A percepção do professor-gestor sobre capacitação e desenvolvimento de competências gerenciais na UFRN
The National Policy for Personnel Development (PNDP) of the Federal Public Administration emerged in 2006 with the aim of contributing to the professional development of personnel based on the competency model in the formulation of their training plans. Continuing the efforts of the public admini...
שמור ב:
| מחבר ראשי: | |
|---|---|
| מחברים אחרים: | |
| פורמט: | Dissertação |
| שפה: | pt_BR |
| יצא לאור: |
Universidade Federal do Rio Grande do Norte
|
| נושאים: | |
| גישה מקוונת: | https://repositorio.ufrn.br/handle/123456789/52370 |
| תגים: |
הוספת תג
אין תגיות, היה/י הראשונ/ה לתייג את הרשומה!
|
| סיכום: | The National Policy for Personnel Development (PNDP) of the Federal Public
Administration emerged in 2006 with the aim of contributing to the professional
development of personnel based on the competency model in the formulation of their
training plans. Continuing the efforts of the public administration to professionalize
public servants, in 2019 Decree No. 5,707 was revoked by Decree No. 9,991 and this, in
2020, had some articles amended by Decree No. 10,506/20. In the light of the PNDP and
respective updates, this research has as main objective to analyze the perception of the
professor-manager about the protection of training and development of managerial skills
in his performance as a manager at UFRN. The quali-quantitative methodology combines
applied, descriptive research and field survey, using document analysis, content analysis
and descriptive and inferential statistics for the analysis of results. For data collection, the
focus group method and online assessment were used. The results of the focus group
made it possible to identify that the way professors develop their skills when taking on
management duties happens in practice, in their day-to-day experience, as there are skills
that cannot be trained through training, which are more effective for develop technical
and operational skills. The statistical results showed that although the teacher-managers
had taken some training course, this course may not have influenced their performance
as a manager. In the perception of most teacher-managers, the effects/impacts of training,
in terms of developing managerial skills, are not yet perceived in practice. |
|---|