Das competências em gestão da qualidade à aprendizagem organizacional : um modelo explicativo
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2013
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Este estudo ressalva asserções das competências em gestão da qualidade,
entendendo-as como uma estratégia de gestão que envolve os colaboradores numa perspetiva
de melhoria contínua, promovendo competências individuais e coletivas que se
consubstanciam em aprendizagem organizacional.
Com a finalidade de construir um modelo explicativo da relação das competências de
gestão da qualidade, transversais, coletivas, essenciais e conhecimentos fundamentais e
identificar as dimensões subjacentes e a sua diferenciação entre as características
sociodemográficas, compreendendo o seu contributo para a aprendizagem organizacional,
utilizámos uma metodologia multimétodo, recorrendo a grupos de discussão e de peritos,
aplicação de um questionário e escalas de avaliação dos conceitos, conhecimentos,
habilidades e atitudes, em contexto de ensino superior.
Este estudo conduziu à produção de conhecimento que identifica conceitos
emergentes e explica a articulação da aquisição de competências no âmbito da gestão da
qualidade. O conhecimento, habilidades e atitudes são dimensões válidas para definir o
conceito de competência. A formação e a experiência promovem atitudes favoráveis ao
desenvolvimento de competências pela aprendizagem individual e de grupo, contribuindo
para a aprendizagem organizacional. Concluímos, ainda, que as competências essenciais
promovem a aprendizagem, os conhecimentos predizem as competências transversais e que
estes dois níveis de competências promovem as competências coletivas e da organização.
This research addresses the quality assurance competencies as a management strategy that implicates the collaborators in a perspective of continuous improvement towards effectiveness in organization and customer satisfaction. This is achieved through the promotion of personal and collective competencies that constitute organizational learning. A comprehensive model was designed in order to explain the relation between the quality assurance competencies, soft skills, collective, fundamental knowledge and essential management competencies. The underlying dimensions and its differentiation to the sociodemographic characteristics were identified, with an understanding of its contributions to the organizational learning. We used a multi-method methodology: focus groups and expert groups; questionnaire and scales to measure concepts, knowledge, abilities and attitudes in the higher education context. This research led to knowledge that brought to light emerging concepts and explains the competencies acquisition process in quality assurance. Knowledge, abilities and attitudes are valid dimensions to define competencies. Training and experience promote favourable competencies development though individual and group learning, and leading to organizational learning. We conclude that the essencial competencies promote learning, knowledge predict the soft skills and these two competence levels promote collective and organizational competencies.
This research addresses the quality assurance competencies as a management strategy that implicates the collaborators in a perspective of continuous improvement towards effectiveness in organization and customer satisfaction. This is achieved through the promotion of personal and collective competencies that constitute organizational learning. A comprehensive model was designed in order to explain the relation between the quality assurance competencies, soft skills, collective, fundamental knowledge and essential management competencies. The underlying dimensions and its differentiation to the sociodemographic characteristics were identified, with an understanding of its contributions to the organizational learning. We used a multi-method methodology: focus groups and expert groups; questionnaire and scales to measure concepts, knowledge, abilities and attitudes in the higher education context. This research led to knowledge that brought to light emerging concepts and explains the competencies acquisition process in quality assurance. Knowledge, abilities and attitudes are valid dimensions to define competencies. Training and experience promote favourable competencies development though individual and group learning, and leading to organizational learning. We conclude that the essencial competencies promote learning, knowledge predict the soft skills and these two competence levels promote collective and organizational competencies.
Descrição
Orientação: António Luís Carvalho
Palavras-chave
DOUTORAMENTO EM EDUCAÇÃO, EDUCAÇÃO, COMPETÊNCIAS, GESTÃO DA QUALIDADE, APRENDIZAGEM ORGANIZACIONAL, ENSINO SUPERIOR, EDUCATION, SKILLS, QUALITY MANAGEMENT, ORGANIZATIONAL LEARNING, HIGHER EDUCATION