为什么在编写XML文档时，他总是提醒你DOCTYPE-ExternalID的名称既是PUBLIC又是SYSTEM_百度知道
为什么在编写XML文档时，他总是提醒你DOCTYPE-ExternalID的名称既是PUBLIC又是SYSTEM
不论用system还是public格式，总是提醒你编写xml文档时，引用dtd文档
我有更好的答案
xx SYSTEM &quot?&gt.dtd&;xxx?DOCTYPE xx SYSTEM &quot.dtd&&改成&将&lt
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我们会通过消息、邮箱等方式尽快将举报结果通知您。Frequently Asked QuestionsIn order to re-create relationships between different records, you should use the unique identifier from the original application and map it to the&ID&column in OpenERP. When you import an other record that links to the first one, use&XXX/ID&to the original unique identifier.The&ID&will also be used to update the original import if you need to re-import modified data later, it's thus good practice to specify it whenever possibleBy default the Import preview is set on commas as field separators and quotation marks as text delimiters. If your csv file does not have these settings, you can modify the File Format Options (displayed under the Browse CSV file bar after you select your file).Note that if your CSV file has a tabulation as separator, OpenERP will not detect the separations. You will need to change the file format options in your spreadsheet application. See the following question.If you edit and save CSV files in speadsheet applications, your computer's regional settings will be applied for the separator and delimiter. We suggest you use OpenOffice or LibreOffice Calc as they will allow you to modify all three options (in 'Save As' dialog box & Check the box 'Edit filter settings' & Save).Microsoft Excel will allow you to modify only the encoding when saving (in 'Save As' dialog box & click 'Tools' dropdown list & Encoding tab).Some fields define a relationship with another object. For example, the country of a contact is a link to a record of the 'Country' object. When you want to import such fields, OpenERP will have to recreate links between the different records. To help you import such fields, OpenERP provides 3 mechanisms. You must use one and only one mechanism per field you want to import.For example, to reference the country of a contact, OpenERP proposes you 3 different fields to import:Country: the name or code of the countryCountry/Database ID: the unique OpenERP ID for a record, defined by the ID postgresql columnCountry/External ID: the ID of this record referenced in another application (or the .XML file that imported it)For the country Belgium, you can use one of these 3 ways to import:Country: BelgiumCountry/Database ID: 21Country/External ID: base.beAccording to your need, you should use one of these 3 ways to reference records in relations. Here is when you should use one or the other, according to your need:Use Country: This is the easiest way when your data come from CSV files that have been created manually.Use Country/Database ID: You should rarely use this notation. It's mostly used by developers as it's main advantage is to never have conflicts (you may have several records with the same name, but they always have a unique Database ID)Use Country/External ID: Use External ID when you import data from a third party application.When you use External IDs, you can import CSV files with the "External ID" column to define the External ID of each record you import. Then, you will be able to make a reference to that record with columns like "Field/External ID". The following two CSV files give you an example for Products and their Categories.If for example you have two product categories with the child name "Sellable" (ie. "Misc. Products/Sellable" & "Other Products/Sellable"), your validation is halted but you may still import your data. However, we recommend you do not import the data because they will all be linked to the first 'Sellable' category found in the Product Category list ("Misc. Products/Sellable"). We recommend you modify one of the duplicates' values or your product category hierarchy.However if you do not wish to change your configuration of product categories, we recommend you use make use of the external ID for this field 'Category'.The tags should be separated by a comma without any spacing. For example, if you want you customer to be lined to both tags 'Manufacturer' and 'Retailer' then you will encode it as follow "Manufacturer, Retailer" in the same column of your CSV file.If you want to import sales order having for each order line, you need to reserve a specific row in the CSV file. The first order line will be imported on the same row as the information relative to order. Any additional lines will need an addtional row that does not have any information in the fields relative to the order.As an example, here is purchase.order_functional_error_line_cant_adpat.CSV file of some quotations you can import, based on demo data.The following CSV file shows how to import purchase orders with their respective purchase order lines:The following CSV file shows how to import customers and their respective contactsIf you import a file that contains one of the column "External ID" or "Database ID", records that have already been imported will be modified instead of being created. This is very usefull as it allows you to import several times the same CSV file while having made some changes in between two imports. OpenERP will take care of creating or modifying each record depending if it's new or not.This feature allows you to use the Import/Export tool of OpenERP to modify a batch of records in your favorite spreadsheet application.If you do not set all fields in your CSV file, OpenERP will assign the default value for every non defined fields. But if you set fields with empty values in your CSV file, OpenERP will set the EMPTY value in the field, instead of assigning the default value.If you need to import data from different tables, you will have to recreate relations between records belonging to different tables. (e.g. if you import companies and persons, you will have to recreate the link between each person and the company they work for).To manage relations between tables, you can use the "External ID" facilities of OpenERP. The "External ID" of a record is the unique identifier of this record in another application. This "External ID" must be unique accoss all the records of all objects, so it's a good practice to prefix this "External ID" with the name of the application or table. (like 'company_1', 'person_1' instead of '1')As an example, suppose you have a SQL database with two tables you want to import: companies and persons. Each person belong to one company, so you will have to recreate the link between a person and the company he work for. (If you want to test this example, here is a&).We will first export all companies and their "External ID". In PSQL, write the following command:&&&&copy (select 'company_'||id as "External ID",company_name as "Name",'True' as "Is a Company" from companies) TO '/tmp/company.csv' with CSV HEADER;This SQL command will create the following CSV file:&&&&&External ID,Name,Is a Company&&&&&company_1,Bigees,True&&&&&company_2,Organi,True&&&&&company_3,Boum,TrueTo create the CSV file for persons, linked to companies, we will use the following SQL command in PSQL:&&&&copy (select 'person_'||id as "External ID",person_name as "Name",'False' as "Is a Company",'company_'||company_id as "Related Company/External ID" from persons) TO '/tmp/person.csv' with CSVIt will produce the following CSV file:&&&&&External ID,Name,Is a Company,Related Company/External ID&&&&&person_1,Fabien,False,company_1&&&&&person_2,Laurence,False,company_1&&&&&person_3,Eric,False,company_2&&&&&person_4,Ramsy,False,company_3As you can see in this file, Fabien and Laurence are working for the Bigees company (company_1) and Eric is working for the Organi company. The relation between persons and companies is done using the External ID of the companies. We had to prefix the "External ID" by the name of the table to avoid a conflict of ID between persons and companies (person_1 and company_1 who shared the same ID 1 in the orignial database).The two files produced are ready to be imported in OpenERP without any modifications. After having imported these two CSV files, you will have 4 contacts and 3 companies. (the firsts two contacts are linked to the first company). You must first import the companies and then the persons.&
阅读(...) 评论()MAPEAMENTO DE COMPET&ENCIAS DE SUPORTE E DE APOIO PEDAG&OGICO E ADMINISTRATIVO DE PROFISSIONAIS QUE ATUAM NA MODALIDADE A DIST&ANCIA (PDF Download Available)
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9.72University of Brasília10.74University of Brasília1.22University of BrasíliaAbstractRESUMO: O presente estudo teve como objetivo diagnosticar, empiricamente, as competências profissionais (técnicas e comportamentais), de apoio e suporte administrativo, pedagógico e secretarial, de cursos a dist?ncia ofertados no ?mbito da Universidade Aberta do Brasil. Por meio de duas etapas empíricas foi realizada pesquisa com desenho multimétodo sequencial, que envolveu fase qualitativa, composta por análise documental e realiza??o de nove entrevistas semiestruturadas, e fase quantitativa, com aplica??o de questionário totalmente estruturado. O tratamento dos dados foi feito por análise de conteúdo e análise estatística. Os resultados indicaram baixas lacunas de competência, o que sugere que as atividades de capta??o, treinamento e desenvolvimento de competências provavelmente têm sido realizadas de forma condizente com as necessidades das atribui??es das equipes secretariais e de apoio. Recomenda-se, para pesquisas futuras, que se utilize avalia??o por múltiplas fontes e a valida??o psicométrica do instrumento de competência, para identificar suas evidências de validade interna e externa.Discover the world's research14+ million members100+ million publications700k+ research projects
ARTIGOEduca??o em Revista|Belo Horizonte|n.33|e7EDUR o Educa??o em Revista. 2018; 34:e170488 DOI: http://dx.doi.org/10.1590/0102-4698170488https://creativecommons.org/licenses/by/4.0/MAPPING THE MANAGEMENT AND PEDAGOGICAL SUPPORT COMPETENCES
OF PROFESSIONALS WORKING WITH DISTANCE LEARNINGFrancisco Antonio Coelho Junior*Universidade de Brasília (UnB), Brasília - DF, BrasilCristiane Faiad** Universidade de Brasília (UnB), Brasília - DF, BrasilMariana Carolina Barbosa Rêgo***Instituto Federal de Brasília (IFB), Brasília - DF, BrasilABSTRACT: The aim of
the present study was to empirically diagnose the professional competencies (technical and behavioral) concerning the management, pedagogical and secretarial support in distance learning courses provided by Brazil Open University. A sequential mixed model design was applied through two empirical stages, which encompassed one qualitative stage composed of documental analysis and of
the conduction of nine semi-str and the was based on the application of
a totally structured questionnaire. Data treatment was conducted through content and statistical analysis. Results showed low competence gaps, fact that suggests that activities focused on recruitment, training and on competence development have been possibly performed in compliance with the attributes needed by the secretarial and support teams. It is recommended to apply data evaluations based on multiple sources and on the psychometric validation of the competence instrument in further studies in order to identify its internal and external validity evidences. Keywords: Professional skills. Brazil Open University (Universidade Aberta do Brasil - UAB). Skill gaps. Distance learning.* Phd in Social Psychology of Work and Organizations – Brasília University (UnB). Professor of the Business Department and of the Business Post-Graduation Program of Brasília University (ADM/PPGA/UnB). E-mail:&& e &acoelho@unb.br&.** Phd in Social Psychology of Work and Organizations – Brasília University. Professor of the Social Psychology of the Work Department (PST) and of the PSTO Program E-mail:&&.*** Mater Degree in Business by the Business Post-Graduation Program of Brasília University 9UnB/PPGA) and Professor of Brasília Federal Institute. E-mail:&&.
Educa??o em Revista|Belo Horizonte|n.33|e72MAPEAMENTO DE COMPET?NCIAS DE SUPORTE E DE APOIO PEDAG?GICO E ADMINISTRATIVO DE PROFISSIONAIS QUE ATUAM NA MODALIDADE A DIST?NCIARESUMO: O presente estudo teve como objetivo diagnosticar, empiricamente, as competências profissionais (técnicas e comportamentais), de apoio e suporte administrativo, pedagógico e secretarial, de cursos a dist?ncia ofertados no ?mbito da Universidade Aberta do Brasil. Por meio de duas etapas empíricas foi realizada pesquisa com desenho multimétodo sequencial, que envolveu fase qualitativa, composta por análise documental e realiza??o de nove entrevistas semiestruturadas, e fase quantitativa, com aplica??o de questionário totalmente estruturado. O tratamento dos dados foi feito por análise de conteúdo e análise estatística. Os resultados indicaram baixas lacunas de competência, o que sugere que as atividades de capta??o, treinamento e desenvolvimento de competências provavelmente têm sido realizadas de forma condizente com as necessidades das atribui??es das equipes secretariais e de apoio. Recomenda-se, para pesquisas futuras, que se utilize avalia??o por múltiplas fontes e a valida??o psicométrica do instrumento de competência, para identi?car suas evidências de validade interna e externa.Palavras-chave: Competências Pro?ssionais. Universidade Aberta do Brasil (UAB). Gaps de Competências. Educa??o a Dist?ncia.INTRODUCTIONNowadays organizations need to develop mechanisms to enhance and improve their performance. The recruitment and training of man-power presenting the competencies, attributions and responsibilities their working position requires is an strategy that has been adopted. Therefore, competence mapping has been recommended in order to better establish what are the real knowledge, capacity and skill profiles of individuals supposed to occupy the referred position in comparison to the expected pro?le throughout the conduction of their activities. Competence mapping has been generating important results in the organizations, regardless of
their nature or end (work, school and others). Such reality is not different when it comes to distance learning. Since it is an innovative modality to promote teaching and learning, it is crucial that the competencies of
social actors directly involved in its conduction are previously mapped in order to have a successful system. Such mapping would assure that the one responsible for performing any occupational role concerning the promotion of
this education modality will be successful throughout his/her routine. Because of
its speci?cities, distance education has to be quite well-planned in order to provide effective learning conditions to students.
3Educa??o em Revista|Belo Horizonte|n.33|e7With regard to the national context, the Brazilian federal government, through the Education Ministry, announced Decree n. 5.800/2006, which instituted the Brazil Open University (Universidade Aberta do Brasil - UAB). The Brazilian Open University was launched in order to broaden the access to higher education throughout the national territory by using the distance education instrument. UAB was created to empower inclusive-education public policies focused on continuous teacher’s formation. It has great national geographic
therefore, studis on the actions related to professional competence acquisition in its scope became of substantial social, academic and practical relevance. It is demanding that social actors involved in the distance learning process meet UAB’s mission and aims in order to this instrument to be successful. It is worth describing the competence pro?le of social actors directly involved in the courses provided by the UAB system, because competencies enable excellent performance at work. The role played by the management and secretarial team is essential to achieve learning in distance learning. The secretarial and management support found in UAB provides logistic back-up to students. This system is of great importance to learning accomplishments either in terms of
technical (issue students’ academic records, take off data of
students who have abandoned school, students’ monitoring, and others) or logistical aspects (organizing classroom lessons for test taking, scheduling, follow-up with distance learning graduated tutors/teachers and with tutors/teachers graduated in regular colleges, and others). Both the management and the secretarial support have tactical importance
moreover, they are essential to students’ maintenance and monitoring throughout their learning process. Brand?o (2007) pointed out the existence of important limitations in empirical studies on competencies. Most of
this literature is prescriptive, and it is impossible ?nding empirical evidences about the effectiveness of competence mapping and diagnoses practices, mainly in school environment.There are no scienti?c studies published so far showing the validity of
the diagnostic pro?le concerning the competencies needed to work with management and secretarial support/back-up giving, or even to identify competence gaps regarding the conduction of
such activities (GREEN; ALEJANDRO; BROWN, 2009; MATTAR, 2012). Ruas, Fernandes, Ferran and Silva (2010) stated that some of the publications about the topic have been applied to the educational environment, with emphasis to Higher Education I
Educa??o em Revista|Belo Horizonte|n.33|e74however, these publications focus on students’ perfor mance in didactic disciplines. They do not approach the professional competencies applied to the establishment of
secretarial-team diagnostic pro?le and to the management support from those who act in the distance learning modality. Such fact that would certainly bring great bene?ts to the identi?cation of
knowledge and skill gaps that could enhance their actions. Training policies based on the identi?cation of
gaps in performance could, for instance, be provided to the support team, for it could be expected to have positive impact on work achievements. Accordingly, the aim of
the present study was to empirically diagnose the individual competencies (technical and behavioral) necessary to the effective conduction of secretarial and management functions in distance learning within Brazil Open University (UAB). Most of all, the aim was to map individual competencies (technical and behavioral) of secretarial and management support teams in the UAB scope, as well as identify the domain and importance degrees attributed to its competencies and, yet to calculate the gap found between the importance and domain of
its expected and actual competencies. This mapping will be herein approached as the methodological procedure used to identify and account the existing individual competencies in the organization. The “diagnosis”, in its turn, will be de?ned as the mapping result, through which it will be possible identifying the existing gaps in the measured competencies. These competencies will be assessed as behavioral indicators, since they show the expected actions from an individual performing his/her work by relating the identified gaps to the low performance (BRAND?O; BAHRY, 2005; BRUNO-FARIA; BRAND?O, 2003).It was necessary developing an instrument to measure the speci?c competencies of
social actors in order to get to a diagnosis, since the studied behaviors were significantly different between organizations (presenting the same function) due to organizational culture. Brand?o and Bahry (2005) recommend to avoid using generic competence lists that do not comply the organizational strategy, since each organization has particularities different from the others, and it demands competencies to be contextualized. Although the current research is limited to UAB, it aims at contributing to studies about organizational management in public companies, with emphasis to mapping the professional functions and competencies of
management personnel in an organization (BORGES-ANDRADE; COELHO J?NIOR; QUEIROGA, 2006) who are relevant for the control of processes linked to learning processes in the distance modality.
5Educa??o em Revista|Belo Horizonte|n.33|e7The conduction of the present study is justi?ed by the need of enhancing the research on the human resources management ?eld applied to distance education by identifying the competence pro?le of management-support professionals, since many organizations have been making massive investments in the development of
courses totally provided through distance learning. The success of these courses depends on the expertise degree of
social actors involved in it. Brazil Open University is an educational institution presenting the different needs of the ones listed by traditional te therefore, it is crucial that each social actor has the competencies that allow him/her to ef?ciently ful?ll the routines, processes and challenges, besides to deal with different publics (students, tutors, teachers and others) with distinct needs (GON?ALVES, 2008). The organization must provide inputs to guide the learning instructional actions after identifying the necessary competencies, since it will be aware of the knowledge, skills and attitudes shown by the individual, and who are the ones expected to perform the functions. Therefore, it will be able to guide the efforts through human resources management policies and practices and to take actions focused on the professional development of its employees, aiming at the effectiveness of their actions (BRUNO-FARIA; BRAND?O, 2003; FAIAD; COELHO J?NIOR; CAETANO; ALBUQUERQUE, 2012; SOUSA, 2011).COMPETENCIES: APPROACHED DEFINITIONS AND THEORETICAL DIMENSIONS Organizations realize about the need of
developing and incorporating more ef?cient and new management processes and models able to bring competitive advantages due to the transformation scenarios (social, economic, political, organizational and cultural) emerging from globalization and from a modernization process. It is done in order to promote individual and organizational development by enhancing its development. Accordingly, one ?nds the rediscovery and revaluing of the competence concept, which is associated with an effective management model (BRAND?O, BAHRY; FREITAS, 2008; KILIMNIK; SANT’ANNA; LUZ, 2004; SANT’ANNA, 2008). Thus, many organizations have adopted the management by competencies as an alternative to traditional management models, since this system addresses the alignment between efforts in different organization levels (namely: individual, collective and organizations) in order to improve company development. The contemporary
Educa??o em Revista|Belo Horizonte|n.33|e76view about management by competencies sees this alternative as a performance facilitator, because it allows a systemic view of many organizational systems and practices as a whole. This model aims at guiding the efforts by using different strategies and instruments to plan, recruit, develop and evaluate the competencies of the company and of its employees. This system is based on the assumption that companies must present certain competencies that make them different from each other (BRAND?O, 2012; BRAND?O; BAHRY, 2005; CARBONE; BRAND?O; LEITE; VILHENA, 2005; VIEIRA; NEVES, 2008). According to Brand?o and Guimar?es (2001), and Fleury and Fleury (2001), although the analysis focuses the individual, it is worth aligning the competencies to the needs set by the existing functions and positions in the organizations. Fleury and Fleury (2001), Bruno-Faria and Brand?o (2003) and Filenga, Moura and Rama (2010) understand that individual competencies are shown through professional performance and generate organizational value when the combination among knowledge, skills and attitudes generates work results. The conjunction between organization capacities and the skills of each employee generates value to both parts (ALMEIDA, 2010; BRAND?O; ZIMMER; PEREIRA; COSTA; CARBONE; ALMADA, 2008). In other words, competencies help reaching the organizational targets and express social acknowledgement about people’s capacity by adding economic value to the organization and social value to the individual (FLEURY; FLEURY, 2001).The term ‘competencies’ is often used by the common sense to refer to a person quali?ed to be in a certain position (FLEURY; FLEURY, 2001). According to Brand?o (2008), and Brand?o and Guimar?es (2001), the term was incorporated to the organizational language to qualify an employee capable of effectively performing his/her function. Kilimnik et al. (2004) completed this de?nition by approaching competence as the synthesis of multiple knowledge acquired from different ways such as from learning, transference and adaptation. All these acquisition forms enable individuals to create the basis to perform their functions.The literature divides the study about competencies in three groups and perspectives. The first group is based on the idea that competencies are inputs to generate organization value, which is conceived as an inventory of resources focused on identifying knowledge, skills and attitudes as function competence, and on quali?cations inherent to the employee that enables she/he to ef?ciently perform a certain activity. The second group analyzes the expression of
competencies through
7Educa??o em Revista|Belo Horizonte|n.33|e7the recorded results (outputs); and the last group, which is focused on personal attributes and on their expression in certain organizational contexts by analyzing capacities and competent performance aims at consolidating the ?rst two groups by extrapolating them. Dutra (2004) de?nes competence as the deeds expressed by individual’s results or performance at work. Therefore, emphasis must be given to routine performance not just to the formal description of knowledge, skills and attitudes (KSAs), since employee’s training does not assure that such knowledge will be used to generate value to the organization. The individual must be able to mobilize his/her competencies in a certain situation within the work environment by showing that the competent performance generates values, either to the individual or to the company, through people and organization development. With regard to the current study, the option was made to adopt the competence-integrating group by operating competencies such as “responsible and acknowledged actions, which imply mobilizing, integrating and transferring knowledge, resources and skills that add economic value to the organization and social value to the individual” (FLEURY; FLEURY, 2001, p. 188).According to Durand (1998), competence concerns a set of
knowledge, skills and attitudes necessary to reach a certain target. Brand?o and Borges-Andrade (2007), and Brand?o and Guimar?es (2001) advocate for the inter-dependent and complementary character of such dimensions because, in order to perform one of
them, it is necessary interacting with the other two. The result of this interaction is the expression of competence itself. Knowledge about a set of assimilated or structured technical or behavioral information a person accumulates throughout life is de?ned as knowing what and why doing something. Skills are expressed through “how to do”; they are the individual’s capacity to productively, easily and precisely use his/her knowledge in order to reach a speci?c target. Attitude is the property in?uencing people’s behaviors by changing their predisposition to perform a certain activity. This dimension is associated with people’s feelings and social interactions, besides being expressed through ‘willing to do”. According to competence-mapping, these dimensions must be expressed through tangible results, i.e., they must be able to be observed, assessed and analyzed in order to guide the organization’s actions to enhance its performance (VIEIRA; NEVES, 2008). The KSAs must also work to create an environment to support the learning system by promoting a friendly mood, by supporting
Educa??o em Revista|Belo Horizonte|n.33|e78and encouraging the components, by acknowledging the ef?cient commitment and performance, and by providing the necessary material and technological support to conduct its functions (FREITAS; BRAND?O, 2005).According to Brand?o and Bahry (2005), it is worth mapping, since competencies must be speci?c to each organization in order to ful?ll their needs, and to be directly aligned to the organization’s culture, to its structure and strategies. Fleury and Fleury (2001) highlight that competencies must be always contextualized, because knowledge, skills and attitudes must be used, and communicated, in the organization in order to promote gains. With respect to the present study, competencies will not be separated in knowledge, skills and attitudes, because of their inter-dependent and complementary character (BRAND?O; BORGES-ANDRADE, 2007; BRAND?O; GUIMAR?ES, 2001). It was made the option to operate them in techniques and behaviors because, by means of such division, it is possible to divide them according to their closeness to the function. These techniques are close to the function and directly related to the necessary knowledge and skills to perform it. On the other hand, behaviors are focused on the skills and attitudes individuals’ need, and are distant from the function. Skills are focused on the abilities and attitudes individuals need, although they are away from the function (COELHO J?NIOR; FAIAD; BORGES; ROCHA, 2013).According to Brand?o (2012), and Brand?o and Bahry (2005), competence diagnosis consists of a procedure that aims at identifying the organizational and professional competencies needed by the employees to effectively perform their functions and to help the organization to reach its targets. In order to do so, it is possible identifying competence gaps by comparing the expected, or necessary competencies, to enable the organization to put its strategy in practice and the internally available competencies. Competence evaluation must have a formative character, because it acknowledges the showed competence, regardless of the way the individual acquired it (NUNES; BARBOSA, 2009) According to Bitencourt (2004), it is necessary to approach more than the formal and structured practices, the informal practices and the relationships inside the professional actions by mapping the competencies. Le Boterf (1997) highlights the need of
identifying the competencies based on personal attributes to educational formation and to professional experience by using a more integrating view of the individual.
9Educa??o em Revista|Belo Horizonte|n.33|e7According to Coelho Júnior et al. (2013), many methodologies can be used to conduct a mapping procedure, as long as they comply the scientific knowledge and the studied organization. The most used model in the literature, according to Brand?o and Guimar?es (2001) agrees with the following methodological steps: documental search to analyze the organizational strategy content and to extract the expected results from it at department and individual level (top-down). Subsequently, competencies must be described through performance references (i.e., behaviors able to be observed inside the work environment through usually expected performances or behaviors, which involve a verb capable of expressing an observable behavior and an object of action). It is possible identifying a criterion that shows the satisfactory pattern and a condition in which the behavior can occur in order to help describing the expected behavior (BRAND?O 2012; BRAND?O; GUIMAR?ES, 2001; BRUNO-FARIA; BRAND?O, 2003; BRAND?O; BAHRY, 2005; CARBONE et al., 2005; COELHO J?NIOR et al., 2013). After the first competencies are built, it is necessary to subject them to key people in the organization so they can identify inconsistencies and inadequacies, as well as perform the semantic validation to assure that all respondents similarly understand the described behavior and are able to judge it. The most used techniques applied to map competencies are observation, interviews and questionnaires. According to Sousa (2011) and Brand?o (2012), the most often used instrument applied to mapping is the interview conducted with people in charge of a certain function, since this method allows gathering real behavior descriptions and situations observed inside the work environment. According to Sousa (2011), these methods can be individually applied, as well as in combination. Brand?o (2012) states that questionnaire application is the main technique to identify competence gaps. Each competence is presented in the questionnaire and the individual is requested to answer about its importance to the performance of
working routines and to the respondents’ competence degree of
domain. Importance and domain are the two fundamental requirements to measure professional competencies. The greater the importance, and the smaller the competence domain, the larger the gap. The competence gap is located in the gap measured between real performance and the expected performance. With regard to mapping, some studies (such as AMARO, 2008; AMARAL, 2009; CASTRO; BORGES-ANDRADE, 2004; COBUCCI; COELHO J?NIOR; FAIAD, 2013; COELHO J?NIOR;
Educa??o em Revista|Belo Horizonte|n.33|e710ET AL., 2013; ESTEVES, 2008; GODOY; ANTONELLO, 2009) identi?ed the speci?c professional competencies of
certain occupational positions. According to Odelius, Ono, Abbad and Albuquerque (2016), it is usual finding in the literature studies about this topic that address the theoretical groups and competence development itself, after it is mapped. Such development, in its turn, is linked to the association of competencies with bigger performance gaps in training and learning programs in the organizations. The learning actions work to ful?ll such gaps. However, it is worth highlighting that no empirical references about competence mapping in support, management and secretarial teams were found in distance learning modality courses. On the other hand, some publications about more genetic competencies for secretarial and management actions in different organizational locus were found. Castro Filho (2016), mapped competencies of librarians who worked in a school library and identi?ed that ?exibility to manage school information and to work with the tools made available by information and communication technologies were those of greater domain and importance. Maroto (2012) pointed out that the capacity to fast and dynamically ful?ll users’ demands is also an important competence expected for professional action. When it comes to the juridical scope, Silva and Barbosa (2016) mapped the competencies of technical and management servers by focusing the diagnosis of behavioral competencies. They identi?ed that knowing how to deal with the public, empathy and the capacity to accurately handle information were the competencies of greater domain among technicians working in the counties assessed in Bahia and Pernambuco states. Lima and Silva (2015) identi?ed that the degree of
interest and the individual’s behavior in relation to the performed function were the most important behavioral competencies in autonomy, and addition to the organizational value, were also mapped by these authors. Reis (2011) assessed technical and management servers in the Attorney General of
the Republic and identified behavioral competence gaps related to rules and attitudes, to adaptation to demands, and to the capacity of planning and organizing, and to task performing. Smaller gaps were related to discipline, to search for information about certain procedures, to consultation to institutional rules and guidelines, besides to the capacity to keep interpersonal relationships and, ?nally, to act dynamically. Esteves (2008) mapped behavioral competencies among secretaries in an attorney of?ce in Brasilia. The main competencies
11Educa??o em Revista|Belo Horizonte|n.33|e7listed in this study were ‘absence of competition and relationships based on trust between its members, learning transference and the capacity to manage either work or time’. Besides these competencies, there was a technical one, ‘having knowledge related to its function as the desired attribute for team ef?ciency’.Amaro (2008), in his turn, analyzed the competencies in a Brazilian mining and logistics company and identi?ed that personal attributes and social skills of technician/managers were much more valued when it comes to technical expertise related to tasks. Behavioral competences presented smaller gap. Godoy and Antonello (2009) identi?ed that ?exibility and adaption capacity were essential, with emphasis to social competences related to problem solving and to communication. Bitencourt (2004) performed a comparative study between Brazilian and Australian organizations and identi?ed that essential competencies regarded partnership with universities, communication and team work, as well as with interpersonal relationships. Amaral (2009) mapped competencies related to planning capacity, organization and pro-activity among librarians who acted at USP. The author identi?ed that the development of
competencies generated enhancement in the quality of
the performed work. Galv?o, Silva and Silva (2012), investigated the development of managerial competencies of principals in 58 public schools of
the state network in a capital city of Northeast Brazil. They segmented competencies mapped in behavioral and social techniques through the in?uence from formal education, from professional experience and from social experience. Almeida (2008) identi?ed competencies related to attitudes (willing to do) and to social skills among hotel receptionists in the Federal District. Competencies mapped by Sant’Anna (2008) were linked to the individuals’ capacity to commit to the organizations’ aims and to the capacity of
generating gains. With special regard to discussing the concept of
competencies applied to the distance learning education context, it is possible citing the studies by Alves and Nova (2003), who focused on studies about the technical competencies of social actors who act in ‘EaD’ sectors essentially related to interactivity. Konrath, Tarouco and Behar (2009) mapped technical and behavioral competencies among virtual teachers (similar to pedagogical support according to the present article), s and Oliveira and Santos (2013) mapped tutors’ competencies by focusing the pedagogical role in students’ learning conduction. Besides these little references, it is worth highlighting the referential legal milestone set in Brazil (2007) when the quality references for distance higher education in
Educa??o em Revista|Belo Horizonte|n.33|e712the country were presented. It is worth pinpointing that not even few studies were published in scienti?c journals about the concept of competence applied to the reality of this teaching modality.Regarding the locus of Brazil Open University (UAB), which is the object of the present study, it is possible highlighting the study by Coelho Junior, Faiad, Fonseca and Ferreira (2013), who mapped the competence of tutors in a public administration higher education course provided through this education modality. Tutors’ technical competencies were cross sectional to the need of providing intense pedagogical support to students, mainly by clarifying doubts and by using practical examples of daily life to facilitate the understanding about disciplines such as statistics and micro-economy.METHODOLOGICAL PROCEDURES It was herein made the option to perform a research based on sequential multi-method design, by using qualitative and quantitative approaches. The research was predominantly qualitative in its initial phase, since it aimed at extracting information about the study object through content analysis of semi-structured interviews and through a focus group attended by secretaries of
the UAB system.The analysis of
normative documents concerning the creation and consolidation of
UAB in Brazil was ?rstly conducted. It was done in order to identify the set of expected essential competencies when the university was formally regulated.Characterizing the Organization (Brazil Open University)Brazil Open University (UAB) was instituted by presidential decree n. 5.800 from 2006; it is a system supposed to expand the offer and access to higher education courses countrywide. The aim of
UAB consists of offering distance public higher education courses provided through the distance modality by Public Higher Education Institutions (Institui??es Públicas de Ensino Superior - IPES) and by classroom support centers located in many Brazilian counties (CAPES/UAB). UAB intends to consolidate the public policies on inclusive and citizen education, in order to expand the higher education (GON?ALVES, 2008). The project is a national system focused on broadening and embodying higher education in municipal centers that support the classroom lesson system. It is done by implementing courses mainly focused on training basic education teachers in many different ?elds.
13Educa??o em Revista|Belo Horizonte|n.33|e7Given the complexity of offering new courses, all the UAB system logistics is performed by support and back-up professionals with expertise in acting in distance learning. These professionals need to be highly trained to provide the best teaching and learning conditions to students. It is essential to use a multi-disciplinary team for planning, implementing and managing the courses. Once more, it is worth highlighting the importance of
the present study, since the technical and behavioral competencies of such back-up and support professionals were herein mapped. Therefore, it provides input to the development of talent-recruitment selection, as well as to the training and performance evaluation by maximizing the role played by these social actors. Resolution CD/FDNE n. 26 from June 5th, 2006, was issued by the Education Ministry to set the attributions of each position involved in providing courses through the UAB system in order to organize and describe its tasks. Thus, the document established the attributions of
technical/management positions based on two fronts, namely: the technological and management ones. With regard to the present research, the option was made to sub-divide the positions according to the performed functions: secretarial, pedagogical and coordination. Coordinators work in command, planning and support activities, as well as in research project development activities related to courses and programs. Pedagogical support employees are responsible for tasks concerning planning and the conduction of suggested activities, as well as follow-ups with students, tutors and teachers’ formation. Finally, the secretarial functions refer to providing the academic support necessary to make the courses available, besides acting in the institutions headquarters and in classroom-lesson support centers. Data collection and analysis procedures Nine interviews with secretaries of
the secretarial and pedagogical support and management teams who worked with distance learning in Brasilia University were carried out after the initial collection of information about UAB organizational structure. The accessibility and convenience criteria were adopted. These secretaries were invited to participate in the semi-structured interviews in order to identify the knowledge, skills and attitudes they should have to perform their attributions. Questions related to daily work, its main attributions and responsibility, the dif?culties they face and questions associated with work adaptation
Educa??o em Revista|Belo Horizonte|n.33|e714were addressed. It was also asked what were the strategies used by them to deal with the reported dif?culties. Secretaries’ participation was free, and they agreed on attending the interview and to have it recorded for further transcription. They signed the consent form, which informed that the interview was performed for merely academic means. The interview script was followed until answers started to repeat (exhaustion), so the option was made to ?nish the interviews. A focus group was conducted with three secretaries from a specific course provided through distance learning. This group was set as a request from the secretaries, who chose to debate their opinions together, rather than through one-on-one interviews. The research team agreed on conducting the groups, because it would not methodologically, and negatively, in?uence the expected results (i.e., have the competencies mapped). Just as in the interview, anonymity and secrecy about the provided info all ethical procedures were adopted in details. The interviews and the focus group aimed at identifying the technical and behavioral competencies necessary to the ‘management, pedagogical, secretarial and distance learning back-up and support’ function, according to the opinion of those who are responsible for these functions. this technique is recommended by Brand?o and Bahry (2005). Either the interviews or the focus group followed a semi-structured script. The knowledge and skills often reported by the participants were identi?ed after the interviews and focus group transcription. The answer contents were enhanced in terms of construction and writing, and it generated the competencies according to recommendations by Brand?o and Bahry (2005). The competencies extracted during the interviews and the focus group would express certain expected behaviors by indicating what the secretary should do in face of
a labor demand. The competencies were described through a verb capable of expressing an expected behavior based on a certain criterion by following a certain condition (BRAND?O; BAHRY, 2005; BRAND?O, 2009). This is the main mapping technique according to these authors. Chart 1 exempli?es the technical and behavioral competence description process based on this type of content analysis technique. These competencies concern the required knowledge and skills to perform the attributions (technical competencies) and the most generic and cross sectional skills to the attributions, besides contemplating the attitudes (behavioral competencies).
15Educa??o em Revista|Belo Horizonte|n.33|e7CHART 1. Descriptive analysis of the interviews and competence formation Discourse Extracted competencies- Interview 01:“[...] we have to have basic knowledge about computers. You have to have some secretarial sense in general, mainly about the academic part, because you work a lot with documents and form to students. You need to know how to dialogue and to answer the phone, to take notes, to pass notes on, to make meeting minutes, to confirm contacts, meeting with coordinators and professors, and information in general to students in the academic field. {…]”Ajo I act according to the bureaucratic rules, which are formally set, I meet the deadlines and act in compliance with the expected. (technical competence) I show the capacity to follow the learning doctrine of the institution by avoiding conflicts related to learning with the teacher and the course coordination. (Technical competence) I am straight to the point (I am direct and precise without being wordy). (Behavioral competence)Interview 05:“-[...] I do secretary work, which are up dates, enrolling students, recording the grades, attending to meetings, meeting minutes, helping the students and answering e-mails. As it is a distance learning course, then we have to send out lots of documents, many receives, many documents must be analyzed, many requirements, we can’t make mistakes [...]”Ajo I act according to the bureaucratic rules, which are formally set, I meet the deadlines and act in compliance with the expected. (technical competence) I show the capacity to follow the learning doctrine of the institution by avoiding conflicts related to learning with the teacher and the course coordination. (Technical competence) - Interview 02:- “[...] You have to know a little about the managerial routine, the academic secretarial routine and about computers, Sometimes, because of the distance can generate great miscommunication if you are not straight to the point and straight to what you want [...]”- Interview 06:- “[...] Information, knowledge, pro-activity. knowledge about the moodle platform, which is essential. Knowledge about tools in the Office package also [...] Knowledge about data, and programing language. The issue about the moodle platform, knowledge about programing, some systems, even about how SIGRA, from UnB, Knowledge about the Office package […]”- Interview 04- “[...] Organizing the up-dates, right? The disciplines that will be launched, and coordinate the personnel that will work with me. Who will supervise the tutors’ activities [...] passing on information to coordinators too [...] supervising work mates’ work, distributing the tasks, passing on information, my function is to be the connection among students, coordinator and personal who are part of the staff [...]”I act in partnership with the managers (scholars, of technology and others), in order to meet in time the demands requested to them. (technical competence) I control documents and the mail, by establishing routines to catch up with them. (Technical competence) I show knowledge about how the computer system Works by applying them in an organized way and by organizing my work (technical competence)Capacity to work under pressure (I use strategies to adapt to adverse situations). (Behavioral competence)Capacity to organize (I predict, plan and organize
|I properly use time and space, by prioritizing material, financial and human resources, among others). (Behavioral competence) Source: Research data
Educa??o em Revista|Belo Horizonte|n.33|e716The semantic validation of
the identi?ed competencies was conducted, and judged, by two direction-board representatives who have worked at UAB/UnB Organization, as well as by two Brasilia University secretaries. The competencies were grouped within a totally structured instruments after this validation. Each competence was associated with an importance scale (from 1, not important to my
up to 5, I have a degree of
expertise in this competence) and domain (from 1, I do not
up to 5, I have a degree of
expertise in this competence). This instrument was the basis for the quantitative data collection, which is reported bellow. The first version of the instrument was composed of 78 statements, 23 were technical competencies and 55 were behavioral. The questionnaires comprised the competencies mapped during the qualitative stage and were electronically sent out. The digital questionnaires were developed in Google docs platform and sent to professionals who work in the secretarial and managerial support of
different courses linked to UAB/UnB.The option was made for reducing the number of items in the questionnaire to 28 competencies (5 technical and 23 behavioral) after identifying the small number of respondents 20 days after data collection had started. The 28 competencies showing the highest importance means between the technical and behavioral ones were used to develop the new questionnaire according to respondents who had participated in the research until this point. The link for questionnaire responding was resent to UAB coordinators after the reformulation, so they could spread it among their staff.Initially, the idea was to have just professionals from the UAB courses linked to the graduation and post-graduation courses in Brasilia University as population, but, due to the small number of respondents – even after reducing the number of
items -, the questionnaires started to be sent to professionals in other IPES. It is consensus that the decision made to change the corpus did not affect the research aims, since the individual competencies necessary to the ideal conduction of tutorial functions are cross sectional and are not limited to a certain context or distance learning education system. These competencies are said to be applicable to any sort of
support or back-up provided through the distance modality. Thus, the developed questionnaires were sent by e-mail to professional all over Brazil. In order to do so, coordinators from many different EaD Departments in universities throughout the country were contacted and requested to pass on the questionnaire to his/her support team.
17Educa??o em Revista|Belo Horizonte|n.33|e7The answers fed the Google Docs table and, subsequently, were the object of analysis in the Excell software. The valid sample corresponded to 209 respondents. It was identi?ed that the most of
the sample was composed of
women (77.5%), and most of these women (40.7%) were in the age group 41 to 47 years, 36% of them lived in the Southeast region of the county and 42.6% were already working with distance education for at least 4 years. The other 77% of them stated to have received some sort of
training or preparation to act in their functions. Yet, it was veri?ed that 51% stated that they also work in the classroom lesson modality, thus they accumulate both action forms. It is surprising that 99% of the assessed sample believes that, actually, even with all the dif?culties related to the modality, distance students learn just as a classroom lesson student. Procedure to calculate competence gaps The mean, standard deviation and variation coef?cient were used in the calculations. The formula suggested by Brand?o (2012) was used to calculate competence gaps, namely: N = I (5-D) Wherein:N → Need ofI → Mean importance giveD → Mean domain attributed to each competence.The present study addresses the need of
training (N) as the competence gap. The mean scores applied to the formula were calculated. Brand?o (2012) suggests the following scale to interpret “N”: N≤ 5 → Little, or no, need ofN ≥ 12 → Need of high training.RESULTS AND DISCUSSIONTechnical competences concerning the communication process, as well as concerning the secretarial routines and the use of new information and knowledge technologies were the ones presenting the biggest gaps, according to the participants’ perspective. Big gaps in the technical competencies were found by Alves and Nova (2003), although they related them to the use of pedagogical instruments
Educa??o em Revista|Belo Horizonte|n.33|e718available online (user navigability interface). The fast communication with course managers and coordinators is an essential task for activity full-function, and it presents alarming gap indices. However, overall, it is possible seen that the identi?ed gaps were low; all of them scored less than 5 in the scale suggested by Brand?o (2012). The most important technical competence concerned analyzing the incoming documentation and its final destination. The technical competence evidencing the lowest importance to work performance was the knowledge about secretarial activities and routines focused on enhancing the conduction of management process activities. However, despite having the lowest importance mean, the attributed mean value can be considered high, and it indicates that this competence is necessary to a successful work. Accordingly, the collected data show that the assessed professionals seem to have competencies meeting the desired domain parameters if one takes into account their self-evaluation. It seems to evidence that the EaD course selection, training and development is aligned with the need of secretarial support employees. Table 1 lists the 5 technical competencies and their identi?ed gaps. TABLE 1. Descriptive Analysis of Technical CompetenciesItemMean Variation Coef?cientGAPImportance Domain Importance Domain01 – I promptly provide the course coor-dination with the requested information
4.67 4.40 0.13 0.15 2.8002 – I show awareness about the secre-tarial activities and routines in order to optimize the conduction of management activities and processes4.62 4.45 0.11 0.14 2.5405 – I use internet tools in order to per-form my work in a fast and accurate way
4.69 4.50 0.10 0.12 2.3504 – I show the capacity to analyze the received documentation and to send it to the final destination 4.77 4.64 0.09 0.11 1.7203 – I write e-mails in a clear and objec-tive way in order to inform what is ne-cessary and avoiding misunderstandings or communication gaps 4.73 4.65 0.10 0.11 1.66Source: Elaborated by the research team
19Educa??o em Revista|Belo Horizonte|n.33|e7With regard to the behavioral competences, the biggest gaps concerned personal attributes mainly related to planning and performing support and back-up routines. Answering to students and teachers’ doubts within at most 24 hours was one of the most evaluated support competencies. It showed the highest importance by Konrath, Tarouco and Behar (2009), and Coelho Jr. Faiad, Fonseca and Ferreira (2013), when it comes to assure motivation persistence for studying and learning. Professional action to respond objectively, the capacity to manage work and time, as well as organization and pro-activity enable achieving better quality results at work. Just as Esteves (2008) and Amaral (2009), the present study also recorded the discipline importance for those who work in distance learning courses. Meeting the deadlines and paying close attention to the disciplines are also essential. The 15 behavioral competencies presenting the biggest gaps are shown in Table 2. TABLE 2. Descriptive Analysis of Behavioral CompetenciesItemMean Variation Coef?cientGAPImportance Domain Importance Domain16 – Capacity to act with accuracy (I present convincing arguments, and effectively express myself) 4.48 4.37 0.14 0.15 2.8223 – Capacity to act objectively (I am straight to the point and precise, wi-thout being wordy) 4.55 4.40 0.13 0.14 2.7327 – Capacity to be patient (I am easy, I know how to wait for the right moment to act or to reach a target) 4.60 4.43 0.12 0.14 2.6214 – Capacity to be versatile ( I adjust myself to new situations, and adapt to difference circumstances) 4.62 4.44 0.12 0.13 2.5915 – Capacity to be creative and in-novative (I show inventiveness. I am capable of searching for solutions in other sources)4.57 4.44 0.13 0.14 2.56
Educa??o em Revista|Belo Horizonte|n.33|e72026 – Capacity to think fast 4.55 4.44 0.13 0.14 2.5522 – Capacity to be flexible ( I accept sug I properly ad-just myself to new facts, concepts or situations) 4.68 4.49 0.11 0.13 2.3925 – Capacity to have initiative ( I sug-gest solutions and/or I act immediately and accurately in face of some situation) 4.65 4.54 0.11 0.12 2.1420 – Capacity to keep good interper-sonal relationships (I am outgoing, I am polite and have the ability and care to relate to people 4.71 4.56 0.10 0.11 2.0708 – I show the capacity to promptly fulfill the demands from different so-cial actors (students, teachers and coordinators). 4.69 4.56 0.11 0.12 2.0628 – Capacity to be reasonable (I make accurate decisions according to the reason by knowing how to diffe-rentiate right from wrong) 4.68 4.56 0.11 0.12 2.0613 – Capacity to be dynamic ( I am active and fast, I spend energy to per-form the tasks) 4.65 4.57 0.12 0.12 2.007 – I show the capacity to be organi-zed at work, in time with its conduction
4.70 4.59 0.10 0.11 1.9312 – Capacity to work in teams (I inte-ract and help other members of the team)
4.73 4.60 0.10 0.11 1.8910 – I show the capacity to be poli-te, regardless of the situation, thus making the conversations easy. 4.77 4.64 0.09 0.11 1.72Source: Elaborated by the research team
21Educa??o em Revista|Belo Horizonte|n.33|e7It is seen that the competence “I show the capacity to be polite, regardless of the situation, thus making the conversation easy” presented the highest mean either in importance or in domain. On the other hand, the competence “capacity to act with accuracy (I present convincing arguments, and effectively express myself” showed the lowest importance and domain. Respondents also seemed to attribute great relevance to commitment to what they do and to make it the best they can. Notably, interpersonal relationships are valued during debates and conversations, just as it was recorded by Reis (2011), Bitencourt (2004) and Benevides, Santos and Dultra (2009).The variation coef?cient was used to analyze the degree of
homogeneity in the answers. The option was made to use this method, since it indicates relative dispersion and eliminates differences between scales. The mean dispersion calculation indicated that respondents had quite homogeneous opinion about the importance and domain of the measured items. The mapped competencies presented low variation coef?cient and it indicated relative consensus in the answers. Based on such results, it was possible to preliminarily stating that the study shows little need of training or learning actions, since high scores were given to the importance and domain of these items. Similarly, based on the recorded results, and according to Amaral (2009), Galv?o, Silva and Silva (2012), Esteves (2008) and Almeida (2008), it is possible stating that the low gaps herein indicated may result from professional maturity. It happens due to the expertise and knowledge acquired throughout the professional practice, since most participants reported to have been working at EaD for at least 4 years. CONCLUSIONSThe aim of
the present study was to map and diagnose the professional competencies of the management support team (pedagogical and secretarial) of
the distance-learning course provided by Brazil Open University. It is consensus that such goal was completely met, since the technical and behavioral competencies common to such professionals were mapped and diagnosed. First, the professional competencies of
the three UAB support teams were mapped in order to perform the diagnosis. Then, it was possible measuring the gaps by comparing respondents’ perception about the importance and domain of
each competence. Finally, it was possible identifying the competencies UAB developed in its members, as well as the ones the organization still needs to develop in them.
Educa??o em Revista|Belo Horizonte|n.33|e722With regard to the recorded results, there was compliance between participants when it comes to the competencies needed to perform their functions. They acknowledged the importance of valuing the awareness about the management routines, and to have secretarial, computer, academic management and human resources management knowledge. Results also suggest the need of valuing skills and attitudes concerning knowledge. The most valued characteristics were diplomacy, work management, time, discipline and interpersonal relationships. Results have evidenced small competence gaps. It was possible observing that, by analyzing UAB relevant competencies, respondents pointed out that behavioral competencies are the most valued and necessary ones in order to reach excellency in performance. Competencies concerning organization and plann they are part of the competencies necessary to UAB management support and back-up. The domain concerning the ability to deal with internal and external public is essential to the full exercise of the function.Some aspects limited the development of the current study. It was not possible statistically validating the research instrument, mainly because of the low number of
participants in relation to the number of mapped competencies (the expected proportion was to have 7 and 10 respondents per competence in order to perform the statistical factorial validation). The time available was also limiting, mainly throughout the interviews, since interviewees did not have much time to participate and the instrument was applied during their working shift. Another limitation was the data about UAB available in inn the organization’s official information displays, which, at collection time, were obsolete and did not allow an accurate listing of all population able to be investigated. The use of
self-report or self-evaluation measures is another limitation of the current study. Literature shows the need of
using multiple-evaluation sources in order to keep diagnosis accuracy, since evaluations can change depending on the viewpoint they are judged from. In order to minimize such bias, it is possible searching for internal documents at UAB about the competences necessary to the full exercise of employees’ performance. The present study did not have access to this type of documents. It was not possible identifying the degree of
proportional distribution between Brazilian states and positions analyzed in the UAB system, given the data obsolescence in the institution. The competence questionnaire was answered in an online platform and was made available to the whole country, thus it did not allow the total control over the respondents’ pro?le.
23Educa??o em Revista|Belo Horizonte|n.33|e7As a research agenda, it is suggested to perform the psychometric validation of competence measures. It is recommended to point out its internal and external va