O mapeamento da aprendizagem organizacional no Bacharelado em Ciência e Tecnologia diante das especificidades da UFABC
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This dissertation presents a case study with the objective of identifying aspects that describe how the organizational learning process occurs in the administrative and academic management of the Bachelor's Degree in Science and Technology (BC&T), which works within a Federal Institution of Higher Education (IFES) that had to overcome the challenges arising from the pioneering of a set of academic-pedagogical-structural specificities of the institution. Organizational learning is a very current, complex and multidimensional topic, generating a huge range of opinions, definitions and approaches, but it has not yet established a consensus on its concept. In order to try to understand how learning occurs in organizations in their daily lives, it is essential, however, to understand some of their processes and approaches. Initially, the field of study of learning in organizations is presented; To conceptualize organizational learning in its multiparadigmatic character through the research of theories, concepts and models. Finally, we present the individual and group learning and their correlation, their dimensions and their importance in organizations, in order to address the issue of learning processes and the multilevel concept of organizational learning. Through the theoretical reference, it was possible to detect and select three dimensions relevant to the study of organizational learning, namely: the levels of analysis of organizational learning, the nature of the organizational learning process and the organizational learning process. Regarding the approach, this research is classified as qualitative. Considering the objective of the study, it was decided to carry out exploratory descriptive research. The data collection uses several sources of evidence: 1) bibliographic research; 2) the collection of secondary data through documentary research; and 3) the collection of primary data through semi-structured interviews. For the analysis of the data will be used conceptual maps. The results pointed out: 1) that dialogue was the driving force in BC&T management and plays a fundamental role for organizational learning; 2) that the planning and systematization of actions was an effective means of having an orientation that contributes to the decision making; 3) the importance of the experience retained in the individual and the process of documentation of actions, flows and procedures for the establishment of history and organizational memory; 4) learning in practice and the interactions of servers and sectors was an important factor for the acquisition and sharing of knowledge, and 5) occurrence of management limitations such as: temporal aspects of organizations in the process of implementation, not valuing the knowledge created previously, not knowing the training plan for servers and superior administrative decisions without the acceptance and endorsement of the management. Nevertheless, it is noted that the learning processes happen with the interaction between the individual, group and organizational levels, and the points emphasized by the theory of organizational learning, such as the creation, transference and effectiveness of the means of learning and retention of knowledge, whether in minor or major occurrence, does in fact apply to the BC&T´s Coordination.