Desempenho organizacional e suas relações com competências gerenciais, suporte organizacional e treinamento

The Organizational Change Process: Its Influence on Competences Learned on the Job

“…Brandão, Borges-Andrade and Guimarães (2012) emphasize that individuals' performance expresses their competences and, therefore, recommend describing human competences as referential of performance; therefore, an individual should show competence through the adoption of some behaviors observed on the job.…”

“…The concept of competence is considered to be broad, complex and multifaceted (Brandão, Borges-Andrade, & Guimarães, 2012) and some authors associate the notion of competence not only with persons, but also with work teams and organizations (Coetzee et al, 2013;Freitas & Brandão, 2006;Pandey & Guha, 2014). Zarifian (1999), in turn, refers to meta-cognition and work-related attitudes as components of competencies.…”

“…Such kind of relationships have been continuously speculated by the organizational learning literature and learning organizations (Abbad & Borges-Andrade, 2014;Brandão, Borges-Andrade, & Guimarães, 2012; …”

“…Instruments were designed with scales of 11 points (0 to 10): Scale of context of change and scale of the change results were adjusted to this study ; Scale of competences learned were based on previous studies (Brandão, Borges-Andrade, & Guimarães, 2012;Moraes & Borges-Andrade, 2010) and interviews with the Court civil servants; and, Scale of support to learning (Coelho & Borges-Andrade, 2008, 2011Pantoja & Borges-Andrade, 2004). Scales were adjusted to the reality of the organization surveyed through data obtained from the establishment of 13 focal groups with 4 to 8 civil servants, totaling 72 civil servants.…”

Preditores da aprendizagem e instrumentos de transferência de treinamento: um estudo com profissionais da saúde pública

“…A aprendizagem é, então, consolidada quando são constatadas a mudança comportamental e sua permanência. Essas mudanças podem ocorrer nos domínios cognitivo, psicomotor e atitudinal para responder a necessidades do trabalho e para desenvolver competências relevantes para atividades futuras (Brandão, Borges-Andrade, & Guimarães, 2012).  Avaliação ao longo do curso: fornece subsídios para o formador avaliar seus aprendizes de modo processual, tais como atividades realizadas, comentários postados, participações em chats etc.…”