Made available in DSpace on 2016-03-15T19:25:31Z (GMT). No. of bitstreams: 1 Elza Hirota.pdf: 4270701 bytes, checksum: 7045e0c4782108059351f6db1a0c4671 (MD5) Previous issue date: 2011-01-27 / Fundo Mackenzie de Pesquisa / This research paper investigates organizational learning, from the following perspective: how do the individual and collective learning processes function in a small organization? The overall objective is to understand the learning process in small organizations on the individual and collective levels and the formal and informal mechanisms involved. To attain this overall objective, two specific objectives were defined. The first specific objective is to identify and describe how the owners and employees of two stores in a woman s apparel retail chain learned to work in this area, looking at both their formal and informal learning processes. The second specific objective is to analyze and compare the formal and informal learning processes of the owners, the managers and the employees at these stores and to evaluate if there is a difference in the pattern of learning due to a difference in the locations of the stores (one being located on the street and one being located in a shopping center). The theories and concepts which form the foundation of this research are: experiential learning, the theory of social learning as well as formal and informal learning. This paper, which is of an exploratory nature, has adopted a qualitative perspective and has been developed based on the premises of a basic or generic qualitative study . This choice is justified based on the emphasis placed on discovering and interpreting the lessons learned by the participants themselves in terms of their lives and their experiences. The main strategy for data collection was the conduction of interviews at the workplace. An analysis of these interviews led to the creation of hierarchically organized analytic codes to facilitate the interpretation and extraction of significant data. One of the main results of this research is that the interviewees learned through different forms of informal learning: exchanging experiences, self-taught learning, and external interactions in the workplace. We also can affirm that learning occurs much more on the individual level than at the collective level, a fact which is related to the characteristics of the organizational environments investigated,which place management in the central role. The managers are those who command, train and follow the day to day work of the employees, and they serve as models to be emulated and are responsible for the store s earnings. No significant differences were observed in the forms of learning used by the owners, the managers and the employees. As far as the location of the stores is concerned, there was a general consensus that there is no difference between the forms of learning utilized in a store located on the street as opposed to one located within a shopping center, and that the learning process is essentially the same for any type of retail sales organization, differing only in terms of the product that is being sold. / Esta pesquisa investigou a aprendizagem organizacional, a partir da seguinte questão orientadora: como se dá o processo de aprendizagem individual e coletivo em organizações de pequeno porte? O objetivo geral foi compreender o processo de aprendizagem em organizações de pequeno porte, considerando o nível individual, o nível coletivo e os mecanismos formais e informais. Para o alcance do objetivo geral, foram definidos dois objetivos específicos. Primeiro objetivo específico: identificação e descrição de como as proprietárias de duas lojas de rede varejista de acessórios femininos e suas funcionárias aprenderam a trabalhar nesse ramo, considerando tanto os processos formais, quanto os processos informais de aprendizagem. Segundo objetivo específico: análise e comparação dos processos de aprendizagem formais e/ou informais entre as proprietárias, entre as gerentes e entre os níveis funcionais das duas organizações, para avaliar se havia diferenças de aprendizagem considerando a localização das lojas (na rua e no shopping). As teorias e conceitos que embasaram a pesquisa foram: a aprendizagem experiencial, a teoria da aprendizagem social e também a aprendizagem formal e informal. A pesquisa, de caráter exploratório, adotou uma perspectiva qualitativa e desenvolveu-se segundo as premissas do estudo qualitativo básico ou genérico . Esta opção justifica-se pela ênfase em descobrir e interpretar os significados atribuídos a vida e experiências pelos próprios participantes. A estratégia fundamental de coleta de dados se deu por meio da realização de entrevistas, nos locais de trabalho. A análise gerou a criação de códigos analíticos organizados hierarquicamente, para facilitar a interpretação e extração de significados. Como principais resultados, a pesquisa revelou que as entrevistadas aprenderam por diferentes formas de aprendizagem informal: troca de experiências, aprendizagem autodirigida e interações externas no cotidiano de trabalho. Também foi possível afirmar que a aprendizagem se dá muito mais no nível individual do que no coletivo, fato este relacionado às próprias características dos ambientes organizacionais investigados que têm a gerência como papel essencial. É a gerência quem comanda, orienta, acompanha o dia a dia das funcionárias, serve de modelo a ser seguido e responde pelo faturamento da loja. Não se observaram diferenças significativas nas formas de aprendizagem entre as proprietárias, entre as gerentes e entre os outros níveis funcionais. Quanto à localização das lojas, houve consenso de que não existem diferenças de aprendizagem entre a loja da rua e a loja do shopping; observou-se, ainda, a ideia de que a aprendizagem para se trabalhar em vendas no varejo é comum para qualquer tipo de organização, diferindo apenas a relação com o produto comercializado.

Este trabalho refere-se ao estudo dos conhecimentos, habilidades e atitudes que são mobilizados nos gestores de empresas de micro e pequeno porte dos setores da indústria, do comércio e dos serviços através dos cursos de pósgraduação de formação gerencial, no estado do Rio Grande do Sul, e de que forma estes fatores são colocados em prática na realidade dessas organizações. Pode-se perceber a utilidade deste trabalho pela importância que estas organizações têm para o país, com significativa participação na atividade empresarial nacional e também pelos muitos equívocos que são cometidos pelos brasileiros quando empreendem um negócio. Foram realizadas dez entrevistas com gestores de organizações de micro e pequeno porte para buscar identificar as percepções que eles têm a respeito dos cursos de pós-graduação realizados, as capacidades desenvolvidas e a aplicabilidade delas em seus negócios. O método utilizado é de natureza qualitativa, através de um estudo exploratório, realizada uma só vez no tempo (transversal). Este trabalho pôde demonstrar que apesar de receber muitas críticas pelo distanciamento dos cursos em relação às necessidades do mercado, a visão dos entrevistados é de que houve um aproveitamento real das competências desenvolvidas, o que demonstrou ser positiva a realização dos cursos de pósgraduação de formação gerencial por gestores de micro e pequenas empresas, nos casos estudados. / The present research refers to the study of the knowledge, skills and attitudes mobilized on micro and small size business managers on industry, commerce and service business through programs of post-graduation of executive education, on Rio Grande do Sul state, and how this factors are put into practice on those organizations. The utility of this study may be shown by the importance that this organizations has for the country, with significant participation on the national entrepreneurial activity and also by the many mistakes made by Brazilians when undertake a business. Ten interviews with managers of micro and small organizations have been carried out to identify the perceptions that they have regarding the post graduation courses they attended, the capacities developed and the applicability on their business. This study has qualitative nature, through an a exploratory study, and was used once (transversal). This work could demonstrate that despite receiving much criticism by the detachment of the courses from the market needs, the vision of the enterviewees is that there was actual use of the competencies developed, what proved to be positive the completion of post-graduation courses of executive education by managers of micro and small enterprises in the cases studied.

Este trabalho refere-se ao estudo dos conhecimentos, habilidades e atitudes que são mobilizados nos gestores de empresas de micro e pequeno porte dos setores da indústria, do comércio e dos serviços através dos cursos de pósgraduação de formação gerencial, no estado do Rio Grande do Sul, e de que forma estes fatores são colocados em prática na realidade dessas organizações. Pode-se perceber a utilidade deste trabalho pela importância que estas organizações têm para o país, com significativa participação na atividade empresarial nacional e também pelos muitos equívocos que são cometidos pelos brasileiros quando empreendem um negócio. Foram realizadas dez entrevistas com gestores de organizações de micro e pequeno porte para buscar identificar as percepções que eles têm a respeito dos cursos de pós-graduação realizados, as capacidades desenvolvidas e a aplicabilidade delas em seus negócios. O método utilizado é de natureza qualitativa, através de um estudo exploratório, realizada uma só vez no tempo (transversal). Este trabalho pôde demonstrar que apesar de receber muitas críticas pelo distanciamento dos cursos em relação às necessidades do mercado, a visão dos entrevistados é de que houve um aproveitamento real das competências desenvolvidas, o que demonstrou ser positiva a realização dos cursos de pósgraduação de formação gerencial por gestores de micro e pequenas empresas, nos casos estudados. / The present research refers to the study of the knowledge, skills and attitudes mobilized on micro and small size business managers on industry, commerce and service business through programs of post-graduation of executive education, on Rio Grande do Sul state, and how this factors are put into practice on those organizations. The utility of this study may be shown by the importance that this organizations has for the country, with significant participation on the national entrepreneurial activity and also by the many mistakes made by Brazilians when undertake a business. Ten interviews with managers of micro and small organizations have been carried out to identify the perceptions that they have regarding the post graduation courses they attended, the capacities developed and the applicability on their business. This study has qualitative nature, through an a exploratory study, and was used once (transversal). This work could demonstrate that despite receiving much criticism by the detachment of the courses from the market needs, the vision of the enterviewees is that there was actual use of the competencies developed, what proved to be positive the completion of post-graduation courses of executive education by managers of micro and small enterprises in the cases studied.

Este trabalho refere-se ao estudo dos conhecimentos, habilidades e atitudes que são mobilizados nos gestores de empresas de micro e pequeno porte dos setores da indústria, do comércio e dos serviços através dos cursos de pósgraduação de formação gerencial, no estado do Rio Grande do Sul, e de que forma estes fatores são colocados em prática na realidade dessas organizações. Pode-se perceber a utilidade deste trabalho pela importância que estas organizações têm para o país, com significativa participação na atividade empresarial nacional e também pelos muitos equívocos que são cometidos pelos brasileiros quando empreendem um negócio. Foram realizadas dez entrevistas com gestores de organizações de micro e pequeno porte para buscar identificar as percepções que eles têm a respeito dos cursos de pós-graduação realizados, as capacidades desenvolvidas e a aplicabilidade delas em seus negócios. O método utilizado é de natureza qualitativa, através de um estudo exploratório, realizada uma só vez no tempo (transversal). Este trabalho pôde demonstrar que apesar de receber muitas críticas pelo distanciamento dos cursos em relação às necessidades do mercado, a visão dos entrevistados é de que houve um aproveitamento real das competências desenvolvidas, o que demonstrou ser positiva a realização dos cursos de pósgraduação de formação gerencial por gestores de micro e pequenas empresas, nos casos estudados. / The present research refers to the study of the knowledge, skills and attitudes mobilized on micro and small size business managers on industry, commerce and service business through programs of post-graduation of executive education, on Rio Grande do Sul state, and how this factors are put into practice on those organizations. The utility of this study may be shown by the importance that this organizations has for the country, with significant participation on the national entrepreneurial activity and also by the many mistakes made by Brazilians when undertake a business. Ten interviews with managers of micro and small organizations have been carried out to identify the perceptions that they have regarding the post graduation courses they attended, the capacities developed and the applicability on their business. This study has qualitative nature, through an a exploratory study, and was used once (transversal). This work could demonstrate that despite receiving much criticism by the detachment of the courses from the market needs, the vision of the enterviewees is that there was actual use of the competencies developed, what proved to be positive the completion of post-graduation courses of executive education by managers of micro and small enterprises in the cases studied.

Dans l'économie mondiale actuelle l'innovation est largement reconnue comme l'un des processus clés qui peuvent permettre le développement d'organisations. Cette thèse concentre l'attention sur le comportement innovateur des employés (IWB) et ses liens avec la perception de la gestion des ressources humaines (HRM). Plus précisément, les modèles de recherche explorent deux pratiques de HRM correspondant à l'apprentissage individuel et collectif et la participation à la prise de décision (PDM). Le choix de mettre l'accent sur deux pratiques est en lien avec les efforts des chercheurs dédiés à la perspective contingente. Par conséquent, l'expérimentation de plusieurs variables médiatrices a permis une meilleure compréhension de la relation entre les processus examinés. Cette thèse est également orientée à comprendre les facteurs psychosociaux mentionnés dans un contexte organisationnel assez inexplorés correspondant aux petites et moyennes entreprises. La première recherche explore la relation entre la perception des pratiques de HRM de l'apprentissage individuel et collectif, l'IWB et le rôle médiateur des normes et le climat propice à l'innovation. La seconde étude suppose que la perception de la pratique décisionnelle, conjointement avec le leadership participatif, est liée à l'IWB ; la relation indirecte est testée à travers le rôle de médiateur du climat psychologique pour l'innovation et le soutien de ses collègues. Ces résultats aident les chercheurs à diriger de nouveaux efforts dans la recherche sur le HRM. En plus, ils soutiennent l'optimisation des ressources investies dans l'innovation à travers la promotion de l'apprentissage et la PDM. / In the globalized economies the innovation is widely recognized as one of the key processes that can allow the development of organizations. This thesis focuses the attention on the Innovative Work Behavior (IWB) and its links with the perception of Human Resources Management (HRM). More specifically, the research models explore two HRM practices corresponding to individual and team learning and the participation to decision-making (PDM). The choice to emphasize only two practices is in line with scholars’ efforts dedicated to contingent perspective. Therefore, the experimentation of multiple mediating variables has allowed the better understanding of the relationship among the examined processes. This thesis is also oriented to understand the mentioned psychosocial factors in a quite unexplored organizational contexts corresponding to the small and medium enterprises. The first research explores the relationship among the perception of individual and team learning HRM practices, IWB and the mediating role of norms and supportive climate for innovation. The second study assumes that the perception of decision-making practice, conjointly with participative leadership, is related to IWB; moreover also the indirect relationship is tested through the mediating role of psychological climate for innovation and co-workers’ support. These findings help scholars to direct new endeavors in HRM research. Moreover they support managers to optimize resources invested in innovation through the promotion of learning and PDM.

Today, many organizations are facing an increased necessity to employ cross-functional teams. Its growing popularity is rooted in its positive impacts on innovation. Additionally, these teams are an excellent way of managing complex organizational tasks without the need for a significant modification of the existing organizational structure. Despite the benefits of the cross-functional team, the diversity in the profession and the specialized knowledge possessed by the team members lead to different thought worlds and perceptions, causing communication barriers. This is problematic because communication is needed to share, transfer, and create knowledge, which are the prerequisites of both individual and organizational learning. There is various literature on knowledge management and learning; however, our understanding of how knowledge interchanges in cross-functional teams remain limited. Therefore, this thesis conducts semi-structured interviews at five successful companies to examine the policies and procedures established by management to facilitate the interchange of knowledge in the organization. Also, it investigates the activities used by coordinators to maximize learning and create a sense of belonging in the cross-functional team. The findings of this study revealed several activities that could increase both the knowledge interchange and the team’s learning. First, it is preferred to have decent knowledge accessibility, where the bar to contact anyone is low. Second, it seems that knowledge receptivity has to be increased, which can be done by giving knowledge a meaning, using pictures, analogies, metaphors, Etc. Third, a frame of reference could be needed, where people can get into each other’s shoes through, for example, job rotations and learn each other’s jobspecific terminologies. Fourth, competition is preferred to be eliminated, which can be achieved by establishing a common team goal, removing internal bonuses, and eliminating ranking systems. Finally, it seemed essential to have cohesion in the group, which can be accomplished by having, for instance, afterworks, group travel activities, and collective organizational culture

No description available.

Cette thèse analyse le rôle de l’apprentissage dans deux cadres de modélisation distincts. Dans le cas dunouveau modèle canonique avec apprentissage adaptatif, les caractéristiques les plus marquantes des dynamiquesd’apprentissage concernent la capacité des règles de politique monétaire à assurer la convergencevers l’équilibre en anticipations rationnelles. Le mécanisme de transmission de la politique monétaire estcelui de l’effet de substitution associé au canal de la consommation. Dans le cas d’un modèle multi-agentsqui relâche des hypothèses restrictives du nouveau modèle canonique, tout en restant structurellementproche de celui-ci, les variables agrégées évoluent à bonne distance de cet équilibre, et on observe desdynamiques nettement différentes. La politique monétaire influence les variables agrégées de manièremarginale via l’effet de revenu du canal de la consommation. En présence d’un processus d’apprentissagesocial évolutionnaire, l’économie converge vers un faible niveau d’activité économique. L’introductiond’un processus caractérisé par le fait que les agents apprennent individuellement à l’aide de leurs modèlesmentaux atténue le caractère dépressif des dynamiques d’apprentissage. Ces différences entre les deuxcadres de modélisation démontrent la difficulté de généraliser les résultats du nouveau modèle canonique. / This thesis analyses the role of learning in two different modelling frameworks. In the new canonicalmodel with adaptive learning, the most remarkable characteristics of the learning dynamics deal withthe capacity of monetary policy rules to guaranty convergence to the rational expectations equilibrium.The transmission mechanism of the monetary policy is based on the substitution effect associated to theconsumption channel. In the case of an agent-based model which relaxes some restrictive assumptionsof the new canonical model - but is endowed with a similar structure - aggregate variables evolve atsome distance from the rational expectations equilibrium. Monetary policy has a marginal impact onthe agregated variables via the wealth effect of the consumption channel. When agents learn accordingto an evolutionnary social learning process, the economy converges to regions of low economic activity.The introduction of a process where agents learn individually by using their mental models induces lessdepressive learning dynamics. These differences between the two modelling frameworks show that thegeneralisation of the results of the new canonical model is not easy to achieve.

Par sa finalité et son objet, la formation professionnelle continue appartient au droit de la protection sociale. Elle permet ainsi aux salariés de faire face au risque social d'obsolescence des compétences, mais également de sécuriser leur parcours professionnel. En 1973, le législateur forgea un lien artificiel entre cette matière et le droit du travail en la codifiant au sein du Code du travail. Le droit du travail exerça une influence constante sur la formation professionnelle qui fut orientée en priorité vers les besoins des seuls salariés. La réforme du 5 mars 2014 et les lois qui ont suivi semblent vouloir rompre avec ce cadre juridique artificiel. Le législateur entend consacrer un système d’assurance social, universel, personnel et individuel, ce qui pose la question d'un éventuel droit à la formation et appelle une réforme globale de son mode de fonctionnement. / Continuing vocational training in French social law : contributing to the study of a new social insurance.For its purpose and its content, continuing vocational training belongs to the law of social protection. It allows employees to face the social risk of skills' obsolescence but also to secure their professional path. In 1973, the legislator created an artificial link between vocational training and labour law by codifying this field into the Labour Code. Labour Law exercised a constant influence on vocational training which was primarily based on the sole needs of employees. The reform of 5th March 2014 and the subsequent laws seem to have the will to break with this artificial legal framework. The legislator intends to create a system of social insurance which is universal, personal and individual. It raises the question of a potential right to vocational training and calls for a global reform of its functioning.

Depuis les années 1970, la formation professionnelle continue s’étend à de nombreuses activités économiques et sociales, salariées comme non-salariées. La loi et le contrat, notamment, permettent cette expansion réalisée dans une grande instabilité normative. Constamment modifiés, les dispositifs d’accès à la formation sont souvent complexes et parfois peu efficaces. Le financement de la formation professionnelle suscite également des interrogations en raison des nombreuses personnes, publiques ou privées, chargées d’intervenir dans ce domaine. Le dispositif peut et doit être amélioré afin de permettre l’expansion de la formation professionnelle là où celle-ci mérite d’être encouragée. / Since the 1970s, continuing vocational training extends to many economic and social activities, either employed or self-employed. The law and the contract particulary provide such an expansion, which is carried out in a context of great normative instability. Constantly amended, training programmes are often complex and sometimes even reveal to be ineffective. Financing vocational training also raises questions due to the many people, both public and private, who are involved in this area. The overall system can and must be substantially improved so as to enable the expansion of vocational training wherever it deserves to be encouraged