Construção e validação de escala de crenças sobre o sistema treinamento

Freitas, Isa Aparecida de; Borges–Andrade, Jairo Eduardo

doi:10.1590/s1413-294x2004000300010

Cited by 10 publications

(8 citation statements)

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“…Although the saturation mode of Factors 1 and 3 in this study was different from the one demonstrated in the original study (3) , the distribution of items in the three-factor scale reproduced the factor structure of studies developed with employees of financial institutions and electric energy companies to which the same scale was applied (3,9) .…”

Section: Discussioncontrasting

confidence: 39%

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Beliefs of healthcare professionals about training and institutional development actions

Mira

Zinn²,

Santos³

et al. 2015

ijnd

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Abstract:Objective: measure the beliefs of healthcare teams about training and institutional development actions. Methods: A quantitative, descriptive and correlational research was composed among 937 healthcare professionals who work in public and private institutions in all three healthcare levels. A previously validated instrument used in the data collection process was revalidated in this study. Data were hence submitted to descriptive and inferential statistics, and factor analysis. Results: Three factors emerged: Beliefs about the contributions of training programs both to the individual and the organization; Beliefs about the assessment process for training needs; and Beliefs about training results and processes. The study revealed that professionals showed strong favorable beliefs about the training system. Beliefs are increasingly stronger as the complexity level of the healthcare practice increases. The variables care level, function, time past graduation and work time, work shift, participation in training programs, and length of training time in the past 12 months showed significant differences regarding the beliefs of the professionals about training processes in at least one of the factors. Conclusions: Comprehension of the beliefs of healthcare professionals enables not only the implementation of managerial actions directed to the maintenance of favorable beliefs, but the change of unfavorable ones.

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Section: Discussioncontrasting

confidence: 39%

“…A validated (9) and revalidated (3) psychometric scale was created and submitted to a new verification procedure for semantic and content validity. The jury was composed by the members of the research group that carried out this study, so that the language and technical terms could be adapted to the population.…”

Section: Methodsmentioning

confidence: 99%

Beliefs of healthcare professionals about training and institutional development actions

Mira

Zinn²,

Santos³

et al. 2015

ijnd

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“…Em relação às crenças de treinamento, não se encontrou nenhum estudo em que as crenças aparecessem como preditoras da motivação para aprender, mas dois estudos (Freitas & Borges-Andrade, 2004;Gonçalves, 2008) apontam que as crenças ajudam a explicar o impacto do treinamento no trabalho. Ou seja, a variável é importante para os resultados que se obtém dos cursos de capacitação que são oferecidos pelas organizações.…”

Section: Tabela 2 Resultados Da Regressão Com a Vd Motivação Para Aprunclassified

Quem está motivado para aprender nos cursos oferecidos pelas empresas?

Mourão

Marins

2010

Paidéia (Ribeirão Preto)

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Resumo: O mercado de trabalho tem se tornado mais competitivo e as organizações têm realizado programas de treinamento e desenvolvimento, buscando resultados eficazes em relação aos recursos humanos. Esta investigação teve como objetivo principal verificar se as características da clientela, do treinamento e das organizações influenciam nos resultados da motivação para aprender. A amostra foi obtida por conveniência, com 220 trabalhadores que estavam iniciando ações de capacitação em sete empresas privadas do Estado do Rio de Janeiro. Utilizaram-se escalas validadas para mensurar a motivação para aprender e as crenças sobre o sistema de treinamento. Foram realizadas análises descritivas e regressão múltipla padrão. Os resultados indicam que as crenças em relação ao sistema e tipo de treinamento, tipo de instrutor e tempo de empresa são preditoras da motivação para aprender. Foram discutidas implicações práticas dos resultados e sugerida agenda de pesquisa para a área.Palavras-chave: motivação, crenças, treinamento.Who is motivated to learn in training offered by the companies? 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.Keywords: motivation, beliefs, training.¿Quién está motivado para aprender en los cursos ofrecidos por las empresas?Resumen: El mercado laboral se ha vuelto más competitivo y las organizaciones han desarrollado programas de Capacitación y Desarrollo, con el fin de lograr resultados efectivos con relación a los recursos humanos. Esta investigación tuvo como objetivo principal verificar si las características del cliente, de la formación y de la organización influyen en el resultado de la motivación para aprender. La muestra fue de conveniencia, con 220 trabajadores que estaban empezando las acciones de formación, en siete empresas privadas en el estado de Rio de Janeiro. Se utilizó escalas validadas para medir la motivación para aprender y creencias sobre el sistema de formación. Fueron efectuados análisis descriptivo y regresión múltiple estándar. Los resultados indican que las creencias sobre el sistema de formación, el tipo de formación, el tipo de instructor y el tiempo de la empresa son predictores de la motivación para aprender. Fueron discutidas las repercusiones prácticas de las conclusiones y sugerido programa de investiga...

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“…Na condução desta pesquisa, foram coletados dados de natureza primária e secundária. Os O instrumento de coleta de dados utilizado na survey, além de questões para caracterização dos respondentes, continha itens de avaliação relacionados à operacionalização do programa de desenvolvimento e um bloco de itens para avaliação de crenças sobre o sistema de treinamentos, adaptado de Freitas e Borges- Andrade (2004) Por fim, o processo de observação participante propiciou a coleta e tratamentos de dados durante toda a pesquisa por parte da pesquisadora. Estes dados foram sistematizados e fazem parte dos dados utilizados nas análises e discussões dos resultados.…”

Section: Coleta De Dadosunclassified

Desenvolvimento de gestores: treinamentos experienciais como caminho para o desenvolvimento de competências

Alves¹

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Economic globalization and competitiveness pose continuous challenges for companies to keep market differentiation. In this environment of intense pressure and competition, the organization's success depends on the capacity to develop new competences and strategies, and on their capacity to learn quicker than the competitors, depending on people's continuous learning. For such, business groups are creating their own educational institutes and universities, known as "Corporate Universities", to offer a guided education with the purpose of guaranteeing continuous learning. Corporate universities are present in many Brazilian companies, modeled to contribute to competence developing. One of the trainings offered by corporate universities are the experiential educational programs.The main purpose of this work is to evaluate the adoption of such programs and the perception of effectiveness in their management education, as well as the potential to contribute to the organizational performance and the individual developing of the participants, from the perspective of managers and of the Brazilian Corporate Universities. As theoretical guidelines, Corporate Universities were discussed, as well as competence developing education, experiential learning and management development.The adopted methodology consists in a mixed approach, being qualitative and quantitative, exploratory and descriptive.Multiple cases were approached: four corporate universities were researched, along with experiential learning participants of one of them.Based on a participative observation and semi-structured scripts, the data was collected for processing and evaluated through content analysis. For the quantitative stage, I resorted on a structured instrument, and the data was collected and analyzed statistically by applying descriptive statistic and factorial analysis.The results indicate different stages of adoption of the experiential programs by Brazilian corporate universities, but nonetheless the perceptions are that these programs are important and effective, and that they have effectively been contributing to management competence developing.

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Construção e validação de escala de crenças sobre o sistema treinamento

Cited by 10 publications

References 9 publications

Beliefs of healthcare professionals about training and institutional development actions

Beliefs of healthcare professionals about training and institutional development actions

Quem está motivado para aprender nos cursos oferecidos pelas empresas?

Desenvolvimento de gestores: treinamentos experienciais como caminho para o desenvolvimento de competências

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