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Abstract(s)
A formação é uma necessidade das organizações e a sua eficácia é ponto chave na
otimização do desempenho pessoal e profissional dos indivíduos. Por outro lado, as
lideranças conferem aos indivíduos perceções de credibilidade, confiança e orgulho,
garantindo a satisfação e motivação em contexto organizacional, induzindo efeitos na
melhoria do desempenho profissional. Desta forma, há uma relação que emerge e está latente
em contexto militar.
Mediante uma estratégia de investigação quantitativa e um raciocínio dedutivo, este
estudo de caso pretende analisar a relação entre a liderança dos docentes militares da Força
Aérea e a eficácia da formação do Curso de Promoção a Oficial Superior.
Pelos resultados obtidos concluiu-se que os auditores percecionam, nos seus docentes,
um estilo preponderantemente transacional e um nível de liderança transformacional
moderado, enquanto que os docentes consideram apresentar um estilo de liderança
transformacional e um nível de liderança transformacional elevado. A eficácia da formação
é percecionada como moderada, tanto pelos auditores como pelos seus atuais chefes de
serviço. Por fim, ficou demonstrada uma correlação positiva forte entre a eficácia da
formação e a liderança transformacional e que a liderança transformacional é preditora da
eficácia da formação.
Training is a need for organizations and their effectiveness is a key point in optimizing the personal and professional performance of individuals. On the other hand, leaders give individuals perceptions of credibility, trust and pride, ensuring satisfaction and motivation in an organizational context, inducing effects on the improvement of professional performance. In this way, there is a relationship that emerges and is latent in the military context. Through a quantitative research strategy and a deductive reasoning, this case study aims to analyze the relationship between the leadership of military teachers of the Air Force and the effectiveness of the Promotion Course to Field Officer. The results obtained conclude that the auditors perceive, in their teachers, a predominantly transactional leadership style and a moderate level of transformational leadership, while the teachers consider to present a transformational leadership style and a high level of transformational leadership. The effectiveness of training is seen as moderate, both by auditors and by their current heads of service. Finally, a strong positive correlation was demonstrated between the effectiveness of training and transformational leadership and that transformational leadership is a predictor of the effectiveness of training.
Training is a need for organizations and their effectiveness is a key point in optimizing the personal and professional performance of individuals. On the other hand, leaders give individuals perceptions of credibility, trust and pride, ensuring satisfaction and motivation in an organizational context, inducing effects on the improvement of professional performance. In this way, there is a relationship that emerges and is latent in the military context. Through a quantitative research strategy and a deductive reasoning, this case study aims to analyze the relationship between the leadership of military teachers of the Air Force and the effectiveness of the Promotion Course to Field Officer. The results obtained conclude that the auditors perceive, in their teachers, a predominantly transactional leadership style and a moderate level of transformational leadership, while the teachers consider to present a transformational leadership style and a high level of transformational leadership. The effectiveness of training is seen as moderate, both by auditors and by their current heads of service. Finally, a strong positive correlation was demonstrated between the effectiveness of training and transformational leadership and that transformational leadership is a predictor of the effectiveness of training.
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Keywords
Liderança militar Estilos de liderança Professor líder Eficácia da formação Transferência da formação Military leadership Leadership style Teacher leadership Training effectiveness Learning transfer