A sociedade em rede

This study aims to analyze the relationship between organizational commitment and job satisfaction among civil servants of city halls. The theoretical platform that was used to approach organizational commitment was based on the model of Meyer and Allen (1991), validated in Brazil by Medeiros and Enders (1998). Regarding job satis­faction, the construct of Siqueira (1995, 2008) was used. For research development, the quantitative approach was chosen, and the data was collected using research instruments derived from scales validated for these constructs. The methods used to compare averages were the t test and Anova, and for the evaluation of relationships, explo­ratory and confirmatory factor analyses and structural equation modeling were used. The associations between the constructs showed that affective dimension of commitment is significantly related with satisfaction. A negative relationship was found for the normative dimension with job satisfaction, indicating the higher the normative commitment of employees, the lower their satisfaction. As for the instrumental dimension, there was no relation with satisfaction. The results showed that civil servants of city halls feel satisfied when they are effectively committed and dissatisfied if their commitment is only to comply with norms.

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Relação do comprometimento organizacional e da satisfação no trabalho de funcionários públicos municipais

Purpose – The main goal of this study is to analyze the influence of work related values and work satisfaction on the Organizational Citizenship Behaviors (OCB), according to the perspective of the employees of a company from the education sector. Design/methodology/approach – A survey was carried out with 244 employees of a company located in the state of Rio Grande do Sul, Brazil. The company covers publishers, elementary school and high school levels, and preparative courses for Vestibular (university entrance exam) and Concursos Publicos (exams to be admitted to the civil service), and they are acting in the education sector since 2001. Findings – The main results reveal that the work related values and work satisfaction positively influence the OCB, and the main values with higher influence on OCB are Conformity, Universalism, Benevolence, and the Satisfaction with the boss, which are the independent variables with higher influence. The only value researched that has no influence on the OCB was Power. Originality/value – The results will enable a reflection on the reasons that make these individuals work, their satisfaction with the work done and its influence on the organizational citizenship behaviors. Additionally, they may provide subsidies for the education sector, to assess the prospect of their professionals regarding their concerns, interactions and behaviors in the workplace.

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Organizational citizenship behaviors: a glimpse in the light of values and job satisfaction

Although the resistance to the technologies is a frequent problem in enterprises, the researches in that area are fragmented, no-cumulative and rare in the literature. The objective of this research was to identify and analyze the main resistance dimensions to Distance Education (DE) in Corporate Education (CE). A theoretical structure that sought to explain the Resistance to DE in CE was developed and tested. The initial hypotheses were tested and the results showed that, in the researched sample, the dimensions Self-effectiveness and Effort Expectation influence direct and positively the Resistance to DE in CE, and the dimensions Effort Expectation, Facilitative Conditions, Interactivity and Communication are antecedent construct to the Effort Expectation. This study will help in the deployment and management of distance learning courses, especially in public sector organizations, including universities.

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Resistencia a la educación a distancia en la educación corporativa

RESUMO Objetivo: Este estudo tem como objetivo identificar a per cepção de professores do ensino médio acerca da motivação docente. Método: A amostra contou com 27 professores do Ensino Médio de ambos os sexos, sendo 15 participantes (55,6%) do sexo feminino e 12 participantes do sexo masculino (44,4%). A idade variou entre 24 a 68 anos, com média de idade de 46 anos (DP=11,80). A amostra foi coletada em duas escolas públicas estaduais da região metropolitana de São Paulo, sendo 13 participantes da escola 1 (grupo que corresponde a codificação de 1 a 13) e 14 participantes da escola 2 (correspondente a codificação de 14 a 27). Resultados: Os resultados demonstraram relações diretas com as expectativas e habilidades percebidas para a docência desde a infância, que os relatos dos docentes estão relacionados à falta de políticas públicas, que os docentes se queixam do desrespeito/descomprometimento dos alunos, especialmente havendo predominância da violência; este último aspecto é relacionado a geradores de frustrados docentes. Nisto é possível inferir que o aluno é percebido como foco da motivação docente. Conclusão: A motivação docente resulta em práticas educativas efetivas, as qual tendem a ocasionar motivação nos alunos, ocasionando melhor desempenho escolar, e especialmente desenvolvimento de habilidades diversas como acadêmicas e sociais.

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Percepção de professores do ensino médio acerca da motivação docente

O objetivo desta pesquisa foi verificar as principais razoes que influenciam na satisfacao dos servidores da Faculdade de Administracao e Financas da UERJ. Metodologicamente, foi realizada uma abordagem qualitativa por meio de entrevistas semiestruturadas com servidores da universidade, e as perguntas foram adaptadas a partir de um estudo que utilizou uma escala validada com questoes sobre satisfacao no trabalho. Apos analise de conteudo, os principais resultados indicaram que a dimensao que obteve o maior nivel de satisfacao foi a relacao com os colegas de trabalho e o menor nivel de satisfacao foi a promocao. Concluimos que devem ser fixadas melhores politicas relacionadas a promocao do servidor, bem como uma progressao que seja efetivamente valida, e devem ser feitos investimentos na capacitacao dos servidores para o aperfeicoamento do seu desempenho. Uma contribuicao teorica desta pesquisa foi a adequacao de uma escala quantativa para uma pesquisa qualitativa.

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Satisfação no trabalho

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Resistência à educação a distância na educação corporativa

The objective of this study was to identify and analyze the main factors that explain the resistance to distance education (DE) in corporate education (CE) in a military institution. The present study was structured with quantitative and explanatory approach, based on the theoretical framework of the READEC model, which was developed and validated by Albertin and Brauer (2012). From a technical point of view, a bibliographic survey and a field survey were carried out by means of an electronic questionnaire. Data collection was carried out with a sample of 345 Brazilian Army personnel who were part of the Training Course for Sergeants (TCS). The data of this research were treated with the Structural Equation Modeling (SEM), technique based on Partial Least Squares (PLS). The results of the research showed that the self-efficacy and performance expectation dimensions directly and positively influence the resistance to the DE in the CE, and the effort expectation, facilitating conditions and interactivity dimensions are constructs antecedent to the performance expectation. Contrary to the previous theory, the results also indicated that the perception about the organizational infrastructure was not significant to explain the resistance to DE, which allows us to bring new insights about this phenomenon.

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Corporate Distance Education: An Applied Understanding of Its Resistance Factors.

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Marcus Brauer

Papers

Satisfação no trabalho

Resistencia a la educación a distancia en la educación corporativa

Resistência à educação a distância na educação corporativa

Corporate Distance Education: An Applied Understanding of Its Resistance Factors.

Distance education resistance in corporate education