case study,” International Journal of Quality and Service Sciences, vol. 8, N.°3, pp. 438-460, 2016.[30] A. Camarillo, “Support to Continuous Improvement Process in Manufacturing Plants of Multinational Companies through Problem Solving Methods and Case-Based Reasoning Integrated within a Product Lifecycle Management Infrastructure,” ICCBR, (Cuadernos de trabajo), pp. 259-261, 2015.Revista Ingenierías Universidad de Medellínhttp://creativecommons.org/licenses/by-nc-sa/4.0/Attribution-NonCommercial-ShareAlike 4.0 Internationalhttp://purl.org/coar/access_right/c_abf2Revista Ingenierías Universidad de Medellín; Vol. 17 Núm. 33 (2018): Julio-Diciembre; 187-205Blame syndromeVulnerable system syndromeCause analysisPlayful learningContinuous improvementSíndrome de colocar a culpaSíndrome do sistema vulnerávelAnálise de causasAprendizagem lúdicaMelhoria contínuaSíndrome de echar la culpaSíndrome del sistema vulnerableAnálisis de causasAprendizaje lúdicoMejora continuaThe “Blame-Blame” Syndrome from a Systemic Perspective and Its Implications for Problem Solving in a CompanyA síndrome de “colocar a culpa” a partir de uma perspectiva sistemática e suas repercussões para a solução de problemas na empresaEl síndrome de “echar la culpa” desde una mirada sistémica y sus repercusiones para la solución de problemas en la empresaArticlehttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1Artículo científicoinfo:eu-repo/semantics/articlehttp://purl.org/coar/version/c_970fb48d4fbd8a85Comunidad Universidad de MedellínLat: 06 15 00 N degrees minutes Lat: 6.2500 decimal degreesLong: 075 36 00 W degrees minutes Long: -75.6000 decimal degrees11407/5512oai:repository.udem.edu.co:11407/55122021-05-14 14:29:43.576Repositorio Institucional Universidad de Medellinrepositorio@udem.edu.co

The “Blame-Blame” Syndrome from a Systemic Perspective and Its Implications for Problem Solving in a Company

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