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Avaliação de treinamento à distância no contexto das ações de capacitação da rede de colaboração e aprendizagem em instituições federais de ensinoMacêdo, Martha Elizabeth Carvalho de January 2011 (has links)
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Previous issue date: 2011 / Esta pesquisa teve o objetivo de avaliar o curso Qualidade no Atendimento, primeira ação
instrucional à distância da Rede de Colaboração e Aprendizagem das Instituições Federais
de Ensino. O estudo foi conduzido com base em um delineamento metodológico
quantitativo. Analisou-se descritivamente o perfil dos técnico-administrativos que
participaram do curso e foram realizadas comparações das expectativas em relação ao
curso, instrumentalidade e percepção de importância e domínio, antes e depois da realização
do curso. As variáveis independentes foram sexo, idade, escolaridade, cargo, instituição de
origem do servidor, tempo de serviço, tempo de serviço na função, familiaridade com
tecnologias de informação e com tecnologias de EaD, frequência de uso da internet no
trabalho e em casa. Os instrumentos foram aplicados em dois momentos. Antes do curso,
coletaram-se informações sobre as expectativas e perfil dos participantes. Após o curso, os
instrumentos buscaram medir o atendimento das expectativas prévias e a importância e
domínio de competências adquiridas. Os instrumentos foram respondidos com escalas de
concordância Likert, variando de 1 a 5. A coleta de dados foi realizada online, valendo-se
do ambiente virtual do curso. Os participantes do estudo foram os alunos da segunda turma
do curso Qualidade no Atendimento da RCI (n= 1.008 no momento pré-curso; n= 1.047 no
pós-curso). Na análise dos dados, foram utilizadas estatísticas descritivas e inferenciais,
univariadas e multivariadas, buscando relações de dependência e de interdependência.
Como etapa preliminar, foram realizadas Análises Fatoriais Exploratórias (AFE) no
processo de investigação da qualidade psicométrica das escalas e, em seguida, adotou-se o
método de extração PAF (pricipal axis factoring) e rotação oblíqua direct oblimin. Também
se verificou a confiabilidade das medidas através do Alpha de Cronbach. Em relação ao
perfil dos participantes, observou-se o predomínio de mulheres (62,8%), de servidores com
nível superior (61,2%), e 20,5% com pós-graduação completa. A população tinha idade
média de 39 anos (M = 38,92; dp: 11,068). O tempo médio de serviço foi de 120 meses (M
= 119,09; dp: 4,357; Md = 48). Com relação às expectativas pré e pós-treinamento, a
semântica dos itens agrupados por fator justificava a criação de dois fatores, que foram
denominados, Efetividade no Exercício Profissional (EEP) e Autoaperfeiçoamento (APF).
Observou-se que o primeiro fator (EEP) obteve médias mais baixas do que as do segundo
fator (APF) em todas as IFEs participantes nos dois momentos do estudo (pré e pós).
Notaram-se diferenças significativas por escolaridade no pré-curso para o fator EEP
[F(3,1004)=5,514;p<.001], em que menor escolaridade correspondeu a maior expectativa
por aspectos relacionados à efetividade do exercício profissional, ao passo que as médias de
APF são equivalentes. Também houve diferença significativa por tempo de serviço
[F(5,967)=2,382;p=.032] com correlação negativa (r = - 0,275; p <.01) entre o tempo de
serviço e escolaridade. Dentre os servidores com até cinco anos de instituição, 92% têm,
pelo menos, ensino superior completo, ao passo que entre os servidores com mais de 25
anos de trabalho nas IFEs a porcentagem é de 66,7%. Quanto ao tempo de serviço na
função – no pré-curso – [F(5,972)=2,382;p=.037], ao maior tempo de serviço na função
correspondeu maior expectativa por efetividade no exercício profissional. A análise da
escala de Instrumentalidade revelou um decréscimo nas médias no pós-curso. Com relação
às escalas de Importância e Domínio, as análises apontaram a existência de dois fatores
denominados Recursos de comunicação com o usuário e Conhecimento institucional e
atendimento das demandas do usuário. Todas as escalas utilizadas apresentaram boa
qualidade psicométrica (α entre 0.80 e 0.94). This research aims to evaluate the Attendance Quality course, the first distance instructional
action of the Collaboration and Learning Network of the Federal Education Institutes
(called RCI). The study was conducted grounded in a quantitative methodological design. It
was analyzed descriptively the profile of administrative staff who attended the course and
comparisons were made of the expectations about the course, instrumentality and
perceived importance and area before and after the completion of the course. The
independent variables was gender, age, education, post, origin institute, service time, post
time, familiarity with information technologies and Distance Learning technologies,
frequency of internet using at home and work. The instruments were applied in two
stages. Before the course, we collected information on the profile and expectations of
participants. After the course, measuring instruments sought the assistance of prior
expectations and the importance and mastery of skills acquired. The instruments
were answered with Likert scales of agreement ranging from 1 to 5. The data collection was
on line, using the course virtual environment. The study participants were students of the
second group of the Attendance Quality course of RCI (n=1008 before the course; n=1047
after the course). In the data analysis, it was used descriptive and inferential statistics,
univariated and multivariated, searching relations of dependence and independence. As a
preliminary stage, it was realized Factorial Exploratory Analysis (FEA) in the investigation
process of psychometric quality of the scales and, after, it was adopted the PAF (principal
axis factoring) extraction method and direct oblimin oblique rotation. It was also verified
the data reliability by the Cronbach’s Alpha. About the participants profile, was noted the
dominance of women (62,8%), graduated public servants (61,2%), 20,5% with completed
post-graduation. The population had a mean age of 39 years (M = 38,92, SD: 11.068). The
average service was 120 months (M = 119.09, sd: 4,657: Md = 48). With regard to the
expectations before and after training, the semantics of the items grouped by factor justified
the creation of two factors, which were called, Effectiveness in Professional Practice (EP)
and Self-improvement (SI). It was observed that the first factor (EP) had a lower average
than the second factor (SI), IFES on all participants in the two study time points (pre and
post). They noted significant differences by education in the pre course for the EP factor
[F(3.104) = 5.514, p<.001], which participants with lower educational showed expectations
for greater effectiveness of aspects related to professional practice, while SI of the averages
were equivalent. There was also significant differences by service time [F (597) = 2.382, p
= .032] with a negative correlation (r = - 0.275, p <.01) between the time of service and
education. Among the servers with up to 5 years of institution, 92% have at least university
degree, where as among the servers with more than 25 years working in the IFE, the
percentage is 66.7%. As for length of service in the role – in the pre-course –
[F(5,972)=2,382,0=.37], the longest service in the function corresponded to the highest
expectations for effectiveness professional practice. The analysis of the instrumentality
scale revealed a decrease in the average post course. Regarding the Importance and Mastery
scales, the analysis indicated the existence of two factors called Communication Resources
and User Services Knowledge and Institutional Demands of the User. All used scales
showed good psychometric quality (α between 0.80 and 0.94). / Salvador
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A strategic conversation model to optimise return on occupational training expectationsMoorhouse, Christa 02 1900 (has links)
For more than three decades, the World Economic Forum’s annual Global Competitiveness Reports have studied and benchmarked the many factors underpinning national competitiveness. The quality of higher education and training is considered particularly crucial to ensure national competitiveness. The globalizing economy requires countries to nurture pools of well-educated workers who are able to perform complex tasks and adapt rapidly to their changing environment and the evolving needs of the economy. Vocational and continuous on-the-job training and the constant upgrading of workers’ skills is critical to sustain the economical status of the country.
Despite the acknowledgement that education, training and development (ETD) is a key driver for a country's economical sustainability and growth, the contributions that companies make to this effect are a concern. This is ascribed to the difficulties experienced in companies regarding the management of ETD. In this study it is postulated that communication problems are at the heart of the challenges which are experienced in managing ETD.
Strategic conversation is proposed as one of the methods to address the communication and performance shortcomings experienced by business and ETD managers. It is argued that if the level of conversations is raised to make them strategic, the potential to optimise results and make an impact at organisational and national level is increased. Hence, the purpose of this study was to propose a Strategic ETD Conversation (SETDC) model to optimise Return on Occupational Training Expectations (ROTE) that would contribute towards the achievement of organisational and national strategic goals.
In lieu of the limited empirical research available on the strategic conversation phenomenon in general, the purpose of this study was inter alia to conduct empirical research to explore the essence of strategic ETD conversations in order to propose a model of practical value to ETD managers. Hence, the empirical research was situated in both an explorative paradigm and a pragmatic paradigm with the aim to
provide practical solutions and an instrument to successfully engage in strategic ETD conversations which would enhance the quality of ETD and thus contribute to global competitiveness. / Educational Leadership and Management / D. Ed. (Education Management)
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A strategic conversation model to optimise return on occupational training expectationsMoorhouse, Christa 02 1900 (has links)
For more than three decades, the World Economic Forum’s annual Global Competitiveness Reports have studied and benchmarked the many factors underpinning national competitiveness. The quality of higher education and training is considered particularly crucial to ensure national competitiveness. The globalizing economy requires countries to nurture pools of well-educated workers who are able to perform complex tasks and adapt rapidly to their changing environment and the evolving needs of the economy. Vocational and continuous on-the-job training and the constant upgrading of workers’ skills is critical to sustain the economical status of the country.
Despite the acknowledgement that education, training and development (ETD) is a key driver for a country's economical sustainability and growth, the contributions that companies make to this effect are a concern. This is ascribed to the difficulties experienced in companies regarding the management of ETD. In this study it is postulated that communication problems are at the heart of the challenges which are experienced in managing ETD.
Strategic conversation is proposed as one of the methods to address the communication and performance shortcomings experienced by business and ETD managers. It is argued that if the level of conversations is raised to make them strategic, the potential to optimise results and make an impact at organisational and national level is increased. Hence, the purpose of this study was to propose a Strategic ETD Conversation (SETDC) model to optimise Return on Occupational Training Expectations (ROTE) that would contribute towards the achievement of organisational and national strategic goals.
In lieu of the limited empirical research available on the strategic conversation phenomenon in general, the purpose of this study was inter alia to conduct empirical research to explore the essence of strategic ETD conversations in order to propose a model of practical value to ETD managers. Hence, the empirical research was situated in both an explorative paradigm and a pragmatic paradigm with the aim to
provide practical solutions and an instrument to successfully engage in strategic ETD conversations which would enhance the quality of ETD and thus contribute to global competitiveness. / Educational Leadership and Management / D. Ed. (Education Management)
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