Avalia????o de grupos de eventos de aprendizagem no desenvolvimento de compet??ncia essencial de lideran??a

• Ano de defesa: 2016
• Autor(a) principal: Cavalcante, Concei????o de Moraes
• Orientador(a): Hedler, Helga Cristina
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Cat??lica de Bras??lia
• Programa de Pós-Graduação: Programa Strictu Sensu em Gest??o do Conhecimento e da Tecnologia da Informa????o
• Departamento: Escola de Educa????o, Tecnologia e Comunica????o
• País: Brasil
• Palavras-chave em Português: Lideran??a; Aprendizagem; Avalia????o de treinamento; Capacita????o
• Área do conhecimento CNPq: CIENCIAS SOCIAIS APLICADAS::CIENCIA DA INFORMACAO
• Resumo em Inglês: There are difficulties to evaluate the effectiveness of learning at work, while recognizing its value, on the assumption that the performance of workers and organisations can be improved with the learning that occurs in schools (technical and higher), T&D centres (training and development) or organisations while the work is done. On the other hand, in the context of organizations, managers exercising a key role for the development of their staff with a view to achieving the Organization's strategic guidelines. Given such a scenario, the aim of this work was to evaluate the effectiveness and the impact of formal and informal learning strategies in the development of key competence of leadership "Encourages and practice innovation". To this end, the range of learning events groups (GEA) proposed by Chakraborty (2009) was customized and applied with 663 managers of the tactical level of a national public financial institution. The frequency analysis of the responses identified that the experiential learning events groups and caused are those with the highest average for the development of this key competence of leadership, being considered by managers as the most effective. Subsequently, the scale of Chakraborty has been validated by applying factor analysis, confirming the four dimensions (constructs) proposals (F1-Induced Learning; F2 ??? Experiential Learning; F3 ??? Learning Caused; and F4 ??? Conceptual Learning). Finally, the hypothesis was tested: The informal learning events groups, linked to factors F2 and F3, are those with the greatest impact on the development of key competence of leadership "Encourages and practice innovation". The hypothesis has not been confirmed, although the only event that has presented significant correlation with such competence, albeit low, belongs to F2 (event: participate in challenging projects or experience difficult situations). It is concluded that the GEA range does not have a favourable framework for assessment of the key competence of leadership "Encourages and practice innovation", however, suggested that the improvements can subsidize the identification of teaching-learning strategies for the development of essential skills of leadership.
• Link de acesso: https://bdtd.ucb.br:8443/jspui/handle/tede/2128

There are difficulties to evaluate the effectiveness of learning at work, while recognizing its value, on the assumption that the performance of workers and organisations can be improved with the learning that occurs in schools (technical and higher), T&D centres (training and development) or organisations while the work is done. On the other hand, in the context of organizations, managers exercising a key role for the development of their staff with a view to achieving the Organization's strategic guidelines. Given such a scenario, the aim of this work was to evaluate the effectiveness and the impact of formal and informal learning strategies in the development of key competence of leadership "Encourages and practice innovation". To this end, the range of learning events groups (GEA) proposed by Chakraborty (2009) was customized and applied with 663 managers of the tactical level of a national public financial institution. The frequency analysis of the responses identified that the experiential learning events groups and caused are those with the highest average for the development of this key competence of leadership, being considered by managers as the most effective. Subsequently, the scale of Chakraborty has been validated by applying factor analysis, confirming the four dimensions (constructs) proposals (F1-Induced Learning; F2 ??? Experiential Learning; F3 ??? Learning Caused; and F4 ??? Conceptual Learning). Finally, the hypothesis was tested: The informal learning events groups, linked to factors F2 and F3, are those with the greatest impact on the development of key competence of leadership "Encourages and practice innovation". The hypothesis has not been confirmed, although the only event that has presented significant correlation with such competence, albeit low, belongs to F2 (event: participate in challenging projects or experience difficult situations). It is concluded that the GEA range does not have a favourable framework for assessment of the key competence of leadership "Encourages and practice innovation", however, suggested that the improvements can subsidize the identification of teaching-learning strategies for the development of essential skills of leadership.