Submitted by Tatiana Lima (tatianasl@ufba.br) on 2015-05-11T16:35:19Z No. of bitstreams: 1 Rocha, Anderson Fabiano Rocha.pdf: 6146282 bytes, checksum: 3371cf5333dac88e51e1ce766b5d0857 (MD5) / Approved for entry into archive by Tatiana Lima (tatianasl@ufba.br) on 2015-05-11T16:35:45Z (GMT) No. of bitstreams: 1 Rocha, Anderson Fabiano Rocha.pdf: 6146282 bytes, checksum: 3371cf5333dac88e51e1ce766b5d0857 (MD5) / Made available in DSpace on 2015-05-11T16:35:45Z (GMT). No. of bitstreams: 1 Rocha, Anderson Fabiano Rocha.pdf: 6146282 bytes, checksum: 3371cf5333dac88e51e1ce766b5d0857 (MD5) / O objetivo deste estudo é relatar e analisar a experiência do processo de implantação do Programa Manter Petrobras na UO-SEAL, sendo uma das ações de Gestão do Conhecimento definidas pelo RH/GC da Companhia. O fator motivador constitui uma ação estratégica de ampliação da capacidade competitiva e de sustentabilidade do negócio, tendo em vista um mercado extremamente dinâmico, inovador e de grande competitividade. Outros fatores também motivaram o desenvolvimento deste trabalho, o elevado número de empregados com tempo de aposentadoria, os desligamentos de empregados, o retrabalho e a busca pela rápida tomada de decisão contribuindo para o aprendizado organizacional, garantindo a continuidade e geração de novos negócios. O compartilhamento do conhecimento em suas diversas áreas, principalmente naquelas reconhecidas como estratégicas e de diferencial competitivo, são carentes de ações sistematizadas que garantam a qualidade do conhecimento transmitido e a sua utilização dentro dos sistemas organizacionais. A aprendizagem organizacional tomada como base foi na Teoria da criação do conhecimento, onde se trabalhou a dimensão epistemológica (conhecimento explícito e tácito) e ontológica (criação individual do conhecimento), peças chave para o modelo SECI. Através do Programa Mentor, buscou-se o alcance dos objetivos. A abordagem utilizada foi a qualitativa, baseando-se no método de pesquisa-ação, tendo por conta o modo cooperativo e participativo, a visão de transformar o social, gerando um resultado, também pela interação e capacitação dos participantes (treinamentos e reuniões). O público alvo foram empregados de cargos júniors com até 3 anos de empresa, aqueles aposentáveis (para os próximos 3 anos) e aqueles aposentados mas ainda na ativa, reconhecidos pelo seu saber técnico. O período compreendeu os anos de 2011 a 2013. Buscaram-se com base no Programa Piloto implantado na UO-RNCE, as melhores práticas e lições aprendidas, minimizando assim as dificuldades e maximizando os ganhos. Este estudo demonstrou resultados positivos, tanto em termos de produto final como pelos próprios integrantes e, suas respectivas gerências, culminando na realização do 1º Encontro de Mentores da UO-SEAL, onde foram apresentados os produtos finais de cada plano de mentoria. / The objective of this study is to describe and analyze the experiment of the process of implantation of of the Mentor Program Petrobras UO-SEAL, The motivating factor is a strategic move to expand the capacity - competitive and sustainable business, with a view dynamic, innovative and highly competitive extremely a market. Other factors also motivated the development of this work, the high number of employees with time to apo - rement, the employee terminations, rework and the quest for rapid decision-making contributes to organizational learning, ensuring continuity and generating new business. The sharing of knowledge in diverse areas - will, especially those recognized as strategic and competi -tive advantage, are lacking of systematic actions that ensure the quality of knowledge imparted and its use within the organizational systems. Organizational learning was taken as a basis in the theory of knowledge creation, where it worked the epistemological dimension (explicit and tacit knowledge) and ontological (individual knowledge creation), key pieces to the SECI model. Through the Mentor Program, we sought to achieve the goals. The used approach was qualitative, based on the method of action research, by taking account of the mo - co-operative and participatory vision of transforming the social, generating a result, also by the interaction of the participants and training (training and meetings). The target pub- PUBLIC employees were junior positions with up to 3 years from now, those retired (for the next 3 years) and those retired but still active, recog-lished by his technical knowledge. The period comprised the years 2011-2013. Searching themselves to be based on the Pilot Program implemented in UO- RNCE, best practices and lessons learned, thus minimizing the difficulties and maximizing gains. This study showed positive results, both in terms of final product as members and their respective managements for themselves, culminating in the holding of the 1st Meeting UO-SEAL Mentors, where the final products of each mentoring plan were presented.

Knowledge management is seen as a hot topic in order for organizations to become effective and utilize the knowledge residing within the organization. The most important factor in knowledge management is believed to be the knowledge transfer, which is the process of transferring knowledge between two parties. A context in which knowledge and knowledge transfer are especially important is within the best practice framework ‘ITIL’ and IT-service organizations. Therefore, the purpose with this study is to analyze how knowledge is transferred through information systems in an ITIL organization, and how the transfer process can be further understood by incorporating individual perspectives on knowledge. Besides that, our purpose is to identify factors influencing the knowledge transfer from both the organizations and the ITIL framework. The reason for this is that knowledge transfer through information systems in an ITIL context is rather underexplored, previous research regarding this is mainly focusing on putting knowledge in repositories and make it available, which is believed to create certain implications regarding the individual perspective in the creation and transfer of knowledge through information systems. These implications are something that has not been explored, which is a knowledge gap we intend to fill with this thesis. That is why we have constructed three research questions regarding how the organizations understand what valuable knowledge is, what factors that is influencing their knowledge transfer, and how these previously individual aspects can be further understood by applying the boundary object theory on knowledge transfer through information systems. From a multi case study with semi structured interviews we could collect a valuable collection of empirical data, that was collected from six respondents representing three organizations. By applying the interpretive and social constructivist research philosophy with an abductive methodological approach, previous research and the boundary object theory in combination with the theory of knowledge creation we could analyze our empirical data. Our study shows that the perspective on valuable knowledge is something with direct relation to ITIL, and highly connected to what its contribution is to the core business that the IT-service organization is helping. Valuable knowledge is also seen as stored knowledge. We can from our study also see that there are four predominant forces influencing the knowledge transfer process. We identified that the overall perspective on what knowledge is in the organization, how and what the organization values as knowledge, the ITIL framework and their knowledge management strategy directly influenced knowledge transfer. Our main finding in this study is that when organizations are transferring knowledge through information systems the individual perspective on both knowledge, knowledge creation and the knowledge transfer is one of the most important to keep in mind. The knowledge in the information systems is a way to communicate among individuals, and a way to translate one individual’s knowledge to another, hence is the individual creating the knowledge an important factor to acknowledge. We can see that aspects such as experiences, skills, insights, purposes, perspectives and contextual understandings highly influence the knowledge being created, hence the possibility to create rich knowledge at the receiver of knowledge. These aspects also influence whether the stored knowledge has any tacit elements, which seems to facilitate learning more for the receiving individual.