BASES DE PODER SOCIAL, ENGAJAMENTO NO TRABALHO E RESILIÊNCIA: UM ESTUDO COM SERVIDORES PÚBLICOS MUNICIPAIS DE DIADEMA - SP

Este estudo teve a intenção de analisar até que ponto o uso de diferentes bases de poder dos superiores hierárquicos predizem os níveis de engajamento no trabalho e de resiliência dos trabalhadores, colaborando para aumentar o conhecimento sobre o comportamento dos servidores públicos municipais, quanto aos níveis de engajamento no trabalho e resiliência apresentados. Partiu-se da definição de poder de French e Raven (1959): poder é a influência potencial que o agente O poderia causar no sujeito P; adotou-se o conceito de engajamento no trabalho de Schaufeli e Bakker (2003), que definem engajamento no trabalho como um construto motivacional positivo, caracterizado por vigor, dedicação e absorção, sempre relacionado ao trabalho, o qual implica sentimento de realização, envolve estado cognitivo positivo, é persistente no tempo, apresentando, assim, natureza motivacional e social e por fim utilizou-se o conceito de Grotberg (2005) que define resiliência como a capacidade humana para enfrentar, vencer e ser fortalecido ou transformado por experiências de adversidades . Para isto, definiu-se como objetivo geral testar a capacidade preditiva das bases de poder social dos chefes sobre a resiliência e o engajamento no trabalho, em servidores públicos municipais de Diadema - SP. Participaram deste estudo 95 servidores públicos municipais do município de Diadema, SP, com pequena maioria de indivíduos do sexo feminino (51,6%), com maior percentual de idade entre 25 e 40 anos (38,9%). A maioria dos participantes (60%) declarou possuir nível superior completo (35,8%) ou pós-graduação (24,2%). Utilizou-se os instrumentos: Escala de Bases de Poder do Supervisor (EBPS), escala desenvolvida por Martins e Guimarães (2007); Escala de Avaliação da Resiliência (EAR), escala construída por Martins, Siqueira e Emilio (2011) e a Escala de Engajamento no Trabalho de UTRECHT (UWES) que tiveram seus indicadores de validade e fidedignidade apurados neste estudo. Como resultado constatou-se parcialmente a existência de associação entre engajamento no trabalho e resiliência, pois engajamento no trabalho correlacionou-se com três dos cinco fatores de resiliência: adaptação positiva à mudanças, competência pessoal e persistência diante de dificuldade. Verificou-se que as dimensões que compõem a variável resiliência obtiveram médias ao redor do ponto quatro da escala de resiliência (frequentemente é verdade), indicando que os participantes frequentemente percebem a si mesmos como capazes de enfrentar as adversidades da vida em função da sua alta percepção de persistência, capazes de adaptar-se às mudanças, com bom nível de competência pessoal e de espiritualidade. Constatou-se que as médias nas dimensões que compõem a variável engajamento no trabalho ficaram muito próximas do ponto quatro da escala de engajamento (algumas vezes na semana), indicando que eles percebem em si um alto grau engajamento no trabalho, ou seja, que possuem vigor, são dedicados e deixam-se absorver pelo trabalho. Verificou-se ainda que os trabalhadores percebem o poder de perícia como o mais empregado pelos seus superiores hierárquicos com média de 4,46 (DP= 0,71). Por fim, os resultados obtidos apontaram que o papel e o posicionamento da chefia não provocaram impacto significativo em nenhuma das variáveis consequentes, portanto, bases de poder não explicam resiliência para os trabalhadores participantes desta pesquisa como também não predisseram engajamento no trabalho.

A IMPORTÂNCIA DAS TICS E DA EDUCAÇÃO COMO PROCESSO COMUNICACIONAL DIALÓGICO NO ENSINO SUPERIOR: Um Estudo da Universidade Estadual de Mato Grosso do Sul

Esta tese teve por objetivo saber como o corpo docente da Universidade Estadual de Mato Grosso do Sul (UEMS) percebe, entende e reage ante a incorporação e utilização das Tecnologias de Informação e Comunicação (TICs) nos cursos de graduação dessa Instituição, considerando os novos processos comunicacionais dialógicos que elas podem proporcionar na sociedade atual. Metodologicamente, a tese é composta por pesquisa bibliográfica, buscando fundamentar as áreas da Educação e Comunicação, assim como a Educomunicação; pesquisa documental para contextualização do lócus da pesquisa e de uma pesquisa exploratória a partir da aplicação de um questionário online a 165 docentes da UEMS, que responderam voluntariamente. Verificou-se que os professores utilizam as TICs cotidianamente nas atividades pessoais e, em menor escala, nos ambientes profissionais. Os desafios estão em se formar melhor esse docente e oferecer capacitação continuada para que utilizem de forma mais eficaz as TICs nas salas de aula. Destaca-se ainda que os avanços em tecnologia e os novos ecossistemas comunicacionais construíram novas e outras realidades, tornando a aprendizagem um fator não linear, exigindo-se revisão nos projetos pedagógicos na educação superior para que estes viabilizem diálogos propositivos entre a comunicação e a educação. A infraestrutura institucional para as TICs é outro entrave apontado, tanto na aquisição como na manutenção desses aparatos tecnológicos pela Universidade. Ao final, propõe-se realizar estudos e pesquisas que possam discutir alterações nos regimes contratuais de trabalho dos docentes, uma vez que, para atuar com as TICs de maneira apropriada, exige-se mais tempo e dedicação do docente.

Relatório de estágio pedagógico realizado na Escola Secundária de Francisco Franco

O Relatório de Estágio (RE) tem como objetivo explanar os processos de planeamento, realização, controlo/avaliação e consequentes reflexões sobre as diversas atividades desenvolvidas ao longo do ano letivo no âmbito da Prática de Ensino Supervisionada (PES), do segundo ano do 2º ciclo de estudos do Mestrado em Ensino da Educação Física nos Ensinos Básico e Secundário da Universidade da Madeira. A PES a que se refere este RE realizou-se no ano letivo 2012/2013 na Escola Secundária de Francisco Franco numa turma do 12º ano do Curso Científico Humanístico de Ciências e Tecnologias, do Orientador Cooperante e professor da escola. O núcleo de estágio foi constituído por dois estagiários e dois professores: o Professor Supervisor da Universidade da Madeira e o Orientador Cooperante. Este RE está estruturado em oito capítulos. O primeiro é referente ao enquadramento da PES, onde estão descritos o seu enquadramento legal, os objetivos, a caracterização da escola e da turma. O segundo capítulo diz respeito à Gestão do Processo de Ensino/Aprendizagem na Turma do Orientador Cooperante, onde analisámos o planeamento, a realização e o controlo deste processo. Analisámos, também, a atividade de Assistência e Observação às Aulas do professor estagiário e orientador cooperante. O terceiro capítulo refere-se às atividades de Intervenção na Comunidade Escolar, o qual foi desenvolvido no âmbito das atividades anuais do Grupo Disciplinar de Educação Física (GDEF). O quarto capítulo, denominado de Atividades de Integração no Meio, é referente ao Estudo de Caso realizado no âmbito das Atividades da Direção de Turma e da Ação de Extensão Curricular realizada com as duas turmas dos professores estagiários. O quinto capítulo diz respeito às Atividades de Natureza Científico-Pedagógica de natureza Individual, referente à abordagem das Atividades Rítmicas e Expressivas nas aulas de Educação Física; e Coletiva, onde tratámos a problemática da Avaliação. O sexto capítulo diz respeito a Outras Atividades desenvolvidas durante o ano letivo que não assumiram um carater obrigatório. O sétimo capítulo é referente às Considerações Finais e, por fim, o oitavo e último capítulo é referente às Recomendações e/ou Sugestões.

A supervisão pedagógica na coordenação dos departamentos curriculares: estudo de caso numa escola básica da RAM

A presente investigação visou averiguar o papel do Coordenador dos Departamentos Curriculares, tentando descortinar se no desempenho das suas funções emergem atitudes que se enquadram no paradigma da Supervisão Pedagógica e determinar as características que estas revestem. A pesquisa, com carácter de estudo de caso, centrou-se numa escola pública dos 2.º e 3.º ciclos, localizada no norte da Ilha da Madeira e todos os docentes que a integravam foram selecionados para sujeitos deste estudo. Para além da pesquisa documental e bibliográfica, concebemos como instrumentos de recolha de dados a entrevista, direcionada aos Coordenadores dos Departamentos Curriculares e ainda o inquérito por questionário que foi aplicado aos restantes professores da escola. O emprego simultâneo dos paradigmas qualitativo e quantitativo constituíram a forma mais adequada de apresentar e analisar os dados obtidos recorrendo a uma triangulação de modo a garantir a fidelidade dos resultados. Verificou-se que o Coordenador do Departamento Curricular é percecionado pelos docentes e simultaneamente se autoperceciona como um agente de Supervisão visto que acompanha, orienta, monitoriza e avalia o trabalho desenvolvido por aqueles, ao mesmo tempo que interfere na vida da organização escolar. Para os docentes o pleno exercício deste papel pressupõe a assunção de alguns requisitos, tais como, o saber escutar, partilhar, mediar, cooperar e encorajar bem como a posse de uma formação específica.

Antecedents and outcomes of abusive supervision:test of a trickle-down model

The authors examined antecedents of abusive supervision and the relative importance of interactional and procedural justice as mediators of the relationship between abusive supervision and the work outcomes of affective organizational commitment and individual- and organization-directed citizenship behaviors. Data were obtained from subordinate-supervisor dyads from a telecommunication company located in southeastern China. Results of moderated regression analysis revealed that authoritarian leadership style moderated the relationship between supervisors' perceptions of interactional justice and abusive supervision such that the relationship was stronger for supervisors high rather than low in authoritarian leadership style. In addition, results of structural equation modeling analysis revealed that subordinates' perceptions of interactional but not procedural justice fully mediated the relationship between abusive supervision and the work outcomes. Implications for future investigations of abusive supervision are discussed. Copyright 2007 by the American Psychological Association.

Leader-member exchange in a Chinese context:antecedents, outcomes and mediating role of psychological empowerment

This study examines organizational antecedents of LMX and the mediating influence of empowerment on the relationships between LMX and the work outcomes of job satisfaction, task performance and psychological withdrawal behavior. Data were obtained from employees of a listed Chinese company in Guangdong Province, People's Republic of China. The results revealed that: (a) supervisor control of rewards and work unit climate were related to LMX and (b) empowerment fully mediated the relationship between LMX and the work outcomes as hypothesized.

Antecedents of leader-member exchange and explanation of its relationship with citizenship behavior

This study examined personal/interpersonal antecedents of leader-member exchange (LMX) and why and how LMX is related to the helping and voice dimensions of citizenship behavior. The results indicate that: (i) proactive personality and supervisor trust in employee were significant antecedents of LMX; (ii) the psychological empowerment dimension of autonomy partially mediated the LMX-helping relationship whereas the LMX-voice relationship was fully mediated the by autonomy and impact dimensions of psychological empowerment; and (iii) organization-based self-esteem more strongly moderated the LMX-helping relationship relative to the LMX-voice relationship.

Trust as a mediator of the relationship between organizational justice and work outcomes:test of a social exchange model

Data obtained from full-time employees of a public sector organization in India were used to test a social exchange model of employee work attitudes and behaviors. LISREL results revealed that whereas the three organizational justice dimensions (distributive, procedural and interactional) were related to trust in organization only interactional justice was related to trust in supervisor. The results further revealed that relative to the hypothesized fully mediated model a partially mediated model better fitted the data. Trust in organization partially mediated the relationship between distributive and procedural justice and the work attitudes of job satisfaction, turnover intentions, and organizational commitment but fully mediated the relationship between interactional justice and these work attitudes. In contrast, trust in supervisor fully mediated the relationship between interactional justice and the work behaviors of task performance and the individually- and organizationally-oriented dimensions of citizenship behavior.

Comparing different approach and avoidance models of learning and personality in the prediction of work, university, and leadership outcomes

Jackson (2005) developed a hybrid model of personality and learning, known as the learning styles profiler (LSP) which was designed to span biological, socio-cognitive, and experiential research foci of personality and learning research. The hybrid model argues that functional and dysfunctional learning outcomes can be best understood in terms of how cognitions and experiences control, discipline, and re-express the biologically based scale of sensation-seeking. In two studies with part-time workers undertaking tertiary education (N=137 and 58), established models of approach and avoidance from each of the three different research foci were compared with Jackson's hybrid model in their predictiveness of leadership, work, and university outcomes using self-report and supervisor ratings. Results showed that the hybrid model was generally optimal and, as hypothesized, that goal orientation was a mediator of sensation-seeking on outcomes (work performance, university performance, leader behaviours, and counterproductive work behaviour). Our studies suggest that the hybrid model has considerable promise as a predictor of work and educational outcomes as well as dysfunctional outcomes.

How to survive your doctorate

If you are doing, thinking about doing, or know someone who is doing a doctorate, then this is the survival kit you need! Rather than focusing on the technical side of the doctorate, this book looks at all the other crucial skills that are part of everyday doctoral life. This candid book provides real insight into what it's like to do a doctorate and offers practical advice on: The application process, Sources of financial support, Motivational issues, Student-supervisor relationships, Departmental and university politics, Publishing, conferences and networking, Career strategies, Written by recent doctoral graduates, the book also includes real examples and case studies from current doctoral students and recent graduates across a range of disciplines and universities. By demystifying the doctoral process How to Survive Your Doctorate prepares you for life as a doctoral student like no other book. See for yourself and be a survivor!

Individual spirit at work and its relationship with employee work attitudes and organisational outcomes:An empirical examination in corporate Thailand

The purpose of this thesis is to conduct empirical research in corporate Thailand in order to (1) validate the Spirit at Work Scale (2) investigate the relationships between individual spirit at work and three employee work attitudinal variables (job satisfaction, organisational identification and psychological well-being) and three organisational outcomes (in-role performance, organisational citizenship behaviours (OCB), and turnover intentions) (3) further examine causal relations among these organisational behaviour variables with a longitudinal design (4) examine three employee work attitudes as mediator variables between individual spirit at work and three organisational outcomes and (5) explore the potential antecedents of organisational conditions that foster employee experienced individual spirit at work. The two pilot studies with 155 UK and 175, 715 Thai samples were conducted for validation testing of the main measure used in this study: Spirit at Work Scale (Kinjerski & Skrypnek, 2006a). The results of the two studies including discriminant validity analyses strongly provided supportive evidence that Spirit at Work Scale (SAWS) is a sound psychometric measure and also a distinct construct from the three work attitude constructs. The final model of SAWS contains a total of twelve items; a three factor structure (meaning in work, sense of community, and spiritual connection) in which the sub-factors loaded on higher order factors and also had very acceptable reliability. In line with these results it was decided to use the second-order of SAWS model for Thai samples in the main study and subsequent analysis. The 715 completed questionnaires were received from the first wave of data collection during July - August 2008 and the second wave was conducted again within the same organisations and 501 completed questionnaires were received during March - April 2009. Data were obtained through 49 organisations which were from three types of organisations within Thailand: public organisations, for-profit organisations, and notfor-profit organisations. Confirmatory factor analysis of all measures used in the study and hypothesised model were tested with structural equation modelling techniques. The results were greatly supportive for the direct structural model and partially supportive for the fully mediated model. Moreover, there were different findings across self report and supervisor rating on performance and OCB models. Additionally, the antecedent conditions that fostered employees experienced individual spirit at work and the implications of these findings for research and practice are discussed.

The social construction of lesbianism: a reappraisal

The commentators in this reappraisal describe The Social Construction of Lesbianism (1987) as ‘classic’ (Coyle1), ‘exciting’ (Tiefer), ‘important’, (MacBride-Stewart), ‘fascinating’ (Snelling), a ‘remarkable achievement’ (Snelling), and an ‘engagingly written, political tour de force’ (Coyle). Like some of the commentators (Coyle, Snelling), one of us (VC) owns a well-read copy of The Social Construction of Lesbianism, highlighted in all the colours of the rainbow and covered in (now) rather cryptic notes. This was the copy that passed back and forth between us as we completed our PhDs in lesbian and gay psychology, both of which were supervised by Celia Kitzinger. As young lesbian feminists, we were drawn to Celia’s radicalism and uncompromising political commitment. She was an inspiring, challenging, passionate and energetic PhD supervisor, and we are honoured and privileged to edit this reappraisal of The Social Construction of Lesbianism, a book based on her PhD.

Recent developments in reflexivity research: a review

Team reflexivity, or the extent to which teams reflect upon and modify their functioning, has attracted much recent research attention. In the current paper, we identify several predictors as well as consequences of reflexivity by reviewing the last decade of literature on team reflexivity. It is observed that team characteristics such as trust and psychological safety among group members, a shared vision, and diversity as well as leadership style of the team’s supervisor influence the level of reflexivity. In addition, team reflexivity is related to a team’s output in terms of innovation, effectiveness, and creativity. Explanations for these effects are discussed and a model including all current findings is presented.

Employee negative emotions in supervisory relationships : an attachment theory perspective

Relationships with supervisors are a major source of negative emotions at work, but little is known about why this is so. The aim of the research was to use attachment theory (Bowlby, 1969, 1973; 1980) as a framework for investigating the nature and causes of employee negative emotional experiences, in the context of their supervisory relationships. The research was conducted in three stages. In Stage 1 two studies were conducted to develop a measure of employee perceptions of supervisor caregiving (SCS). Results indicated that the 20-item scale had good reliability and validity. Stage 2 required participants (N=183) to complete a questionnaire that was designed to examine the roles of supervisor caregiving and working models (specific and global) in determining cognitive and emotional responses to hypothetical supervisor behaviours. The results provided partial support for an Independent Effects Model. Supervisor caregiving predicted specific anxiety and avoidance. In tum, both dimensions of attachment predicted negative emotions, but this relationship was mediated by event interpretation only in the case of avoidance. Global models made a smaller but significant contribution to negative emotions overall. There was no support for an interaction effect between specific and global models in determining event interpretation. In stage 3 a sub-sample of questionnaire respondents (N=24) were interviewed about 'real-life' caregiving and negative emotional experiences in their supervisory relationships. Secure individuals experienced supervisors as consistently warm, available, and responsive. They reported few negative events or emotions. Individuals with insecure specific working models experienced rejecting or inconsistent supervisor caregiving. They were sensitised to trust and closeness issues in their relationships, and reported negative events and emotions underpinned by these themes. Overall, results broadly supported attachment theory predictions. It is concluded that an attachment theory perspective provides new insight into the nature and causes of employee negative emotions in supervisory relationships.

Enhancing creativity in a general work environment : the role of problem-solving demand

Prior research suggests management can employ cognitively demanding job attributes to promote employee creativity. However, it is not clear what specific type of cognitive demand is particularly important for creativity, what processes underpin the relationship between demanding job conditions and creativity and what factors lead to employee perceptions of demanding job attributes. This research sets out to address the aforementioned issues by examining: (i) problem-solving demand (PDS), a specific type of cognitive demand, and the processes that link PSD to creativity, and (ii) antecedents to PSD. Based on social cognitive theory, PSD was hypothesized to be positively related to creativity through the motivational mechanism of creative self-efficacy. However, the relationship between PSD and creative self-efficacy was hypothesized to be contingent on levels of intrinsic motivation. Social information processing perspective and the job crafting model were used to identify antecedents of PSD. Consequently, two social-contextual factors (supervisor developmental feedback and job autonomy) and one individual factor (proactive personality) were hypothesized to be precursors to PSD perceptions. The theorized model was tested with data obtained from a sample of 270 employees and their supervisors from 3 organisations in the People’s Republic of China. Regression results revealed that PSD was positively related to creativity but this relationship was partially mediated by creative self-efficacy. Additionally, intrinsic motivation moderated the relationship between PSD and creative self-efficacy such that the relationship was stronger for individuals high rather than low in intrinsic motivation. The findings represent a productive first step in identifying a specific cognitive demand that is conducive to employee creativity. In addition, the findings contribute to the literature by identifying a psychological mechanism that may link cognitively demanding job attributes and creativity.