Avaliação de treinamento em uma agência reguladora: aprendizagem, reação e impacto

Araujo, Maria Cecília dos Santos Queiroz de

doi:10.26512/2015.12.d.20039

Cited by 4 publications

(14 citation statements)

References 21 publications

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“…A seguir são apresentados alguns resultados de uma revisão de literatura (Araujo, 2015) sobre os temas deste estudo, visando descrever os principais resultados das pesquisas sobre aprendizagem, reações, transferência e impacto de treinamentos no trabalho, as ligações entre esses efeitos, bem como as condições que favorecem ou dificultam o alcance desses resultados.…”

Section: Avaliação De Treinamento: Referenciais Teóricosunclassified

“…A busca contemplou revisões de literatura, entre as quais estão os trabalhos de Aguinis e Kraiger (2009), Araujo (2015), Bell et al (2017), Moreira (2017), Vitória (2014) (Araujo, 2015). A seguir são apresentados os resultados relacionados aos objetivos deste estudo e os principais artigos publicados nos últimos cinco anos.…”

Section: Análise De Pesquisas Sobre Aprendizagem Reações E Impactounclassified

“…Em relação ao nível de avaliação, verifica-se que os 17 artigos analisados por Araujo (2015) avaliaram a reação dos participantes aos treinamentos, 13 avaliaram o impacto do treinamento no trabalho, e apenas 7, a aprendizagem. Os resultados da análise desses artigos mostraram que é muito comum o uso de mais de um nível de avaliação em um mesmo estudo, sendo a combinação entre reação e impacto do treinamento no trabalho a mais encontrada.…”

Section: Produção Nacionalunclassified

“…Este trabalho é parte de uma pesquisa maior que inclui três estudos (Araujo, 2015). O Estudo 1 é um quase-experimento que teve como objetivo avaliar a aprendizagem e utilizou grupo experimental (treinados) e grupo-controle (não treinados) e aplicação de testes situacionais em três momentos.…”

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“…Os resultados do Estudo 2 mostraram que o impacto dos treinamentos foi mediano; que não há correlação significativa entre aprendizagem e autoavaliação de impacto e que há correlação positiva entre reação e impacto e entre suporte e impacto. Os resultados do estudo 3 mostraram que as principais categorias de conteúdo encontradas no conteúdo das falas de egressos do treinamento e respectivos gestores referiam-se a estratégias de ensino-aprendizagem, características dos participantes e outros fatores ligados ao contexto de trabalho e ao suporte organizacional (Araujo, 2015).…”

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Avaliação qualitativa de treinamento

Araujo

Abbad

Freitas

2017

Rev. Psicol., Organ. Trab.

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ResumoA presente pesquisa teve como objetivo avaliar qualitativamente os efeitos de três treinamentos, identificando fatores facilitadores e fatores dificultadores da aprendizagem no contexto estudado, de acordo com as percepções de instrutores e participantes. Foram utilizados dois instrumentos para coleta de dados: um roteiro de entrevista semiestruturada e um roteiro semiestruturado para grupo focal, aplicados respectivamente em instrutores e egressos dos treinamentos. Os dados foram analisados por meio de análise de conteúdo (Bardin, 2011). A análise das transcrições das entrevistas resultou em oito categorias de conteúdo e, dos grupos focais, em cinco categorias de conteúdo. O desenho instrucional, o ambiente e as características dos instrutores foram apontados pelos egressos dos treinamentos como facilitadores de aprendizagem. Os dificultadores estavam relacionados a características individuais, do ambiente e ao suporte organizacional. Esses resultados sugerem a realização de mais pesquisas qualitativas, para aprofundar a compreensão sobre o relacionamento entre variáveis em avaliação de treinamento. Qualitative training evaluation AbstractThis research aimed to qualitatively evaluate the effects of three training activities, identifying enabling and disabling factors for learning in the context in question, according to instructor and participant perceptions. Two instruments for data collection were used: a semi-structured interview script and a semi-structured script for focus groups, applied respectively to training instructors and graduates. Data were analyzed using content analysis (Bardin, 2011). The interview transcripts analysis resulted in eight content categories and, from the focus groups, five content categories. Training graduates indicated instructional design, environment, and instructor characteristics as learning enablers. Disabling factors for learning were related to individual and environmental characteristics, and organizational support. These results suggest that additional qualitative surveys be conducted to deepen the understanding about the relationships between variables in training evaluation. Evaluación cualitativa del entrenamientoResumen La presente investigación tuvo como objetivo evaluar cualitativamente los efectos de tres entrenamientos, identificando factores facilitadores y dificultadores del aprendizaje en el contexto estudiado, según las percepciones de instructores y participantes. Se utilizaron dos instrumentos para la recopilación de datos: uno para guiar la entrevista y otro para guiar al grupo focal, aplicados respectivamente en instructores y egresados de los entrenamientos. Los datos fueron verificados por medio de análisis de contenido (Bardin, 2011). El análisis de las transcripciones de las entrevistas resultó en ocho categorías de contenido, y el de los grupos focales, en cinco. El diseño instruccional, el ambiente y las características de los instructores fueron apuntados por los egresados como facilitadores de aprendizaje. Los dificultadores estaban relaci...

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Section: Avaliação De Treinamento: Referenciais Teóricosunclassified

Section: Análise De Pesquisas Sobre Aprendizagem Reações E Impactounclassified

Section: Produção Nacionalunclassified

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Avaliação qualitativa de treinamento

Araujo

Abbad

Freitas

2017

Rev. Psicol., Organ. Trab.

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Stigma and knowledge about autism in Brazil: A psychometric and intervention study

Araujo

Silva

Bandeira

et al. 2023

Autism

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Researchers from Brazil reached out to a researcher in the United States to co-develop and evaluate the psychometric properties of a Brazilian version of an autism stigma (social distance) scale and a Participatory Autism Knowledge-Measure (Study 1) and to assess the impact of an online training on autism stigma and knowledge in a Brazilian sample (Study 2). In a psychometric study, 532 Brazilians completed the stigma (EARPA) while 510 completed the knowledge scale (ECAT). In Study 2, 79 Brazilians (mostly white, female university students) participated in a quasi-experimental training evaluation. Exploratory graph analysis revealed one cluster on the EARPA and four clusters on the ECAT (intervention, diagnosis and etiology; autism in adulthood; repetitive behaviors and restricted interests; and socio-communicative development). The training evaluation revealed improvements across most EARPA and ECAT items, as well as changes in all centrality indicators assessed through the network analysis, suggesting that autism stigma and knowledge improved with training. Both scales are promising instruments and may be useful in future Brazilian and cross-cultural studies. The training could be used more widely to improve autism understanding in Brazil. Further cultural adaptations will likely be needed to make the training well-suited to the myriad cultural contexts present within Brazil. Lay abstract To promote the full inclusion of autistic people, we must change the knowledge and attitudes of non-autistic individuals. Unfortunately, access to autism information and support remains limited in Brazil, and stigma is also common. Brazilian researchers reached out to a researcher in the United States to co-develop Brazilian surveys to measure autism stigma and knowledge. Together, they made Brazilian versions of stigma and knowledge surveys which autistic people in the United States had helped make. They also adapted an online autism training used in other countries with help from three Brazilian autistic people and the mother of an autistic child. They used the new measures to see if the autism training improved autism stigma and knowledge among Brazilians. The surveys, called EARPA and ECAT in Brazil, were translated into Portuguese in a previous study. In the first study in this article, 532 Brazilians completed the stigma measure and 510 completed the knowledge measure. The researchers used exploratory graph analysis, which uses the connections between items in a survey to understand which items belong together. Seventy-nine Brazilians participated in the training. They were mostly white, female university students. The EGA showed that the stigma survey measured one big idea while the knowledge survey measured four ideas: diagnosis/cause; socio-communicative development; stimming and special interests; and autism in adulthood. Both scales are promising and may be helpful in future Brazilian and cross-cultural studies about autism. Participants reported more knowledge and less stigma after the autism training, which has been found in other countries too.

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Portuguese research on physical education and sport didactics—a critical discussion

Onofre

Costa

Martins

et al. 2023

Front. Sports Act. Living

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This article presents a discussion of research in Physical Education and Sport Didactics in Portugal. It starts by situating it from an historical perspective, placing the 1980s as the beginning era, mainly based on the studies provided by the two first Physical Education higher education institutes of the country. The initial research, first based on master and doctoral dissertations, progressed to ongoing projects that have been disseminated in international and national journals and books. This development is also reported from the theoretical, conceptual, and methodological perspectives, showing how it has informed the quality of Physical Education and teacher education as the two main research strands to be described, however, acknowledging that a strand on sports coaching and coach education exists. On teaching Physical Education, the article discusses the elements relative to the teacher and to the student, focusing from the immediate and short-term to the distant and long-term events that lead into young adulthood's active lifestyles. In this analysis, research on curriculum and assessment are also reported. On physical education teacher education, the article shows the prevalence of the post-primary Physical Education to argue for the need for more research on primary-level education, and discusses the diverse foci from initial teacher education to in-service education practises. In line with current trends in research, we suggest a set of four features for the future research agenda: (1) addressing short to long-term outcomes of Physical Education; (2) adopting multifactorial and multi-layered perspectives of analysis; (3) embracing inter- and multidisciplinary designs; and (4) taking comparative perspectives within and between European countries, and between Europe and other continents. We conclude that these features need to focus on four levels of integration and cooperation: (a) integration between the research initiatives and the needs of the professional field; (b) integration between research on teaching and learning, teacher education and the curriculum; (c) cooperation between the different national higher education and professional institutions; and (d) integration in the international research agenda by leading and participating in project partnerships which are needed to fully and effectively implement such agenda.

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Avaliação de treinamento em uma agência reguladora: aprendizagem, reação e impacto

Cited by 4 publications

References 21 publications

Avaliação qualitativa de treinamento

Avaliação qualitativa de treinamento

Stigma and knowledge about autism in Brazil: A psychometric and intervention study

Portuguese research on physical education and sport didactics—a critical discussion

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