Navegando por Autor "RAMOS, Camila Carvalho"

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Aplicação do procedimento de decomposição comportamental para a descrição de competências no contexto público federal
(Universidade Federal do Pará, 2015-06-18) RAMOS, Camila Carvalho; ASSIS, Grauben José Alves de; http://lattes.cnpq.br/0722706223558223
The Competency Management model was introduced in Brazil through Decree 5,707 / 2006 to guide the development of personnel in the Federal Public Administration. Although many organizations seek to implement this new management model, little attention has been given to the description of ompetencies. According to previous researches, teaching objectives or, in this study, competence, need to specify the concrete behavior of a professional who should be learned or improved from the training activities. The objective and exact specification of these competencies is a crucial first step in the whole process of management. The aim of this study was to apply the behavioral decomposition procedure to improve the description of competencies a federal public institution. To do so, they were prepared and analyzed five problematic conditions of the descriptions of competencies which could hinder its operation. The study was conducted in a federal public institution was divided into the following phases: 1) Competency Mapping, 2) Categorization; 3) Analysis of the descriptions of competencies and behavioral decomposition. As a result of mapping it has identified 191 competencies. The decomposition results showed that 93.20% of skill descriptions presented at least one of the five problematic conditions. In addition, when analyzing and decomposing mapped competencies have been identified behavioral 1,168 units. The results confirm the suitability of the decomposition procedure to improve the description of competencies. The categorization of failures formulation, developed in the educational context, proved useful to the organizational context. Subsequent studies should explore the possible impact of the procedure here about the effectiveness of subsequent stages of management by competencies such as setting priorities for training activities for the institution to achieve its strategic objectives.
Acesso aberto (Open Access)
Desenvolvimento de metodologia de monitoramento das ações de capacitação na Universidade Federal do Pará
(Universidade Federal do Pará, 2013-04-04) RAMOS, Camila Carvalho; COSTA, Thiago Dias; http://lattes.cnpq.br/1248194912228326; ASSIS, Grauben José Alves de; http://lattes.cnpq.br/0722706223558223
The present study was to develop a methodology for monitoring capacitating actions in a federal educational institution. The study was carried out at the Pro-rectory of Development and Management of Personnel with 26 technical-administrative public workers. We used the 360º type performance evaluation, in which the public worker performs self-evaluation and also is evaluated by different organizational actors. The procedure comprised: mapping the competences, establishing performance indicators, validating indicators, and implementation of the evaluation questionnaire. The results showed that the proposed methodology has adequate scale items that make possible an objective evaluation of the worker performance. Therefore, the new methodology was considered as a promising tool for the development of public workers and the process of competence decomposition was effective to create evaluation indicators.
Acesso aberto (Open Access)
Mapeamento de competências do psicólogo escolar
(Universidade Federal do Pará, 2017-08) SANTOS, Dielem Cristina Oliveira dos; MENEZES, Aline Beckmann de Castro; VASCONCELOS NETO, Aécio de Borba; RAMOS, Camila Carvalho; COSTA, Thiago Dias
This article aimed to perform the mapping of skills of the school psychologist. For that, a survey and analysis of bibliographical production and official documents were carried out to discuss its performance. During the analysis, competencies assessed as necessary for the performance of this professional were suggested and described and after this, the frequency with which the competencies appeared in the several analyzed publications was counted and organized. From the identification of several performance models, categories were created in which the corresponding competencies were established. The large number of competencies identified and the need to create categories suggest a lack of clarity regarding the performance of the school psychologist. It was also noticed an increase in the number of works elaborated in the last decade in the attempt to delimit the performance of this professional.