A construção de competências coletivas na dinâmica das rotinas orçamentárias

Ghedine

2023

RAD

O líder é considerado uma peça imprescindível nas equipes, uma vez que ele se torna responsável pela orientação e desenvolvimento de pessoas, fato este que apresenta ligação com o desenvolvimento de Competências Coletivas (CC). Diante disso, esta revisão narrativatem como objetivo promover uma discussão sobre a relação da atuação do líder com o desenvolvimento de CC em equipes através da estruturação de um frameworkteórico.O desenvolvimento de CC pode estar atrelado ao quanto o líder representa a sua equipe de trabalho e contribui com diretrizes que enfatizem o coletivo e o desenvolvimento de pessoas e equipes, viabilizando o relacionamento cooperativo, estimulando o esforço coletivo e contribuindo com ações que fomentem o desenvolvimento de CC.

Section: Competência Coletivaunclassified

Reflexões sobre a atuação do líder no desenvolvimento de competências coletivas

Ghedine

2023

RAD

“…This proposition focuses on the collective configuration of teams with competences collectively formed while performing their routines. The network relations developed by these teams (Broman, Ruas, & Rocha-Pinto, 2019) can support and conduct the organizational members in the relational aspect and in valuing transparency.…”

Section: Third Conception: Participatory Interactionsmentioning

confidence: 99%

Truces (re)construction at the boundaries of budgeting routines

Broman

Rocha-Pinto²

2023

RAUSP

Self Cite

Purpose This study aims to contribute to routine dynamics literature and organization process practices. The main objective is to identify different ways organizational members (re)construct truces at the boundaries of budgeting routines where (re)plannings face scarce resources and, consequently, require modifications in routines. Design/methodology/approach The research adopted the phenomenographic theoretical-methodological approach to investigate from a process perspective. Twenty-two professionals from 17 companies were interviewed about their experiences with budgeting. Three conceptions and six explanatory dimensions were organized systematically on a conceptual map, which provided insights for three new propositions. Findings Three conceptions about truce (re)construction were found: “authority subjection” denotes an obedient behavior toward centralized orders for budget cuttings; “prudent assimilation” explains how some specific routines are preserved from resource reduction; and “participatory interactions” stand for exhaustive and participative efforts for negotiations beyond routine frontiers. Three theoretical propositions are also presented: “awareness of systemic complexity” may strengthen arguments for negotiations; “team’s collective configuration of relationship networks” reinforces collective attributes; and “social-based learning” may be developed through truce (re)construction. Research limitations/implications Jorgüen Sandberg, who brought the phenomenographic approach to Organization Studies in 2000, stances that it is not assured that conceptions cover all varied forms of the phenomenon. Practical implications Implementing these findings in organizations may improve commitment to ecology of routines and decentralized decisions with a sense of responsibility for financial plans. Social implications This study encourages transparency and ideas for cost-efficient resource use. Originality/value This study provides advance knowledge about truce in routines while encompassing its ecology.

“…Phenomenography, as a research method (Sandberg, 2000), has been used both in the academic environment and professional practice aiming to identify the various conceptions of social actors involved in learning and management processes. This research method helps researchers elucidate relevant research questions in relation to learning, both in the academic (Santos & Silva, 2019) and work environment (Jardim & Rocha-pinto, 2017;Broman, Ruas & Rocha-pinto, 2019;Amaro, 2020).…”

Section: Potential Uses Of Phenomenography In Management Educationmentioning

confidence: 99%

“…From the articles published in the period 2017-2020, three of them address methodological aspects, such as the quality of the method (Trevia, Broman, Rocha-pinto & Guimarães, 2018), reflection on the knowledge generated by the adoption of phenomenography (Inglat & Villardi, 2018), and and the proposition of a theoretical-methodological approach to the practice of corporate governance (Trevia, Jardim & Rocha Pinto, 2020). Other studies also addressed, in their researches, skills in production scheduling routines (Jardim e Rochapinto, 2017), the construction of collective competencies (Broman, Ruas & Rocha-pinto, 2019), and conceptions of work and development of professional skills (Amaro, 2020). At last, two more specific studies involving forensic accounting and accounting expertsise (Imoniana & Aquino, 2017) and "accountability" in organizational routines and internal controls (Vida & Rocha-pinto, 2020) used Phenomenography as a methodological trail.…”

Section: Potential Uses Of Phenomenography In Management Educationmentioning

confidence: 99%

Phenomenography as a research method for Management education

Santos

2022

Contextus

This theoretical essay characterises phenomenography as a research method to broaden the understanding of the phenomenon of management education in Brazil. The historical evolution, epistemological positioning, and basic elements of the method are presented first, followed by a description of the phenomenographic research process, with an emphasis on the scenario, and the procedures for data collection and analysis to identify the convergent perceptions or conceptions. For management education, the results of studies underpinned by phenomenography may help agents involved in the teaching-learning process understand how students and professors experience phenomena and aid not only in how curricula are structured but also in the planning process and the teaching in the environment where students learn.