Competence development for construction managers: building a theory
In this paper, competency is defined as the capacity of effective action in context, implying a pertinent and opportunistic mobilisation of individual abilities and knowledge in a certain situation. Therefore, developing competencies demands rethinking traditional teaching–learning approaches for ma...
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ANTAC - Associação Nacional de Tecnologia do Ambiente Construído
2008
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ojs-article-36132008-11-21T23:26:39Z Competence development for construction managers: building a theory Desenvolvimento de competências dos gerentes da construção: construção de uma teoria Lantelme, Elvira Maria Vieira Formoso, Carlos Torres Powell, James A. Construção de Teorias; Desenvolvimento Gerencial; Competências; Aprendizagem-Ação In this paper, competency is defined as the capacity of effective action in context, implying a pertinent and opportunistic mobilisation of individual abilities and knowledge in a certain situation. Therefore, developing competencies demands rethinking traditional teaching–learning approaches for management training and development. The main critics to those approaches relay on the de-contextualised way it considers knowledge and, consequently, the difficulties to transpose knowledge to effective action in a specific context. Action Learning has been pointed out by the literature as an adequate approach for the development of managers’ competencies, although not very much is known about the learning process in Action Learning sets. This article presents the results of a study that aimed to understand the learning process induced by Action Learning, its effects on managers’ actions, and, consequently, on the development of competencies. The systematic observation and analysis of the learning process of construction managers participating in Action Learning sets in Brazil and England have led the authors to build a theory about competency and managers’ action. This paper describes the research process that has led to the construction of this theory and discusses its implications on the development of competencies of construction managers. Competência é definida neste artigo como uma capacidade de ação eficaz em contexto, implicando a mobilização de conhecimentos e capacidades do indivíduo de forma pertinente e oportuna à situação. Desenvolver competências gerenciais implica, portanto, repensar as abordagens tradicionais de ensino-aprendizagem comumente utilizadas em programas de treinamento e desenvolvimento gerencial. As principais críticas a essas abordagens estão relacionadas à forma descontextualizada com que trabalham o conhecimento e a conseqüente dificuldade de sua transposição a uma ação eficaz dentro de um contexto específico. A literatura aponta a Aprendizagem-Ação como uma abordagem adequada para o desenvolvimento de competências gerenciais. Entretanto, pouco ainda se conhece do processo de aprendizagem nos grupos de Aprendizagem-Ação. O presente artigo apresenta resultados de um estudo cujo objetivo foi compreender o processo de aprendizagem induzido pela Aprendizagem-Ação, seus reflexos sobre a ação gerencial e, conseqüentemente, sobre o desenvolvimento da competência gerencial. A observação sistemática e análise do processo de aprendizagem de gerentes da Construção participantes de grupos de Aprendizagem-Ação no Brasil e na Inglaterra levaram os autores à construção de uma teoria sobre a competência e ação gerencial. Este artigo apresenta o processo de pesquisa que levou à construção da teoria e discute suas implicações para o desenvolvimento de competências de gerentes da Construção. ANTAC - Associação Nacional de Tecnologia do Ambiente Construído 2008-04-18 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://seer.ufrgs.br/ambienteconstruido/article/view/3613 Ambiente Construído; v. 5, n. 1 (2005): Edição Especial Tecnologia do Ambiente Construído; 69-86 Ambiente Construído; v. 5, n. 1 (2005): Edição Especial Tecnologia do Ambiente Construído; 69-86 Ambiente Construído; v. 5, n. 1 (2005): Edição Especial Tecnologia do Ambiente Construído; 69-86 1678-8621 1415-8876 por https://seer.ufrgs.br/ambienteconstruido/article/view/3613/1995 Direitos autorais 2016 Ambiente Construído https://creativecommons.org/licenses/by/4.0 |
| institution |
Universidade Federal do Rio Grande do Sul |
| collection |
OJS |
| language |
por |
| format |
Online |
| author |
Lantelme, Elvira Maria Vieira Formoso, Carlos Torres Powell, James A. |
| spellingShingle |
Lantelme, Elvira Maria Vieira Formoso, Carlos Torres Powell, James A. Competence development for construction managers: building a theory |
| author_facet |
Lantelme, Elvira Maria Vieira Formoso, Carlos Torres Powell, James A. |
| author_sort |
Lantelme, Elvira Maria Vieira |
| title |
Competence development for construction managers: building a theory |
| title_short |
Competence development for construction managers: building a theory |
| title_full |
Competence development for construction managers: building a theory |
| title_fullStr |
Competence development for construction managers: building a theory |
| title_full_unstemmed |
Competence development for construction managers: building a theory |
| title_sort |
competence development for construction managers: building a theory |
| description |
In this paper, competency is defined as the capacity of effective action in context, implying a pertinent and opportunistic mobilisation of individual abilities and knowledge in a certain situation. Therefore, developing competencies demands rethinking traditional teaching–learning approaches for management training and development. The main critics to those approaches relay on the de-contextualised way it considers knowledge and, consequently, the difficulties to transpose knowledge to effective action in a specific context. Action Learning has been pointed out by the literature as an adequate approach for the development of managers’ competencies, although not very much is known about the learning process in Action Learning sets. This article presents the results of a study that aimed to understand the learning process induced by Action Learning, its effects on managers’ actions, and, consequently, on the development of competencies. The systematic observation and analysis of the learning process of construction managers participating in Action Learning sets in Brazil and England have led the authors to build a theory about competency and managers’ action. This paper describes the research process that has led to the construction of this theory and discusses its implications on the development of competencies of construction managers. |
| publisher |
ANTAC - Associação Nacional de Tecnologia do Ambiente Construído |
| publishDate |
2008 |
| url |
https://seer.ufrgs.br/ambienteconstruido/article/view/3613 |
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| _version_ |
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