Informal Learning Exercise for Tic Professionals: A Study at the Superior Military Court

Abstract

Este artigo pode ser copiado, distribuído, exibido, transmitido ou adaptado desde que citados, de forma clara e explícita, o nome da revista, a edição, o ano e as páginas nas quais o artigo foi publicado originalmente, mas sem sugerir que a RAM endosse a reutilização do artigo. Esse termo de licenciamento deve ser explicitado para os casos de reutilização ou distribuição para terceiros. Não é permitido o uso para fins comerciais. Summary of key results: Five categories of informal learning were identified: interpersonal relationships; work practices; sharing knowledge; unsystematic training and autonomous. Informal learning depends on: 1. interpersonal relationships, 2. plan for work practices, 3. sharing the knowledge, and 4. autodidactism. Some factors were considered facilitators and/or inhibitors and favorable and/or unfavorable to informal learning. Key considerations/conclusion: The professionals describe informal learning as something difficult to prove and that the same thing happens through practice and the exercise of their skills. For future research, it was suggested the following: 1. analyze the influence of environment variables when employing the use of informal strategies of learning; 2. relate the learning of TIC professionals to the initiatives of knowledge management in the Organization; and 3. observe the role of leadership in the process of informal learning among professionals.version) • http://dx.doi.org/10.1590/1678-69712017/administracao.v18n1p66-95. Submission: Jan. 15, 2016. Acceptance: July 26, 2016. Evaluation system: double blind review. UNIVERSIDADE PRESBITERIANA MACKENZIE. Silvio Popadiuk (Editor), Eda Castro Lucas de Souza (Associate Editor), p. 66-95. Informal learning exercise for TIC professionals: a study at the Superior

Antecedentes Psicossociais e Organizacionais do Compartilhamento de Conhecimento no Ambiente de Trabalho

“…In a workplace where ongoing learning is valued, the members of the group or department share perceptions and expectations that learning is an essential part of the work routine and that knowledge is a central element, necessary and valued by reference groups, such as those composed of peers and superiors (Correia, 2013;Donato et al, 2017;Santos & Bastos, 2019;Sordi, Binotto, & Ruviaro, 2014;Tracey, Tannenbaum, & Kavanagh, 1995). Thus, in those settings, it can be assumed that the members of the relationship network of a person will tend to express the expectation that he/she will behave in line with these values, including by sharing knowledge with peers.…”

“…Several authors have suggested that the behavior of leaders can affect the sharing of knowledge by their subordinates (Bradley, & Liang, 2011;Le & Lei, 2019;Xue, Zhang, Wang, & Zhang, 2018). However, the mechanisms by which this influence occurs have yet to be elucidated from the theoreticalconceptual standpoint, and require empirical verification when integrated with the central concepts and dynamics already consolidated in the literature on knowledge sharing (Donato, Hedler, & Coelho Junior, 2017). In this study, we apply the Theory of Planned Behavior (TPB) (Ajzen, 1991; as the conceptual base to investigate the connections between leadership and knowledge sharing in workgroups.…”

“…Recent studies have suggested that the leadership of workgroups has a relevant role in promoting knowledge sharing (Barbosa et al, 2012;Correia, 2013;Donato et al, 2017;Lee, Gillespie, Mann, & Wearing, 2010;Santos & Bastos, 2019;Tonet & Paz, 2006;Xue et al, 2011). Among contemporary leadership theories, the theory of transformational leadership has received the most attention and obtaind considerable empirical support in international studies (Gardner, Lowe, Moss, Mahoney, & Cogliser, 2010;Judge & Piccolo, 2004).…”

Estratégias de aprendizagem no trabalho: a influência da cultura de inovação

“…(2) pesquisas que investiguem a relação da aprendizagem em organizações com a inovação (Isidro Filho, 2009); (3) atitudes relacionadas ao trabalho, haja vista que o ambiente de trabalho envolve diferentes necessidades de aprendizagem que afetam as EAT's (Neiva & Pantoja, 2011); (4) análise da influência das variáveis ambientais no uso das EAT's (Donato, Hedler, & Coelho Junior, 2017); e (5) identificação dos antecedentes e consequentes da aprendizagem informal (Noe, Clarke, & Klein, 2014).…”

“…As EAT's são afetadas por questões contextuais, tais como, cultura organizacional, estratégias organizacionais, estilo de liderança, relação com os colegas de trabalho (Brant, Pilati, & Borges-Andrade, 2015;Donato, Hedler, & Coelho Junior, 2017;Gonzalez & Campos, 2015;Lins & Borges-Andrade;Neiva & Pantoja, 2011) e, inclusive, Ushiro e Bido (2016) esclarecem que há um forte interesse no ambiente de trabalho como espaço para educação e treinamento e que esse fato não se limita somente ao indivíduo, sendo um tema de grande interesse entre empregados e empregadores.…”