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Search Results: 1 - 10 of 116311 matches for " Luciana Mour?o "
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Oportunidades de qualifica??o profissional no Brasil: reflex?es a partir de um panorama quantitativo
Mouro, Luciana;
Revista de Administra??o Contemporanea , 2009, DOI: 10.1590/S1415-65552009000100009
Abstract: the objective of this study was to make a national mapping of opportunities in professional qualification, identifying the characteristics of organizations that invest more in this type of action. the research design was a survey with 1,150 questionnaires sent to public, private and third sector institutions in 115 cities in 23 brazilian states. the sample was probabilistic, due to conglomeration, with 50 questionnaires per state, including the capital city, medium size and small towns. the results show that 25% of the organizations do not provide any qualification opportunities to their employees. an index of professional qualification opportunities was created for this study, and this index showed a positive correlation with the number of employees, organization size and time established in the market. the variance analysis (anova) indicated significant differences of the indices comparing different brazilian regions and public or private organizations. the characteristics of the organizations that most offer more qualification chances are: big organizations, with more than 100 employees, more than 22 years in the market and located in the south and southeastern brazilian regions. in this scenario, there would be important actions, especially public policies, which facilitate the qualification of the people who work in smaller organizations.
Opportunities for Professional Qualification in Brazil: Reflections Based on a Quantitative Study
Luciana Mouro
Revista de Administra??o Contemporanea , 2009,
Abstract: The objective of this study was to make a national mapping of opportunities in professional qualification, identifying the characteristics of organizations that invest more in this type of action. The research design was a survey with 1,150 questionnaires sent to public, private and third sector institutions in 115 cities in 23 Brazilian states. The sample was probabilistic, due to conglomeration, with 50 questionnaires per state, including the capital city, medium size and small towns. The results show that 25% of the organizations do not provide any qualification opportunities to their employees. An Index of Professional Qualification Opportunities was created for this study, and this index showed a positive correlation with the number of employees, organization size and time established in the market. The variance analysis (ANOVA) indicated significant differences of the indices comparing different Brazilian regions and public or private organizations. The characteristics of the organizations that most offer more qualification chances are: big organizations, with more than 100 employees, more than 22 years in the market and located in the South and Southeastern Brazilian regions. In this scenario, there would be important actions, especially public policies, which facilitate the qualification of the people who work in smaller organizations.
Quem está motivado para aprender nos cursos oferecidos pelas empresas?
Mouro, Luciana;Marins, Jesiane;
Paidéia (Ribeir?o Preto) , 2010, DOI: 10.1590/S0103-863X2010000200006
Abstract: with the growing competitiveness of the market, the organizations have made training and development programs aims better results. this survey had as its main objective to verify if the individual, training and organizational characteristics influence the results of motivation to learn. the sample was of 220 workers who would be trained in seven private companies of the rio de janeiro. the scales to measure the motivation to learn and beliefs about the training were previously validated. there were descriptive and standard multiple regression analyses. the results indicate that the beliefs about training, the kind of training, the kind of instructor and the time of work are determinants of motivation to learn. we discussed practical implications of the results and suggested agenda to search for the area.
Cren?as acerca do sistema de treinamento: a predi??o de variáveis pessoais e funcionais
Lopes, Jesiane Marins;Mouro, Luciana;
Estudos de Psicologia (Campinas) , 2010, DOI: 10.1590/S0103-166X2010000200007
Abstract: research has shown beliefs in the system of training, development and education to be an important, predictive variable of the impact of the actions of training on performance at work. however, which variables are related to beliefs about the system of training, development and education? the purpose of this study was to identify how good are the beliefs about the system of training and to ascertain if individual characteristics influence these beliefs. 220 individuals were included in the sample survey, working in seven private companies in rio de janeiro. the scale used in the survey had been previously validated. descriptive analyses, correlations and regressions were conducted. the results indicate that previous experience in the system of training, development and education, age, length of service and salary are determinants of beliefs concerning the system of training, development and education. we discussed the practical implications of the results and suggested an agenda for research into this area.
Avalia??o de programas sociais: comparando estratégias de análise de dados
Mouro, Luciana;Laros, Jacob A.;
Psicologia: Teoria e Pesquisa , 2008, DOI: 10.1590/S0102-37722008000400019
Abstract: this article presents a discussion about methodological questions related to social programs evaluation, taking as an example the case of the national worker qualification plan - planfor. the present study used a quasi-experimental design containing three groups: two experimental groups and one control group. the research was realized from 2001 to 2004, with data collection before and after the program, and comprising 360 organizations, one per city, from all brazilian regions. for data collection, it was used an instrument with quantitative indicators (social and economic). four data analysis strategies were compared: analysis of variance (anova) of repeated measurement (pre- and post-test scores), anova with gain scores, anova after subjects' categorization on their pre-test (blocking), and analysis of covariance (ancova). alternative explanations of the observed effects were considered. finally, the suitability of these strategies to the evaluation of social programs was discussed.
Suporte à aprendizagem informal no trabalho: uma proposta de articula??o conceitual
Coelho Junior, Francisco Antonio;Mouro, Luciana;
RAM. Revista de Administra??o Mackenzie , 2011, DOI: 10.1590/S1678-69712011000600010
Abstract: analyzing the state of the art in organizational behavior, we identified a lack of distinction between the types of action that are expected at different stages in supporting the occurrence of learning as well as the need for a systematic theoretical proposition about the support for informal learning in its different phases. this article aims to propose a theoretical model based on the stages of psychosocial support for informal learning, according to the characteristics and qualities of the different stages of the concept of informal learning at work. emphasizing the social learning theory, social cognitive theory and the hierarchy of learning strategies, this study highlights the importance of psychosocial support, taking into account the theory of reciprocity in social relations. based on a literature review, it's proposed a classification of the concept of support considering the phases through which the concept of learning takes place, from acquisition till the individual to application at work. the support for learning is discussed considering the procedural stages of acquisition, retention, maintenance, generalization and transfer of knowledge, skills and competencies that must be expressed as tangible and observable results at work routines. thus, it becomes relevant to investigate what specific type of action will increase the chance of learning and its transfer to work, taking into account the learning process steps. the study of formal learning is emphasized in the organizational behavior literature, through training, development and education programs. little attention is given to study informal learning at work. the main limitation this study that is the proposed classification of the concept of learning support has not been tested empirically, although the literature indicates support for learning as the main determinant of the impact of training. regarding the contributions of this study, it is expected that the classification theory presented is the
Conhecimento organizacional em escolas de governo: um estudo comparado Conocimiento organizacional en escuelas del gobierno: un estudio comparado Organizational knowledge in schools of government: a comparison study
Anderson Macedo de Jesus,Luciana Mouro
Revista de Administra??o Pública , 2012, DOI: 10.1590/s0034-76122012000400003
Abstract: Como reflexo de uma tendência que tem ganhado importancia crescente nas organiza es públicas, privadas e n o governamentais do Brasil e do mundo, a temática gest o do conhecimento motivou a realiza o desta pesquisa, cujo foco imediato é fornecer subsídios para auxiliar organiza es públicas como escolas de governo em seus processos de desenvolvimento de conhecimento organizacional. Este conhecimento é criado mediante a intera o dos conhecimentos tácito e explícito. A intera o entre eles pode ser verificada por meio de quatro convers es, as quais formam um ciclo do conhecimento organizacional: a socializa o, a externaliza o, a combina o e a internaliza o. O estudo em quest o visa apresentar um conjunto de critérios representantes do ciclo de desenvolvimento do conhecimento organizacional e, mediante análise comparada entre sete escolas de governo internacionais e uma nacional, a Funda o Escola Nacional de Administra o Pública (Enap), elaborar o desenho de uma estrutura organizacional que maximize o desenvolvimento do conhecimento organizacional em escolas de governo. Como reflejo de una tendencia que ha ganado importancia creciente en las organizaciones públicas, privadas y no gubernamentales de Brasil y del mundo, la temática gestión del conocimiento motivó la realización de esta investigación, cuyo enfoque inmediato es proporcionar subsidios para auxiliar a organizaciones públicas como escuelas del gobierno en sus procesos de desarrollo de conocimiento organizacional. Este conocimiento se crea mediante la interacción de los conocimientos tácito y explícito. La interacción entre los mismos puede ser verificada por medio de cuatro conversiones, las cuales forman un ciclo del conocimiento organizacional: la socialización, la externalización, la combinación y la internalización. El estudio en cuestión tiene el objetivo de presentar un conjunto de criterios representantes del ciclo de desarrollo del conocimiento organizacional y, mediante el análisis comparado entre siete escuelas del gobierno internacionales y una nacional, la Fundación Escuela Nacional de Administración Pública (Enap), elaborar el dise o de una estructura organizacional que maximice el desarrollo del conocimiento organizacional en escuelas del gobierno. As a reflection of a trend that has gained increasing importance in public organizations, private and non governmental organizations in Brazil and the world, the issue led to Knowledge Management this research, whose immediate focus is to provide grants to help organizations public schools and government in their development proc
Suporte à aprendizagem informal no trabalho: uma proposta de articula o conceitual.
Francisco Antonio Coelho Junior,Luciana Mouro
Revista de Administra??o Mackenzie , 2011,
Abstract: Quando se analisou o estado da arte em comportamento organizacional, verificou-se a falta de distin o entre os tipos de a o esperados nas distintas etapas do ato de apoiar a ocorrência da aprendizagem, além da necessidade de uma proposi o teórica sistemática sobre o suporte à aprendizagem informal em suas diferentes fases. O presente artigo objetiva propor um modelo teórico baseado no ordenamento das etapas de suporte psicossocial à aprendizagem informal, segundo as características e as qualidades das distintas etapas do conceito de aprendizagem informal do trabalho. Com ênfase teórica para a aprendizagem social, a teoria cognitiva social e a hierarquia das formas de aprender, este trabalho enfatiza a importancia do suporte psicossocial, com base na teoria da reciprocidade nas rela es sociais. Com base em extensa revis o de literatura, prop e-se uma classifica o do conceito de suporte, considerando as fases distintas pelas quais o conceito de aprendizagem ocorre, desde a aquisi o pelo indivíduo até sua aplica o no trabalho. O suporte à aprendizagem é discutido considerando as etapas processuais de aquisi o, reten o, manuten o, generaliza o e transferência de conhecimentos, habilidades e competências que devem ser expressos nas rotinas de trabalho, ou seja, expressos em desempenho tangível e observável. Assim, torna-se relevante investigar, com base nas etapas do conceito de aprendizagem, qual o tipo específico de a o de suporte que melhor aumentará as possibilidades de ocorrência da a o de aprendizagem e sua transferência para o trabalho. Na literatura, há maior ênfase no estudo da aprendizagem formal, por meio dos programas de treinamento, desenvolvimento e educa o. Pouca ênfase é dada ao estudo da aprendizagem informal. A principal limita o deste trabalho é o fato de a classifica o do conceito de suporte à aprendizagem proposta ainda n o ter sido testada empiricamente, embora a literatura aponte-a como principal variável explicativa de impacto do treinamento no trabalho. Como contribui o, espera-se que a proposta teórica de classifica o do conceito de suporte à aprendizagem seja o primeiro passo na sistematiza o desse conceito. Como agenda de pesquisa, sugere-se a testagem empírica da classifica o proposta por meio da elabora o e valida o psicométrica de instrumento(s) de pesquisa voltado(s) à operacionaliza o e investiga o de cada uma das etapas propostas.
A expectativa em rela o ao treinamento influencia o impacto das a es de capacita o? Expectation on the training influences the impact of these actions? Expectations and impact of training activities
Arquiléia Gon?alves,Luciana Mouro
Revista de Administra??o Pública , 2011, DOI: 10.1590/s0034-76122011000200009
Abstract: O aumento da importancia da área de treinamento e desenvolvimento para as organiza es vem alimentando o interesse em investigar o impacto das a es de capacita o. Este estudo teve como principal objetivo identificar se características individuais influenciam o desempenho no trabalho das tarefas treinadas. A pesquisa, de natureza quantitativa, foi realizada em uma autarquia federal, com aplica o de questionários com escalas previamente validadas, em três momentos: antes do evento de capacita o (medi o das expectativas em rela o ao treinamento - 472 questionários); imediatamente após o curso (avalia o da rea o - 485 questionários); e quatro meses após o término do curso (avalia o do impacto do treinamento - 296 questionários). Os principais resultados apontam índices elevados para as expectativas em rela o ao treinamento, sendo mais altos entre mulheres, pessoas com escolaridade mais baixa e ocupantes do cargo de assistente. Também foi alta a percep o do impacto do treinamento no trabalho, sobretudo entre os treinandos com escolaridade mais baixa, aqueles que participaram de treinamentos de natureza cognitiva, aqueles que tinham expectativas de melhoria além da performance e rea es mais positivas. S o discutidas implica es teóricas e práticas dos resultados encontrados e é apresentada sugest o de agenda de pesquisa. The importance of the development and training practices to the organizations is fuelling the interest in investigating the impact training actions. The main objective of this study is to identify if individual characteristics influence the performance of trained tasks at work. The research, of quantitative nature, was held in a federal autarchy with questionnaires application, with scales previously validated and in three phases: before the beginning of the training event (measure of expectancies related to the training - 472 questionnaires); immediately after the course (evaluation of the reaction - 485 questionnaires); and four months after the end of the course (evaluation of the impact of training - 296 questionnaires). The main results point to high ratings of expectations related to training, being higher among women, people with lower education and people who occupy assistant positions. The perception of impact of training at work was also high, in particular, among the trainees with lower education, who participated in training with cognitive nature, those who had improvement over performance expectancy and more positive reaction. The practical implications of the results are discussed and it is presented a suggested agen
Adapta o e valida o da Escala de Senso de Humor Situacional Adaptación y validez de la Escala de Sentido del Humor Situacional Adaptation and validation of the Situational Humor Response Questionaire
Adriana Benevides Soares,Luciana Mouro
Psico-USF , 2012, DOI: 10.1590/s1413-82712012000200014
Abstract: O estudo visou desenvolver uma vers o em português brasileiro do Situational Humor Response Questionaire (SHRQ), com adapta o transcultural e avalia o das medidas psicométricas em amostra brasileira. O instrumento em português de Portugal foi vertido para o português brasileiro passando pelas etapas de adapta o semantica, compara o das vers es, validade de face e de conteúdo. O instrumento foi aplicado a 621 sujeitos. Foi feita extra o de fatores com rota o oblíqua, análise das cargas fatoriais e consistência interna. Foram apontados três fatores: humor com amigos e colegas (α=0,70); influências sobre o humor (α=0,70); e humor em situa es adversas (α =0,55). A consistência interna sugere que para o contexto brasileiro podem ser aperfei oados os itens de forma a aumentar o grau de precis o do fator. Contudo, o instrumento apresenta consistência interna aceitável. El estudio visó desarrollar una versión en portugués brasile o del Situational Humor Response Questionaire (SHRQ), con adaptación transcultural y evaluación de las medidas psicométricas en muestra brasile a. El instrumento en portugués de Portugal fue traducido para el portugués brasile o pasando por las etapas de adaptación semántica, comparación de las versiones, validez facial y de contenido. El instrumento fue aplicado en 621 sujetos. Fue hecha la extracción de factores con rotación oblicua, análisis de las cargas factoriales y consistencia interna. Fueron apuntados tres factores: humor con amigos y compa eros (α=0,70); influencias sobre el humor (α=0,70); y humor en situaciones adversas (α=0,55). La consistencia interna sugiere que para el contexto brasile o pueden ser perfeccionados los ítems para aumentar el grado de precisión del factor. Sin embargo, el instrumento presenta consistencia interna aceptable. This study aimed to develop a Brazilian Portuguese version of the Situational Humor Response Questionnaire (SHRQ), with transcultural adaptation and evaluation of the psychometric measures for the Brazilian context. The instrument has been translated from the original Portuguese to the Brazilian Portuguese, respecting the stages of semantic adaptation, the comparison of the versions and the adaptation to the cross-cultural in face validity and content. The instrument was applied to a sample of 621 participants. It has extracted factors with oblique rotation, analysis of factorial loadings and internal analysis of consistency. The results have pointed out three main factors: mood with friends and colleagues (α=0.70); influences on moods (α=0.70), and humor in adverse situations (α
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