Revista
de
Administração
http://rausp.usp.br/ RevistadeAdministração52(2017)233–245
Human
Resources
and
Organizations
What
is
the
social
gain
from
competency
management?
The
employees’
perception
at
a
Brazilian
public
university
Qual
é
o
ganho
social
na
gestão
por
competências?
a
percep¸cão
dos
funcionários
de
uma
universidade
pública
brasileira
¿Qué
beneficio
social
aporta
la
gestión
por
competencias?
El
punto
de
vista
de
funcionarios
de
una
universidad
pública
brasile˜na
Guilherme
Busch
Rocha
∗,
Claudia
Souza
Passador,
Gilberto
Tadeu
Shinyashiki
UniversidadedeSãoPaulo,RibeirãoPreto,SP,Brazil
Received6October2015;accepted7July2016 Availableonline13May2017 ScientificEditor:MariaSylviaMacchioneSaes
Abstract
Inthepresentglobalscenarioofstrongcompetitiveedge,theHumanfactorhaditsrelevanceenhanced,presentingitselfasakeyelementtoenhance organizations’flexibilityandperformance.Sincethe1990s,oneofthemostwidespreadandstudiedHumanResourcespracticeshasconsistedof theManagementModelbyCompetency,thatinnovatedbychangingthe“position”referencetothe“people”element.Therefore,thispapertriesto investigatewhataretheelementsthatinfluencetheemployees’perceptionofsocialgainwithinanestablishmentthathadtakenonthecompetency managementmodel.Thisisaquantitativeworkwithsurveymethodology.Thesampleconsistsof422employeesofaBrazilianpublicuniversity thathadimplantedthecompetencymodelin2011.Thequestionnaire,availableinanonlineenvironment,usedthedimensionsdevelopedbySarsur
(2007).Therelationshipsbetweentheactionsoncorporateeducation,wagemove,careermove,managerialpositionsheld,workplaceandseniority
(independentvariables)withtheperceptionemployeeshaveofsocialgain(dependentvariables)wereanalyzedthroughnonparametricstatistical techniques.Theresultsindicatethattheemployees’perceptionofsocialcompetencygainsinthemodeldisplaysanessentiallyutilitariannature. Namely,justthebenefitedemployeesdemonstratedhigherrankingsofperceptionregardingthenewproposal.
©2017DepartamentodeAdministrac¸˜ao,FaculdadedeEconomia,Administrac¸˜aoeContabilidadedaUniversidadedeS˜aoPaulo–FEA/USP. PublishedbyElsevierEditoraLtda.ThisisanopenaccessarticleundertheCCBYlicense(http://creativecommons.org/licenses/by/4.0/). Keywords:Peoplemanagement;Competencymanagement;Corporateeducation;Performanceevaluation;Socialgain
Resumo
Noatualcenáriomundialdefortecompetitividade,ofatorhumanoaumentousuaimportânciaeapresenta-sehojecomofatorchaveparaaumentar aflexibilidadeeaperformancedasorganizac¸ões.UmadaspráticasdeRecursosHumanosmaisdifundidaseestudadas,apartirdosanos1990,foi omodelodegestãoporcompetências,queinovouaoalteraroreferencial“cargo”paraoelemento“pessoas”.Assim,nesteartigo,pretendeu-se investigarquaissãoosfatoresqueinfluenciamapercepc¸ãodeganhosocialdosfuncionáriosdeumaorganizac¸ãoqueadotouomodelodegestão depessoasporcompetências.Éumtrabalhoquantitativocommetodologiadelevantamento(survey).Aamostraécompostade422funcionários
∗Correspondingauthorat:AvenidaBandeirantes,3900–CEP,14040-900RibeirãoPreto,SP,Brazil.
E-mail:guirocha1@gmail.com(G.B.Rocha).
PeerReviewundertheresponsibilityofDepartamentodeAdministrac¸ão,FaculdadedeEconomia,Administrac¸ãoeContabilidadedaUniversidade deSãoPaulo–FEA/USP.
http://dx.doi.org/10.1016/j.rausp.2017.05.001
deumauniversidadepúblicabrasileiraqueimplantouomodeloem2011.Oquestionáriodisponibilizadoemambientevirtualutilizouasdimensões desenvolvidasporSarsur(2007).Foramanalisadaspormeiodetécnicasestatísticasnãoparamétricasasrelac¸õesentreac¸õesdeeducac¸ãocorporativa, movimentac¸ãosalarial,movimentac¸ãonacarreira,ocupac¸ãodecargosdegestão,localdetrabalhoetempodeservic¸o(variáveisindependentes) comapercepc¸ãodeganhosocialdosfuncionários(variáveisdependentes).Osresultadosindicamqueapercepc¸ãodeganhossociaiscomomodelo porcompetênciasporpartedosfuncionáriospossuicaráterprioritariamenteutilitarista,ouseja,apenasosservidoresbeneficiadosapontaram rankingssuperioresdepercepc¸ãoemrelac¸ãoànovaproposta.
©2017DepartamentodeAdministrac¸˜ao,FaculdadedeEconomia,Administrac¸˜aoeContabilidadedaUniversidadedeS˜aoPaulo–FEA/USP. PublicadoporElsevierEditoraLtda.Este ´eumartigoOpenAccesssobumalicenc¸aCCBY(http://creativecommons.org/licenses/by/4.0/). Palavras-chave: Gestãodepessoas;Gestãoporcompetências;Educac¸ãoCorporativa;Avaliac¸ãodedesempenho;Ganhosocial
Resumen
Enelactualescenariomundialdefuertecompetitividad,seatribuyemayorimportanciaalfactorhumano,quesepresentacomoelementoclave paraaumentarlaflexibilidadyeldesempe˜nodelasorganizaciones.UnadelasprácticasdeRecursosHumanosmásdifundidasyestudiadasapartir delosa˜nosnoventahasidoelmodelodegestiónporcompetencias,quehainnovadoalcambiardelreferente“puesto”alelemento“personas”. Enesteartículosepretendeinvestigarquéfactoresinfluyenenlapercepcióndebeneficiosocialporpartedelosempleadosdeunaorganización queadoptaelmodelodegestióndepersonasporcompetencias.Esunestudiocuantitativoconmétodosurvey.Lamuestraestácompuestapor422 funcionariosdeunauniversidadpúblicabrasile˜naqueutilizaelmodelodesde2011.Enlaencuesta,disponibleenformavirtual,sehanutilizado lasdimensionesdesarrolladasporSarsur(2007).Mediantetécnicasestadísticasnoparamétricas,sehananalizadolasrelacionesentreacciones deeducacióncorporativa,aumentosalarial,movimientoenlacarrera,ocupacióndepuestosdegestión,lugardetrabajoyantigüedad(variables independientes)conlapercepcióndebeneficiosocialdelosempleados(variablesdependientes).Losresultadosindicanquelapercepciónde beneficiossocialesdelmodeloporcompetenciaporpartedelosencuestadosposeecaráctersobretodoutilitarista,esdecir,sólolosfuncionarios beneficiadoshanindicadorankingssuperioresdepercepciónconrelaciónalanuevapropuesta.
©2017DepartamentodeAdministrac¸˜ao,FaculdadedeEconomia,Administrac¸˜aoeContabilidadedaUniversidadedeS˜aoPaulo–FEA/USP. PublicadoporElsevierEditoraLtda.Esteesunart´ıculoOpenAccessbajolalicenciaCCBY(http://creativecommons.org/licenses/by/4.0/). Palabrasclave: Gestióndepersonas;Gestiónporcompetências;Educacióncorporativa;Evaluacióndedesempe˜no;Beneficiosocial
Introduction
Theextremestrengthandfrequencyofsocio-economic, sci-entificandtechnologicalalterationsintheglobalandnational scenario in recent decades have thoroughly reshaped solid concepts. Consequently, such changes have become usual in organizationalenvironments,sincetheoutcomeandsurvivalof businessestodayaredirectlyrelatedtotheirabilitytoidentify andadapttonewtrends(Wood,2000).
Inthiscontext,theHumanResourcesfield(HR)hasgained representativeness for “[...] the transition from the industrial socioeconomic context to the post-industrial context causes PeopleManagementtobecloselyassociatedwithChange Man-agementissues[ourtranslation]”(Vasconcelos,Mascarenhas& Vasconcelos,2006,p.18).
Sincethe1990s,CompetencyModelforpeoplemanagement has become oneof the mostwidespread and studied Human Resourcespractices.Thedesignarisesasanalternativeto tra-ditionalpeople management models,based onthe “position” element.Competency managementmodels seektoencourage individualdevelopmenttoenhanceknowledge,skillsand atti-tudesappliedtotheprofessionalcontextofeachorganization. TheadvantagesofusingtheCompetencyconceptasapivotal axisofHumanResourcespracticesarenumerous.Forinstance, theyincludetheincreaseinorganizationalflexibility,the align-ment of the organization’s strategy withpeople management strategy,andtheempowermentof managerstowardHR deci-sions (Albuquerque & Oliveira, 2001; Appel & Bitencourt, 2008; Lawler III & Jenkins, 1992; Milkovich, Newman & Gerhart,2013).
Thefundamentalreasonfordevisinganewpersonnel man-agementmethodologyreliesuponthepreviousposition-focused model–naturallyinflexible–whichhindersstaffdevelopment and movement initiatives. Consequently, while the position-based system isoften associated with bureaucraticstructures andlowmobilityorganizationalsettings,theCompetency Man-agementmodelseekstoenhanceflexibility,providingmanagers with better chances to achieve their results (Albuquerque & Oliveira,2001;Lima,ZambronideSouza&Araújo,2015).
The vastmajorityof the researchonthe competency con-cept isundertakeninthe lightof organizationaloutcomes. In thissense,severalauthors(Boyatzis,1982;Dutra,2001,2004; Fleury&Fleury,2001;Ruas,2005;Zarifian,2001)claimthatthe competency-basedmodelsforpeoplemanagementhavehigher chancesofsuccessinmodernorganizationsinsertedin compet-itiveenvironments.Themajordrawbackofsuchmodelisdueto itsnaturaldifficultiesofconceptualizing,assimilationand con-sequentlyconsolidation(Albuquerque&Oliveira,2001;Dutra, 2004).
Oneoftheassumptionsofsuchpeoplemanagementmodel asserts that[...] “competenciesshouldaddeconomicvalueto theorganizationandsocialvaluetotheindividual[our transla-tion]”(Fleury&Fleury,2001,p.187).However,Sarsur(2007)
challengesthatfact,giventhatsocialvaluesmightbeperceived toalimitedextentbytheindividualsintheorganization,often beingmerelyrelegatedtothelevelofspeech.
employeeshaveofsocialgainatanorganizationthathasadopted theCompetencyModelforPeopleManagement.
Inthepresentwork,SocialGainisdefinedas“asetofaspects thatfostertheemployee’sdevelopmentasahumanbeingintheir broaderdimension: personal, professional,citizen (politically andsociallydetermined)[ourtranslation]”(Sarsur,2007,p.11). ThisstudyalsousedthecategoriesproposedbySarsur(2007)
tomeasurethepossiblesocialgainswithcompetency manage-ment.However,thispapercontrastsfromthecitedauthor’swork duetotwoessentialaspects.Theformerinvolvestheobjectives; thequotedauthor’sworkexaminedtheemployees’perception concerningthesocialgains ofthe competencymodel.Onthe otherhand,thisstudy soughttodiscover thefactorsaffecting suchperception.Thesecondfundamentaldifferencerelatesto themethodsused;thecitedauthor’sworkdisplayeda qualita-tiveandexploratorycharacter,whereasthisresearchadopteda quantitative-descriptivemethodology(survey).
Inpursuitofitsoverallobjective,thisstudycomparedgroups ofemployeesofanorganizationthathasappliedtheCompetency ManagementModel,regardingtheirengagementintoprograms includingCorporateEducation,salarymove,careermove,the length of service at the institution, workplace, and manage-rialpositionsheld. Fig.1demonstratesthegeneralschemeof research
TheinstitutionofchoiceforthisstudyreferstoaBrazilian publicuniversity,endowedwithautonomyinthe educational, scientific,administrativeandfinancialspheres.Since2008,the institution has made various efforts to modernize its human resourcepractices.Amongthoseactionsarestructuringofcareer pathsforitstechniciansandadministrativestaffstandsout.Asof April2011,theformerpersonnelmanagementmodelbasedon thestructureofpositionswasreplacedbyacompetency-based system.Sincethen,therehavebeentwocareermoves(withpay impact)in2012and2013,makingtheorganizationeligiblefor theanalysisofemployeesocialgain.
The major theoretical implication of this paper consists of increasing the research base on competency management from the employees’ perspective, with emphasis on their perception of social gain concerning personnel management model.
ThefollowingworkbringsouttheCompetencyModel: con-cepts,historicalevolution,currentsofthought,advantages,and limitations. Subsequently, the following are introduced: the methodologicalaspects,thepublicuniversitystudied,the tech-niquesused,theanalyses’results,andtherelevantdiscussions, followedbytheresearchconcludingremarks.
Thecompetencymodel
ThePeopleManagementpractices used inBraziluntil the 1980shadtheirgroundsintheposition-basedstructure(Fleury &Fleury, 2001). That systemmirrored Taylor’sMechanistic Modelandwasintroducedinthecountryinthe1930s. Inthe position-basedstructure,theemployeesofanorganization asso-ciatetheircareer progresstoholdinghierarchicalpositionsof increasingresponsibilityand/orcomplexity(Pontes,2013).
Theposition-basedsystemhasitsmainpositivepoint objec-tivity;itispossibletoestablishperformancestandardssuitable for each position anddemand the respectiveemployee under theseindicators.Themajornegativepointisthelowflexibility; employeesare“stuck”intheirjob,whichreducesorganizational agilityandstimulatesbureaucracy.Despiteitslimitations,the position-basedsystemisstillthemostwidelyusedby organiza-tions, having beenthe subject of severalimprovements since its inception. However, even with all the latest adaptations, theposition-basedsystemcannotresolvecertainproblemsthat require aflexiblestructure,such as decentralizingwage deci-sions and encouraging individual development (Albuquerque & Oliveira, 2001; Dutra, 2016; Lawler III & Jenkins, 1992;
Milkovichetal.,2013).
Thus,intheearly1970s,amodel mainlycharacterizedby the focus shift from “Position” to “people” started to take shapeasanalternativetothethenexistingsystems(Mcclelland, 1973). Thus, the competency concept arises, which, accord-ing to the predominantly North American branch, comprises the setof personalqualifications(knowledge,skills, and atti-tudes)thatallowtheindividualtoahigherworkperformance (Boyatzis, 1982; Spencer & Spencer, 1993). Later, authors such as LeBoterf (1994,2003)andZarifian (2001) used the competencyconceptinamoredistinctfashion.Forthose scho-lars, the use of the personal qualifications repertoire would only add value to the institution when applied to organiza-tional contexts. That is the predominantly French strand of thought.
In recent years, severalauthors havethoughtCompetency as the sum of those two currents. Namely, “[...] the individ-ualcharacteristicsthatcanhelpthemdelivermoreefficiently” (Fischer,Dutra,Nakata&Ruas,2008,p.35).Theintegration ofsuchapproachesproducedinBrazilanincreaseduseofthe Competencyconcept,bothinadaptingsystemsforpositionsand structuringnewinstrumentsforpeoplemanagement(Carbone, Tonet,SilvaBruno&BrandãoeSilva,2016;Dutra,2004,2016). Thus, the notion of competence appears associated with verbalphrases such asknowing, takingaction, mobilizing resources, integrating multiple and complex knowledges, learninghowtolearn,learninghowtoengage,taking respon-sibility, and having strategic vision. On the side of the organization,competenciesmustaddeconomicvaluetothe organizationandsocialvaluetotheindividual[our transla-tion](Fleury&Fleury,2001,p.187).
General objective: To investigate the factors that influence the perception of the social gain of employees in an organization that has adopted the competency model for
people management
Specific objectives - comparasion of means for social gain between:
Social gain categories
1. Career 2. Development 3. Remuneration 4. Knowledge/cognitive capacity
5. Conceptual understanding of the organization
6. Participation 7. Self-development
8. Communication and feedback 9. Professional achievement
10. Identity and significance of the work
11. Balance betweeen personal and professional life 12. Social interest and values
Functional category
Behavioral category
Personal category
Group that received training x group that received no training (corporate education)
Group that attained career move x group that did not attain career move (vertical)
Group that attained salary move x group that did not attain salary move (horizontal)
Group that held managerial positions x group that did not hold managerial positions
Group of employees from different workplaces within the institution (structures)
Employees with different lengths of service at the institution
•
•
•
•
•
•
Fig.1.Generalschemeoftheresearch.
etal.(2016)pointoutthatthemodelshouldaddsocialvalues totheorganization’semployees.
Individual competencies derive from organizational skills (corecompetencies) capable of generatingvalue tothe orga-nization’sstrategy.Thus,theCompetencyManagementModel presents itself as asystem that is less connected the regular andoperationalactivitiesthanthePosition-BasedSystems.The Competency Management Modelis, therefore,moredirected tothefutureofthe entireorganization,inlinewithits strate-gicobjectives(Dutra,2001,2016;Limaetal.,2015;Markus, Cooper-Thomas & Allpress, 2005). Thus, the advantages of the Competency Model mentioned in the literature are quite numerous.Amongthoseexponentsincludetheincreased organi-zationalflexibility,optimalmechanismsforproperlyrewarding employees, the encouragement of personal development, the alignmentoftheorganization’sstrategywiththepeople man-agement strategy, andthe empowerment of managers in HR decisions(Albuquerque&Oliveira,2001;Appel&Bitencourt, 2008;Rejas-Muslera,Urquiza&Cepeda,2012).
Despite the advantages mentioned, it is verified that the interesttowardtheCompetencyconcepthasnotbeengrowing. Moreover,itisobservedthatsomeofthecentralissuessuchas theprocessof identificationandcertification ofcompetencies seemtohavenosolution.Also,asystemcapableofexternally measuringthevalueofeitheragivenskillorcompetencesystem stillneedstobedeveloped(Giancola,2011).Infact,sincethe verytheoretical designofthe CompetencyModelhindersthe establishmentofperformanceindicators,thedegreeof subjec-tivityturnsouttobeinherenttosuchsystems.Themostcommon criticismaboutthatmodelderivesfromthatsubjectivity.Those
issuesincludetheconceptualcomplexityand,consequently,the relativelychallengingimplementationprocesswithinthe orga-nizations(Milkovichetal.,2013;Plothow&Hipólito,2008). Othercriticsalsoclaimthat,forworkers,theanticipatedsocial gainsintheCompetencyModelareeventuallyreduceddueto market pressures(Sarsur, 2007), andthat the model ends up valuing objectiveandsubjectiveintereststhatexclusively per-taintotheorganizations(Ramos&Faria,2012).Someauthors alsohighlighttheneedtotransformtheentirecorporatemodel bycompetencymanagement,notonlydeployinganew manage-mentparadigm(Mello&Silva,2013)aswellastheimportance ofdevelopingandencouragingcollectiveandindividual compe-tenciesconsistentwiththeexistingorganizationalculture(Zago &Retour,2013).
Despitesomereferenceauthorsincompetencymanagement pointoutthatthemodelshouldcreateeconomicvalueforthe organization andsocial value to the individual, the scientific productionstronglyemphasizestheanalysisofeconomicgains; studiesthatseektoverifyanddeepentheunderstandingofthe allegedsocialgaintoemployeesareincipient.
In this sense, the doctoral dissertation by Amyra Moyzes
Sarsur (2007),under the advisory of Prof. Dr. MariaTereza LemeFleuryappearstobepioneering.Theworkhasits foun-dationinthecontributionofvariousscholarsonthesubjectand proposescategoriesandsubcategoriesforexaminingthesocial gain.
Table1
Categoriesformeasuringsocialgainbycompetencymanagement–Sarsur(2007).
Functionalcategory Behavioralcategory Personalcategory
–Career –Participation –Identityandsignificanceofthework
–Development –Self-development
–Remuneration –Communicationandfeedback –Balancebetweenpersonalandprofessionallife –Knowledge/Cognitivecapacity –Professionalachievement
–ConceptualunderstandingoftheOrganization –SocialInterestandvalues
personal.Table1summarizestheconstructionofthecategories andsubcategories.
Methodologicalaspects
Participants
The study population consists of more than 17 thousand employeesclassifiedinthe“Career of Technicaland Admin-istrativeServer“at the University, accordingto itsStatistical Yearbook2014.Thus,itiscritical toemphasizethatalthough faculty also fallwithin the institution’s servers, the teaching career is position-based, so the category is not part of the research.Theterms“employee”and“server”usedinthispaper referexclusivelytothetechnicalandadministrativesegmentof theuniversityworkforce.
The sample was selected by drawing lots (simple ran-dom sampling - probabilistic); 1800 employees of the institution received an e-mail invitation to the survey. Invi-tations yielded 469 completed questionnaires, i.e., the rate of participation of those summoned to the study were 26%.
Instrument
Intheirresearch,Sarsur(2007)predominantlymadeuseof interviewmethodology.Thequestionnairescriptfollowstothe categories listed above. However,in thiswork, the interview scriptdevelopedbytheauthorwasadapted,andsubcategories underwentminormodificationsintheirnomenclaturestobetter fit intothe concepts used inthe organizationalcontext atthe University.
Despitethe conceptualgrouping performed bythe author, wemade thedecisioninthisarticle tousethesub-categories inanindependentmannertowardtheinstrumentandthe anal-yses, due to the structure of the data, as will be shown further on. Thus, the subcategories originated the twelve dependent variables inthis study. Questionnaires were made using a graphic 11-point scale (0–10), as the model of
Fig.1.
In addition to the questions regarding the social gains of the employeeswith the competency management, respon-dents were also asked to report data including work, the lengthof service attheinstitution, positionlevel engagement in a managerial position, Career performance background, and participation history in corporate training initiatives offered by the organization. Improvements have been made
We seek to assess your perception on the competency managementsystem implemented atthe University with a scale ranging from zero through ten. Zero corresponds to the total disagreement with the statement, while 10 means full agreement.
The competency management system implemented at the University generated gains toemployees inthe aspects of:
Career
(0) (1) (2) (3) (4) (5) (6) (7) (8) (9) (10) Strongly
disagree
Neighter agree
nor disagree
Totally agree
Fig.2.Questionnairemodel.
in the instrument during the questionnaire’s test phase (Fig.2).
Datacollectionprocedures
Contactwiththeselectedemployeeswasestablishedthrough thetelephonedirectorysystemoftheorganization.Thatsystem featuresacontactformoptionwithoutthedisclosureof institu-tionale-mailserver.Theselectedemployeesreceivedamessage containingabriefpresentationofthestudyandincludedthelink tothequestionnaireinavirtualenvironment.
Inthefinaldaysofthedatacollection,thevolumeof question-nairesidentifiedasmallnumberofrespondentswhodeclared either ongoingor previous attendance tolong-termcorporate education programs within the organization (less than 3%), whichcouldadverselyaffecttheanalyses.However,such partic-ipationrateprovesnaturalgiventhattheCorporateUniversity program atthe institution hadstarted its activitiesin August 2012.
Hence, therewas acontactwiththe Corporate University, andthesamequestionnairewasappliedthroughadifferentlink directedtogroupsofstudentsandalumnioftheMBAcourse inPublicManagement.Asaresult,59additionalquestionnaires wereobtained.Thedatawereusedsolelyfortheanalysesofthe hypothesisofthedifferenceinperceptionamongemployeeswho receivedandthosewhodidnotreceiveinvestmentsincorporate education.
Indeed,itisnecessarytopointoutalimitationoftheresearch duringthedatacollection.Thequestionnaireforinstitutional e-mailresultedinarelativelylowpercentageofparticipation;the non-responseratewasapproximately74%.
Functional levels
60.0% 50.0% 40.0%
29.5%
15.2%
Basic
Population Sample
Technical Superior 46.5%
55.7%
23.9% 29.1% 30.0%
20.0% 10.0% 0.0%
Chart1.Distributionamongfunctionallevels:populationandsample.
which, inprinciple,does not negatively influencethe sample distribution.
However,manyofthebasic/elementarylevelemployeesof theinstitutionengagedpredominantlyoperationalnature func-tions.Inthissense,theseserversdonothaveaccess,knowledge, oreventhehistoryofregularuseof computersandthe Inter-net.Since the surveywas conducted through anonline form, thesample representationofserversinthat categorywas sig-nificantly lower than the figure found within the population (Chart1).
Analysisprocedures
Following the data collection, the preliminary verification stagewasperformed,andthentheanalysiswasconducted. Ini-tially,twoquestionnaireswereeliminatedduetotheincorrect filling.Next,we optedfortheexclusionof responses display-ingaperceptionofsocialgainsinalinearfashion;i.e.,allthe questionnaireshavingthesamevalueinthevisualscaleforall twelvemeasurementcategoriesofthesocialgaininthe Compe-tencyManagementModelweredisregarded.Theprocedureis justifiedbythefactthat,inrespondingthatthesocialgaininall thedifferentcategorieswasequal,onecaninferthatthe respon-dentslackedaconsciousreflectiononthenegativeandpositive impactsoftheimplementationofthepeoplemanagementmodel forcompetenciesinallitscomprehensiveness.
Thus,atotalofforty-fiveresponseswerealsoexcludedfrom theanalysis;thatis,inall,forty-sevenquestionnaireswere dis-carded out of the 469 collected forms (approximately 10%). Consequently,theprimaryresearchsamplewasreducedto422 validquestionnaires.
Throughoutthe meantest, for all variablestherehasbeen anabsenceofnormaldistribution(Kolmogorov-Smirnovtest.– sig=0.000)causingresearcherstochoosetousenon-parametric techniques.Theanalysesbetweenthetwogroupsof indepen-dent variables were made using the Mann–Whitney U test. TheKruskal–WallisHtestwasused fortestingthedifference betweenkindependentvariables.Theanalyses(betweenpairs) tofind out whichgroupshadsignificant differencesalso fol-lowedtheKruskal–Wallismethod,adjustedbytheBonferroni factor.AlltestswereperformedinSPSS.
Some previous tests point out that some of the variables sufferedthe influenceof theconfoundingbias exertedbythe performanceoverthecareer.Thatis,acertainnumberofgroups displayed mean differences, erroneously indicating any fac-tor capable of influencing the perception of social gainwith the Competency Modelwhen, in fact,it was merely the dif-ference betweenemployeeswhohaveattainedor notvertical progression.Insuchcases,wheneverpossible,theanalyseswere performedseparatelyamongemployeescontemplatedandnot contemplatedwithcareermovement(vertical).
Inadditiontocareerperformance,controlvariables“levelof education”and“joblevel”havebeenanalyzedinorderto iden-tifyanyfactorscapableofinfluencingthedependentvariables. Intheinvestigationphaseontheeffectofinvestmentsin cor-porate education as perceived byemployees,three categories wereoutlined.Thefirstgroupreferstoserversthatdonot par-ticipateinanyinitiativeofthisnature.Thesecondtypeincludes employees who took part in up to eighty-hour courses. The thirdcategorycomprisesprofessionalswhoattendorattended intheMBAinPublicManagement,allofferedbythecorporate universityoftheinstitution.
ThelownumberofMBAgrouprepresentativesintheoriginal samplepreventedtherealizationofKruskal–WallistestinSPSS. Thus,toenabletheuseofstatistical techniques,the question-nairescollecteddirectlyfromthegroupsofstudentsandMBA coursealumniinPublicManagementwereaddedtotheoriginal sample.
Among the fifty-ninequestionnaires filled outby students andalumnioftheMBAwithintheorganization,fourofwhich werediscardedduetotheimproperfilling.Therewerefifty-five remainingvalidquestionnaires, whichwereaddedtothe 422 casesalready.Consequently,therewaschangeonlyinthe anal-ysisofCorporateEducationthenumberofparticipantsto477. Withtheadditionofthequestionnaires,thenumberofservers that participateof theorganization’sMBAwaschangedfrom ninetosixty-four.Itisimportanttobearinmindthatthis proce-durechangedthesamplestructure,whichceasedtoberandom topresentcharacteristicsofaconveniencesample.
AMann–Whitneytestwasperformedtoverifyifthe fifty-fivenewcasesofMBAparticipantshadrankingsofsocialgain similartothenineemployeesoftheoriginalsample.Theresults demonstrate thatit isnot possibletorejectthe claimthat the means of the newgroup of students is equal tomean of the MBAparticipantsintheoriginalsample.
However,itwasverifiedthatfifty-fiveoutofthesixty-four membersofthegroupwhoattendorparticipatedintheMBA attainedatleastoneverticalmovement(85.9%).Thatpercentage couldindicatethattheperceptionofhighersocialgain,ofthe grouplinkedtotheMBA,mainlyderivesfromthefactthatits members havebeen contemplated inthe career rather thana differentviewprovidedbyCorporateEducationinitiatives.
Pairwise comparisons of educational level Independent-samples kruskal-wallis test
1000
800
600
400
200
0.00
High school Superior
Educational level
Self-development
Specialist Ms PhD
PhD 163.22
Specialist 245.01
Superior 203.07
High school 217.92
Ms 199.91
Fig.3.Comparisonbetweenpairs–EducationalLevel–“Self-Development”variable.
participateinanycorporateeducationprogram.Thetestwasnot performedbetweenthenon-contemplatedsincethenumberof casesintheMBAgroupagainwouldbeinsufficient.
Inthe “salarymove” variabletesting,thenumberof cases doesnotmatchthetotalsamplebecauseemployeeswhohave achievedcareermove(vertical)wereexcludedfromthetest;this movementalsoproducedwageincrease.
Theuniversityandthecompetencymanagementmodel
Theuniversityunderstudyreferstooneofthemostsuccessful educationalprojectsinthecountry.Inadditiontotheabundance ofcoursesavailabletothepublicwithundergraduate,graduate andextensionprograms,theinstitutionaccountsforasignificant shareofthescientificproduction.
The institution enjoys academic, scientific, administrative andfinancialautonomy,whichsince2008hasmademanyefforts tomodernizeitshumanresourcepractices.Amongsuch meas-ures,onecanobserveitstechnicalandorganizationalworkforce careerrestructuring.
AsofApril2011,theexistingposition-basedpeople manage-mentmodelwasreplacedbyacompetency-basedsystem.The modelisfullycompatiblewiththetheoreticalproposalofDutra (2001,2004),basedontheuseoftheconceptsoforganizational space,delivery,andcomplexitylevels.
Thecompetency-basedcareerdesigngroupedallthemany formerly existing functions into only three categories, Basic level (elementary education required), Technical level (high schoolrequired)andSuperiorLevel(highereducationrequired), rankedbycomplexitylevels.
Accordingly, the less complex tasks are to be performed by elementary education level employees, while more com-plextasksrequirethehighereducationprofessionals.Foreach levelofcomplexity,someaccessrequirementstotrytobalance thecapabilitiesandcomplexityoftheworkofeachemployee, accordingtothetheoreticalmodel.
Inthefirstcareermove,heldin2012,51%ofemployeesgot apayrise;75%obtainedpromotions(verticalprogression)and 25% received asalary increase(horizontal progression). The
stagecarriedoutin2013wasstill underauditphase,withno resultsdisplayeduntiltheconclusionofthepresentstudy.
Finally,inAugust2012,theCorporateUniversityofthe insti-tutionwasestablished,alignedwiththeprinciplesofCorporate Education,whichistodeveloptheorganization’sstaff,the nec-essarycompetenciestowardasuccessfulinstitutionalstrategy.
Thus,itisnoteworthy that theCompetencyconcept as the pivotalaxisofpersonnelmanagementpracticeswasappliedto alltheorganization’sHRfunctions,exceptinrecruitment prac-tices,duetothepublicnatureoftheinstitution,whichrequires entryviacivilserviceexam.
Resultsanddiscussions
Testsofmeans
Initially,themeandifferencesbetweenthecontrolvariables wereverified.
Positionlevel
In this work, we performed a test for equality of means amongthebasic,secondaryandhigherstafflevelsofthe institu-tion.Consideringα=0.05,Itwasnotpossibletorejectthenull
hypothesisofequalityinanyofthestudy variables,foreither group,whethertheyhadobtainedprogressionornot.Thus,it was not possible toassert the existence of differences in the perceptionofsocialgainsduetotheemployees’positionlevel.
Educationallevel
Serverswithonlybasiclevelwerenotincludedinthemean analysisamongthedifferenteducationallevelssincethe sam-plereceivedonlyoneemployeewithinthatcategory.Although theKruskal–Wallistesthasidentifiedadifferenceinthe“career” and“self-development”variablesforα=0.05,thePostHoc
Table2
Meantestresults:“PositionLevel”and“EducationalLevel”variables.
Independentvariables PositionLevel Educationallevel
Withverticalmove Withoutverticalmove
Elem. Tech. Sup. Elem. Tech. Sup. Highschool Superior Specialist Ms PhD
Cases 22 116 73 42 119 50 108 154 74 55 30
Variables aKruskalWallis aKruskalWallis aKruskalWallis
1.Career 0.283 0.681 0.038
2.Training 0.065 0.987 0.113
3.Remuneration 0.248 0.173 0.073
4.Knowledgeacquisition 0.529 0.905 0.339
5.Globalunderstanding 0.731 0.938 0.138
6.Engagement 0.680 0.735 0.159
7.Self-development 0.191 0.937 0.017
8.Communication 0.770 0.891 0.199
9.Professionalaccomplishment 0.929 0.869 0.702
10.Identity 0.454 0.659 0.154
11.Balance 0.093 0.941 0.084
12.Socialinterests 0.267 0.962 0.275
aKruskalWallisTestAsymp.Sig.
Table3
Resultofmeantests:“Workplace”(structures)and“LengthofService”variables.
Independentvariables Workplace(structures) Lengthofservice
Withverticalmove Withoutverticalmove
A B C D E 0–5 06–10 11–15 16–20 21–25 26+ 0–5 06–10 11–15 16–20 21–25 26+
Cases 285 15 30 11 81 13 34 44 32 21 67 102 19 17 22 14 37
Variables aKruskalWallis aKruskalWallis aKruskalWallis
1.Career 0.566 0.919 0.299
2.Training 0.694 0.952 0.229
3.Remuneration 0.020 0.475 0.497
4.Knowledgeacquisition 0.251 0.991 0.027
5.Globalunderstanding 0.581 0.559 0.375
6.Engagement 0.812 0.277 0.323
7.Self-development 0.544 0.958 0.478
8.Communication 0.071 0.210 0.731
9.Professionalaccomplishment 0.340 0.714 0.603
10.Identity 0.690 0.489 0.875
11.Balance 0.222 0.709 0.590
12.Socialinterests 0.260 0.160 0.188
aKruskalWallisTestAsymp.Sig.
Nevertheless,itisbelievedthatsuchdifferencecanbe veri-fiedaccordingtospecificitiescareerplanoftheinstitution.The weightofthe doctorateinthe classificationprocesswas rela-tivelydecreasedcomparedtothepreviousmodel.Infact,thatis theonlysituationidentifiedinwhichthecontrolvariablesmay exert somelevelof influenceon therelationshipbetweenthe dependentandindependentvariables(Table2).
Next, Kruskal–Wallis tests were conducted to attempt to identify differences between groupsof independent variables “workplace,”“Lengthofservice“,and“Corporateeducation“.
Workplace(structures)
The analysis of the independent variable “workplace” indicates a difference between the average of the variable “compensation”(H=11.620,p=0.020).Theposthocanalysis
(Fig.4)showsthatthedifferencefundamentallyoccursbetween the type“C”structures,withthehighestMeanrank(281.98), andtype“A”and“E”structures.
Thesampledatawereverifiedfromtheperspectiveofvertical progressionseekingtoidentifythepossiblecausesofthese dif-ferences;since,accordingtoprevioustests,thatvariableholdsa greaterrelationshipwiththerankingsoftherespondents’social gain(Table3).
AccordinglyTable4,thesample’semployeesworkingintype “C” structuresobtainedahigherpercentageof vertical move-mentincomparisontotheothergroups(60%).Meanwhile,the serversat“A”and“E”workplacesreportedthelowestratesof careerprogression,with48.1%and51.9%respectively.
Pairwise comparisons of unit type
Independent-samples kruskal-wallis test
1000
800
600
400
200
0.00
A B C
Unit type
Remuneration
D E
E 201.64
C 281.98
A 205.94 B
223.90
D 219.00
Fig.4.Comparisonbetweenpairs–Unittype–“Remuneration”variable.
Table4
Verticalmovementbytypeofstructure.
Unittype Verticalmove
No Yes
A 51.9% 48.1%
B 46.7% 53.3%
C 40.0% 60.0%
D 45.5% 54.5%
E 48.1% 51.9%
careerinseparate.Thatshouldaimatneutralizingtheinfluence of verticalmovementbetween the variablesfor some groups havingbeenleftwithaninsufficientnumberofcasesfor anal-ysis.However,itispossibletoinfer thatthedifferencefound betweenthe rankingsof thevariable“remuneration”refersto aconfounding bias exercised by career performance; not by specificdifferencesbetweenthedifferentorganizationworking environments.Suchconclusionisreinforcedbythefactthatonly oneofthetwelvestudyvariablesshowedsignificantdifferences betweenthegroupsanalyzedtoα=0.05.
Lengthofservice
Next, the analysis of the independent variable “length of service”inthe institutionwasmade. Thatvariable isof high relevance;inmanynationalpublicinstitutions,itisclearthatthe servicetimeisoftenmorevalued forcareerprogression, than meritanddeliveryofeachemployeewithintheorganization.
Atestforthe equalityof means wasconducted separately betweenthedistinctiveservicelengthsintheinstitution.Thatis,
thetestscopeincludedtheserverswhoachievedcareer move-mentaswellasthosewhodidnot.Theresultsofbothgroups weresimilar.Bothamongpromoted,andforthosewhofailed toprogressionwasnotpossibletorejectthenullhypothesisof equalityinanystudyvariable,forα=0.05.Thus,itisnot
possi-bletosaythatthereisadifferenceinperceptionofsocialgains duetodifferentservicetimesattheUniversity.
Corporateeducation(conveniencesample)
Accordingly,Itwaspossibletorejectthenullhypothesisof equalityforthevariables“training“,“knowledgeacquisition“, “globalunderstanding“,“engagement”and“self-development“, consideringα=0.05.TheposthocanalysiswithBonferroni
cor-rection shows that in all the variables mentioned above, the differencestandsbetweenthegroupofemployeeswhoattended theMBAandservantswhodidnottakepartinanyprogramof CorporateEducation.Forthe“knowledgeacquisition”variable, adifferencebetweenparticipantsofcourseswithupto80hand theparticipantsoftheMBAwasalsoverified.
The dataindicate thatcorporate education initiatives,with a scheduleof upto eighty hours,such as courses and work-shops, are considered training and development programs, which involve knowledge of a more practical nature. In this sense,thoseprogramspoorlyrelatetotheperceptionofSocial GainoftheCompetencyManagementModel.Ontheotherhand, thegroupthathasattendedorparticipatedintheMBAprogram (offeredbytheinstitution)presentedsocialgainsrankings sig-nificantly higherthanthe otheremployeesregarding training, acquisitionofknowledge,globalunderstandingofthe organi-zation,commitment,andself-development.Thesevariablesfall intointhefunctionalandbehavioralcategories,which,infact, shouldberelatedtosuccessfuleducationprograms.
Therefore, it is possible to draw two hypotheses able to explaintheperceptionofdifferenceinfiveoutofthetwelve cat-egoriesofsocialgainaddressedinthisstudy.Thefirstconcerns the motivational aspect; few openings for the MBAprogram are offered,andparticipantsare selectedandfunded bytheir homeunits.Thus,theperceptionofsocialgainwouldreflectthe feelingofappreciationduetotheleaders’decision.
The second hypothesis considers that, given its predomi-nantlystrategicnature,long-termeducationprogrammanages toincreasethesensitivityandtheunderstandingabilityinmore subjective andconceptual aspectssuccessfully. Suchfeatures includethedynamicsof theCompetencyManagementModel isalsocoherenttoconjecturethatthetwotheoriespresentedto coexistatdifferentlevelsforeachparticipantaccordingtotheir individualities.
After that, the analyses of dichotomous nominal vari-ables of the study were performed using the non-parametric Mann–Whitneytest(Table5).
Managerialposition
Table5
Meantestresults:“ManagerialPosition”Variable,“SalaryMove”and“CareerMove”.
Independentvariables Managerialposition Salarymove Careermove
Withverticalmove Withoutverticalmove
No Yes No Yes No Yes No Yes
Cases 142 69 187 24 151 60 211 211
Variables (1)Mann–Whitney (1)Mann–Whitney (1)Mann–Whitney (1)Mann–Whitney
1.Career 0.059 0.336 0.505 0.000
2.Training 0.237 0.553 0.685 0.000
3.Remuneration 0.172 0.314 0.726 0.000
4.Knowledgeacquisition 0.757 0.920 0.453 0.000
5.Globalunderstanding 0.288 0.883 0.065 0.000
6.Engagement 0.819 0.950 0.048 0.000
7.Self-development 0.837 0.310 0.155 0.000
8.Communication 0.212 0.163 0.017 0.000
9.Professionalaccomplishment 0.861 0.893 0.174 0.000
10.Identity 0.279 0.957 0.043 0.000
11.Balance 0.757 0.458 0.056 0.000
12.Socialinterests 0.471 0.060 0.037 0.000
Analyses were performed separately among individuals contemplated and not contemplated with career progression. Consideringα=0.05,itisnotpossibletorejectthenull
hypothe-sisinanyofthetwelvestudyvariables.Thus,thereisnotenough evidencetodismisstheclaimthattheperceptionofsocialgain isequal for the groupthat holds andthegroup that doesnot occupymanagerialpositionsintheorganization.Thedata indi-cate somedegreeof similarity from theviewpoint of servers and managers, which are groups that typically have distinct characteristics,views,andbehaviorsintheorganization.
Salarymove(horizontal)
Thenullassumptionisthatthemeanofperceptionofsocial gainisequalforthegroupthatachievedandthegroupthatdid notattainsalarymove(notcareermove)afterimplementingthe CompetencyManagementModel.Again,thenullhypothesisis describedbyH0: µ1=µ2.Forα=0.05,itispossibletoreject
thenullhypothesisinthevariables“Engagement“, “Communi-cation“,“Identity”and“SocialInterests.“
Thus,employeeswhoattainedhorizontalmovearepresented as a respondent profile that has been contemplatedin career bycompetencies,withbasesalaryincreasesrangingfrom5% to8%dependingonthe positionlevel,butnot obtainingrole complexitymovement(neitherverticalmovenorcareermove), amoredesiredsituationforprovidingincreasesinthebasesalary ofupto36%.
Ontheonehand,itappearsthatinmostcategories,couldnot rejectthehypothesisofequalityandp valuesobtainedforthe othervariableswerenotsignificant(nosignificantforα=0.01).
Thus,onecaninferthat despitethehorizontalpromotingpay increases to their recipients, these individuals perceived the socialgainsagainsttheserversthatreceivednowageincreaseas onlypartiallyhigher.Seemingly,thattypeofmovementturned outtobeseenasasortof“consolationprize”foremployeeswho didnotattaintheverticalmovement.
Careermove(vertical)
For the analysis of the “career move” variable, the null hypothesisisthatthemeanofsocialgainperceptionisthesame forthegroupthatattainedverticalmovementandthegroupthat didnotachievesuchmoveafterimplementingtheCompetency Management Model.The hypothesisof equalitywas rejected inasignificantwayinthetwelvestudyvariables;allofwhich withpotentiallyrejectingatruenullhypothesislessthan0.1%. Thus,thereisenoughevidencetodismisstheclaimthatthemean perceptionofsocialgainisthesameforbothgroups,whether havingachievedcareermoveornot,forallvariables.
Theresultsshowedthatthe“careermove”variableistheone thatdisplaysacloserelationshipwiththeperceptionof respon-dentsaboutsocialgain.Then,itwasdecidedtoincludetheother careerframingpossibilitiesavailableinthequestionnaireinthe examination. Chart 2 shows the average of each category of careerframingforallmeasurementvariablesofsocialgain.As expected,theverticalmovementgroupshowsthehighestmeans foralldependentvariables.Incontrast,thehorizontalgroupand thegroupformedbyemployeeswhowereunabletoparticipate inthesurvey,forlackofrequirements,tookturnsinsecondand thirdpositions,consistentlydisplayingnearmeans.
Forallcategories,thelowestmeanscores havebeen those singled out bythe serverswho hadparticipatedinthe career process,butnotattainingmovement,andbytheemployeeswho did not voluntarily take part in the career. The latter shows the lowestaveragein tenout of thetwelvevariablesto mea-surethesocialgain.Thus,amongthetwogroupsthatdidnot take part inthe career by competencies, the servers whodid notyetholdtherequirements,usuallythelengthofservice, pre-sentedintermediatemeansofperceivedsocialgain,inabehavior similartothatdisplayedbythe groupthatattainedhorizontal move.
Mean of variables Subtitles:
Dependent variables
1. Career
2. Training
3. Remuneration
4. Knowledge acquisition
5. Global understanding
6. Engagement
7. Self-development 8.00
7.00
6.00
5.00
4.00
3.00
2.00
1.00
0.00 1
Did not participate - with no requirements
Participated - without move
Did not participate - voluntarily
Participated - horizontal move
Participated - vertical move
2 3 4 5 6 7 8 9 10 11 12
Chart2. Dotplot:Meanofvariablesofsocialgainandcareerperformance.
the newevaluationmodel for competence, werescanty. That viewledthemtochoosenottojointheprocess.Thatprofilehad thelowestperception scores amongallgroups, inmost mea-surementsvariablesofsocialgain.Suchresponseresemblesthe behaviormanifestedbyserverswhoparticipatedinthecareer moveprocessbutnotobtainingmovement.
Summarytable
Accordingtothedata,itwasnotpossibletoverifydifferences intheperceptionofsocialgainfromtheCompetency Manage-mentModelon serverswithdifferent service times,different placesofwork,orbetweenleadersandemployees.
However, the group that achieved the vertical movement showed a significantly higher difference in all categories of thestudy.Moreover,thesalarymove(horizontal)showed dif-ferencesregarding engagement, communication, identity and socialinterests.The long-termcorporate education initiatives (MBA)showedhigherperceptionmeansinthevariables includ-ing“training”,“knowledgeacquisition,”“globalunderstanding oftheorganization”,“engagement”,and“self-development”.
The data indicate that the perception of social gains with the Competency Model, from the perspective of employees, hasaprimarily utilitariancharacter. That is,onlythe servers thathavebenefitedfrompayincreasesandCorporateEducation investmentsindicated higher perception rankings on the new proposal.
Thoseresults ultimatelygenerate some relevant question-ings,especiallyonthesegmentof employeesnotincluded in thecareer movebycompetencies. Despitenumerous concep-tualadvantagesofthemodel,itsnaturaldegreeofsubjectivity hinders the establishment of clear performanceindicators, in contrasttoposition-basedmodels.
For instance, evaluating a professional by the amount of calls per month is relatively easy. However, it is complex to determinewhetherthatemployeehastheappropriateexpertise
topotentiallyperformmultipletasks,notonlytheattributionsof thepositionheld.Similarly,itiseasierforanemployeeto under-stand and, above all,accept, why a colleague who performs a similar role achieved salary increases while their earnings remainunchangediftheassessmentcriteriaareclearand pre-viously disclosed. That is acrucial aspect; the perception of injustice byemployees canlead toseveral counterproductive andharmfulbehaviorstowardtheorganization.
Another aspect that increases the complexity of the com-petency assessmentprocesses isthe factthat the valueof the positionisdefinedbyitsevaluationandmarketresearch,while instrumentstosetthevalueofaparticularskillorcompetence inthemarketarestillincipientthuscreatingpotentialproblems ofinternalandexternalequity.
Finally,theinitiativesofCorporateEducation,especiallythe MBAprogramofferedbytheorganization,wastheonly non-remunerativenaturefactorrelatedtohigherlevelsofperceived socialgain(fiveoutofthetwelvecategoriesaddressedbythe presentstudy).Itisworthmentioningthat,despitethe horizon-talmoveprogression,whichalsoprovidessalaryincreases,the gainswerelimitedtofourcategories.Consequently,such pro-gressioneventuallyposedasa“consolationprize”sincethemain objectivewastheverticalmovement,providingmoresignificant payincreases.Table6summarizestheresultsobtained.
Conclusionsandfinalremarks
Theresearchdatasupportthehypothesisofanegative per-ceptionofnon-coveredontheprocessemployed.Accordingly, thelowerrankingsofsocialgainresearch(meanscloseto2and 3)werefoundinemployeeswhodonotvoluntarilyparticipated in the process (probably for believing they would havelittle chance)andbytakingpartinthecareerandwerenotincluded, thusidentifyingarelevantdegreeofdissatisfaction.
Table6
Meantests–results.
Variable Techniqueused Results/comments Conclusions
Positionlevel KruskalWallis– Bonferronicorrection
ItwasnotpossibletorejectH0inanyofthestudy variables.Analysesconductedseparatelyamong employeeswhohaveattainedanddidnotattain verticalmovement.
Theperceptionofsocialgaindidnotdifferamongthe differentpositionlevelsoftheorganization
EducationLevel KruskalWallis– Bonferronicorrection
H0rejectedin1outof12variables: self-development.Differencesduetocareer specificitiesintheinstitution
Theperceptionofsocialgainshowednodifferenceamong thedifferentorganizationaleducationallevels
Workplace KruskalWallis– Bonferronicorrection
H0rejectedin1outof12variablesremuneration. Differenceduetoinfluenceofcareerperformance
Theperceptionofsocialgainshowednodifferenceamong thedifferentworkplacesattheorganization
Lengthofservice KruskalWallis– Bonferronicorrection
ItwasnotpossibletorejectH0inanyofthestudy variables.Analysesconductedseparatelybetween employeeswhoattainedanddidnotattainvertical movement.
Theperceptionofsocialgaindidnotdifferamongthe differentlengthsofserviceintheorganization
Corporate education
KruskalWallis– Bonferronicorrection
Itwaspossibletorejectthehypothesisofequalityin 5outof12variables(training,knowledge
acquisition,globalunderstanding,engagementand self-development).Differencebetweenthegroup thatparticipatedintheMBAandwhodidnot participateinanyCEprogram.Analysisconducted withaconveniencesample.
Theperceptionofsocialgainshowedadifferencebetween thegroupsthatreceivedanddidnotreceiveinvestmentsin CorporateEducationintheorganizationin5outofthe12 studyvariables
Managerial position
Mann–Whitney ItwasnotpossibletorejectH0inanyofthestudy variables.Analysesconductedseparatelybetween employeeswhoattainedanddidnotattainvertical movement.
Theperceptionofsocialgainshowednodifferencebetween thegroupthatheldanddidnotholdmanagerialpositionsin theorganization
Salarymove Mann–Whitney Itwaspossibletorejecttheequalityhypothesisin 1/3ofthevariables(engagement,communication, identityandsocialinterests).Atrendinexclusive appreciationconcerningtheremunerationincrease intheperceptionofsocialgain.
Theperceptionofsocialgainshowedadifferencebetween thegroupthatattainedanddidnotattainsalarymoveinthe organization,in1/3ofthestudyvariables
Careermove Mann–Whitney Theequalityhypothesiswasrejectedexpressivelyin the12studyvariables;allwithaprobabilityof rejectingatruenullhypothesislessthan0.1%.
Theperceptionofsocialgainshowedadifferencebetween thegroupthatattainedanddidnotattaincareermoveinthe organization,inallstudyvariables
throughstimuliforpersonalself-development,aswellassome desirablebehaviorssuchasproactivity, initiative,and creativ-ity–itisnecessarytodeducefromtheequationthepotential motivationalandbehavioralimpairmentsduetotheperception ofinjusticebythenumberof employeesnotincluded,which, as a rule, outnumber the contemplated or promoted profes-sionals.Thedeclineinpopularityofcompetencymanagement (Giancola,2011)mayindicatethatthefinalbalancetothis equa-tionisnotalwayspositivefortheorganization.
Despiteeffortstoprovideacollectionofrandomdata, with-out the researchers’ intervention,entry-level employees were under-representedinthe sample.Consequently,such distribu-tion appears as a limiting factor of the statistical inference process.
Inconclusion,somesuggestionsforfutureresearchinvolve the investigation of other factors capable of influencing the perception of socialgain from the Competency Management Model,inadditiontostudiesaimingattheperceptionof non-contemplatedserverstowardthemodel.
Conflictsofinterest
Theauthorsdeclarenoconflictsofinterest.
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