Fundamentado nos conceitos de competÃncias e da aprendizagem experiencial, esta pesquisa, investiga, na percepÃÃo dos gerentes gerais de agÃncia do Banco do Brasil no Estado do CearÃ, qual a contribuiÃÃo da aprendizagem experiencial para o desenvolvimento das competÃncias gerenciais requeridas no dia-a-dia do seu ambiente de negÃcios e nÃo supridas pela abordagem formal de desenvolvimento gerencial. AtravÃs de levantamento bibliogrÃfico e de consultas a analistas responsÃveis pela elaboraÃÃo de estratÃgias de desenvolvimento profissional do Banco, identificou-se as competÃncias gerenciais desenvolvidas pelos programas formais da Empresa. Posteriormente, utilizando-se competÃncias constantes na literatura como relevantes ao desempenho dos gerentes na atualidade, construiu-se um questionÃrio com 80 itens, para mapear, numa pesquisa preliminar e na percepÃÃo dos gestores em estudo, quais destas competÃncias eram desenvolvidas atravÃs da aprendizagem experiencial, no seu dia-a-dia de trabalho. Os resultados da pesquisa preliminar mostraram que as competÃncias requeridas no dia-a-dia de trabalho dos gerentes sÃo desenvolvidas pela aprendizagem experiencial, identificando-se uma lacuna (gap) significativa entre as competÃncias formais e as competÃncias experienciais desenvolvidas. Estes dados permitiram a elaboraÃÃo de um questionÃrio com 25 itens, respondidos numa escala Likert, aplicado atravÃs de um survey à populaÃÃo total de 140 gerentes gerais de agÃncia do Banco do Brasil no Estado do CearÃ, com o objetivo de aferir, a partir da percepÃÃo destes gestores, se o seu desempenho atendia ao desempenho esperado pelo Banco nos segmentos de competÃncias identificados. A anÃlise exploratÃria demonstrou que as performances dos gerentes pesquisados atende aos nÃveis de desempenho esperado pelo Banco nos dois conjuntos de competÃncias, sendo desprezÃvel o gap encontrado, e a anÃlise fatorial revelou um Ãnico fator, cuja correlaÃÃo entre os significados e as semelhanÃas semÃnticas das suas variÃveis permite identificar oito competÃncias dos gestores avaliados como vinculadas aos papÃis de mentor e facilitador, do Modelo das RelaÃÃes Humanas (QUINN et al., 2003). / Based on the concepts of competencies and experiential learning, this research investigates, according to the view of general managers from the agencies of Bank of Brazil in the state of CearÃ, the contribution of experiential learning to the development of managerial competencies which are required at their ordinary work environment and were not provided by the formal approach of managerial development. Firstly, through documental analysis review and consulting the analysts in charge of the elaboration of professional development strategies at the Bank, the managerial competencies developed by the formal program of the company were identified. After that, with the help of an intense literature review relevant to the managersâ performance nowadays, a questionnaire of 80 items was built in order to observe, as a preliminary research, which of these competencies were developed through the experiential learning in their every day work. The results of this previous investigation showed that the competencies required were developed by managers through experiential learning so that it was possible to identify a significant gap between the formal competencies and the experiential competencies. These data allowed the elaboration of a 25-item questionnaire answered on a Likert scale and applied as a survey to 140 general managers from the bank mentioned before. The objective of this survey was to evaluate if the managersâ performance on the competencies required achieved what was expected by the company. The results pointed out that the analyzed managersâ performance corresponded to the performance expected by the company on both groups of competencies so that the gap which was found previously, became unimportant. The factorial analysis showed only one factor whose correlation with the meanings and the semantic similarities of its variables allows the identification of eight competencies which were put together as a unique factor known as Human Resource Model (QUINN et al. 2003).