Gestão do conhecimento em equipas: Desenvolvimento de um instrumento de medida multidimensional

Cardoso, Leonor; Peralta, Carlos Ferreira

doi:10.14195/1647-8606_55_5

Cited by 6 publications

(8 citation statements)

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“…In this broader view of the professional development process, it stems from formal or informal learning actions [18], being directly related to career progression [11]. Thus, the concept of professional development encompasses a variety of practices, such as: activities in scientific societies [19]; training processes, including acting as supervisor, coach, or leader (mentoring and monitoring of actions to students, subordinates, or new professionals) [20]; training and strategies for systematized and informal learning for skills development [16,21,22]; in-service training [5,23]; participation in communities of practice [24,25]; participation in processes of continuous professional development [5,26]; peer collaboration mediated by technological resources [27,28]; mentoring programs [29]; and specific leadership development programs [10,30].…”

Section: Professional Developmentmentioning

confidence: 99%

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The Role of Leadership in the Professional Development of Subordinates

Mourão¹

2018

Leadership

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Professional development is relevant for the workers themselves, for the organizations, and, in a more macro view, also for the countries. In this sense, this chapter aims to discuss the influence of leadership in the professional development of subordinates, pointing out the importance of leadership performance. To achieve this goal, research results are presented on the relationship between leadership and professional development of subordinates. Research in the field shows that professional development is directly related to the day-to-day activities of workers and should be part of a broader process of continuous learning, which results both from formal and informal learning actions. The debate proposed for this chapter considers that professional development is more directly related to the combination of cognitive, affective, and behavioral processes that involve learning than the specific results of certain formal or informal learning actions. Thus, we discuss how the relations established with the leadership in the work environment can influence the professional development of the subordinates besides the type of learning provided to the workers. This discussion can shift the focus of research-currently centered on learning modes-to a focus on leadership practices for skills development and the consequent career progression of subordinates.

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Section: Professional Developmentmentioning

confidence: 99%

“…Thus, the emphasis on knowledge management was directed to the level of work teams [28]. The actions of leaders, team members, and the organization as a whole act as catalysts for knowledge management.…”

Section: Leadership and Professional Development Of Subordinatesmentioning

confidence: 99%

The Role of Leadership in the Professional Development of Subordinates

Mourão¹

2018

Leadership

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“…Mesmo tendo sido reduzida a quantidade de dimensões e itens, a escala brasileira reflete os elementos básicos presentes no referencial teórico e nos modelos de gestão de conhecimento (Cardoso, 2003;Cardoso & Peralta, 2011;Stollenwerk, 2001). Na escala original há bastante similitude semântica entre diversos itens de uma mesma dimensão (por exemplo: "Partilhamos experiências e aprendizagens nas reuniões de trabalho" e "Os membros partilham entre si suas habilidades" (Pinto, 2014).…”

Section: 66unclassified

“…O fato de as correlações entre as dimensões terem sido, em sua maioria, fracas está em consonância com o modelo teórico da GCE, uma vez que ele retrata um processo com etapas sucessivas, nesse sentido, cada uma tem suas características específicas. Mas, se por um lado, correlações pouco intensas seriam o esperado para o construto como um todo; por outro, a dimensão da criação e aquisição do conhecimento é impulsionadora das demais dimensões da gestão do conhecimento, pois emerge de fontes internas da organização que sejam capazes de adquirir, utilizar, compartilhar e armazenar conhecimentos (Cardoso & Peralta, 2011). Assim, seria de se esperar correlações mais elevadas dessa dimensão com as demais, tal como foi evidenciado nos resultados.…”

Section: 66unclassified

“…No processo de gestão do conhecimento as equipes são parte importante, já que é nesse nível que ideias, pensamentos e conhecimentos são compartilhados e integrados (Cardoso & Peralta, 2011). Nesse sentido, Nonaka e Takeuchi (2008) recomendam que na avaliação de gestão do conhecimento seja considerado o nível de análise de grupos/equipes, por ser o elemento que dá suporte e cria sentidos e significados para o conhecimento.…”

Section: Introductionunclassified

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Escala Gestão do Conhecimento em Equipes: Adaptação para o Brasil

Freitas

Mourão

2019

Psico-USF

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Resumo A gestão do conhecimento é um tema que tem trazido contribuições para diversas áreas, inclusive para a Psicologia Organizacional. O presente estudo objetivou realizar a adaptação para o Brasil e testar algumas evidências de validade da escala Gestão do Conhecimento em Equipe. Foram seguidas as etapas de adaptação semântica, comparação das versões e validade de conteúdo. A escala foi aplicada por meio eletrônico a 496 trabalhadores (68,8% mulheres) com vínculo empregatício. Foram realizadas análises fatoriais exploratória e confirmatória. A análise paralela e de consistência teórica determinaram o número de fatores, resultando em uma escala com 32 itens, distribuídos em seis fatores, a saber: criação e aquisição do conhecimento, memória da equipe, utilização do conhecimento, partilha e difusão do conhecimento, recuperação do conhecimento, e catalizadores da gestão do conhecimento. Foram identificadas evidências de validade que possibilitam a utilização da escala em amostras brasileiras.

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The Knowledge Management Processes at Different Stages of Group Development

Pinto

Lourenço

Mónico

2018

Psic.: Teor. e Pesq.

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-Based on a developmental approach, this study intended to analyze the extent to which the diff erent stages of group development diff er regarding the use of knowledge management processes. The sample comprised 211 teams belonging to a Portuguese military organization. In order to test the hypotheses a multivariate analysis of variance was conducted. The results showed that more mature and cooperative groups (Restructuring/Realization phase) apply to a greater degree the processes of knowledge management, while groups in which there is high intragroup competition and in which members try to "gain power" among themselves (Reframing phase), apply these processes to a lesser degree. The literature review which we carried out regarding working groups/teams and knowledge management allows us to affi rm that there are advantages in studying them in an articulated way (e.g., Ancona & Caldwell, 1992;Argote, Ingram, Levine, & Moreland, 2000;Argote, McEvily, & Reagans, 2003;Brown & Utterback, 1985;Henriksen, 2001;Ingram & Simons, 2002;Jehn & Shah, 1996;Lee, Gillespie, Mann, & Wearing, 2010;Liang, Moreland, & Argote, 1995;Love & Roper, 2009;Nelson & Cooprider, 1996;Zárraga & Bonache, 2003;Zhuge & Shi, 1997). Indeed, by one side, teamwork constitutes a way of managing and organizing the work which can contribute to increase productivity, quality of work life and ensure high levels of quality of products/ services (Rousseau, Aubé, & Savoie, 2006). Knowledge management, on the other hand, is nowadays a unique and intangible resource which can be used by groups and organizations in order to acquire advantages regarding competitiveness (Barney, 1991;Miller & Shamsie, 1996).Although there is no clear consensus on the concept of team development (Kozlowski, 2015), conceptual and empirical literature about the working groups/teams which adopts a developmental approach (e.g., Buzalo & Wheelan, 1999;Garfi eld & Dennis, 2013;Tuckman & Jensen, 1977) tend to show that groups change over time and that the group processes/emerging states (e.g., intragroup confl icts, group emotions) operate diff erently at diff erent levels of group existence (or developmental stages).Studies carried out in the fi eld of knowledge management in the working groups/teams, (e.g., Ancona & Caldwell, 1992;Brown & Utterback, 1985;Cummings, 2004;Huang, 2009;Lee et al., 2010;Prange, 1999;Zhuge & Shi, 1997), as well as the models that we can fi nd in the literature (e.g., Model of Cardoso and Peralta, 2011; Model of Marin-Garcia and Zarate-Martinez, 2008; Model of Zárraga-Oberty and Garcia Falcón, 2003), do not take into account the group temporality, namely the process of group development. Therefore, the role group development plays in the way the group manages knowledge is not clear in the literature.With the aim of contributing to a better understanding of the group functioning and also trying to overcome the referred gap in the literature, this study aims to analyze the diff erences among the diff erent stages of group development regarding

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Gestão do conhecimento em equipas: Desenvolvimento de um instrumento de medida multidimensional

Cited by 6 publications

References 0 publications

The Role of Leadership in the Professional Development of Subordinates

The Role of Leadership in the Professional Development of Subordinates

Escala Gestão do Conhecimento em Equipes: Adaptação para o Brasil

The Knowledge Management Processes at Different Stages of Group Development

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