企业大学:组织教育心理学之光:经验报告

Victória Mabily Cavalin, Victória Trezza, Cosenza Oliveira, Caroline de Windsor Gonçalves, Lucas Cavalin
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摘要

目前,教育心理学以儿童和青少年为对象,组织心理学将人视为生产的资源,减少了心理干预的可能性。企业大学提高了在就业市场上的竞争力,传播了组织文化,并根据公司的目标提供培训,使员工得到更好的指导。该报告与巴西一所企业大学在冶金部门的经验有关,该大学在2021年9月至2022年8月期间进行了培训。目的:通过培训结束时的满意度评估和毕业时的个人报告,评估内部培训对员工日常生活的影响。方法:根据参与行业培训部门(UniMemo)制定的UniMemo方法论,对三个不同的培训课程(技术制图基础-TD,精益一级- ll1和激光切割机操作-LaserOp)进行三次满意度调查,共44次反馈,每次培训结束后,通过UniMemo发送链接访问的问卷收集数据。额外的数据假定是员工在每次培训毕业时的报告。因此,所有参与者都可以说出这段经历在他们的个人和职业生活中代表了什么。结果:DT满意度调查14份,LL1 22份,LaserOp 8份。从调查的报告和反馈来看,培训是一种引入对公司的归属感和重视员工自身的疗法。除了主观结果之外,还从项目的应用中获得了财务回报,以降低生产成本,改进工艺并减少生产停机。该项目还通过重组织物区域和共建知识,拥有更好的培训团队和更少的疑虑,改善了工作条件。它增加了用意外缺勤的人来替代的可能性。结论:考虑到被评估的行业,罗杰斯和维戈茨基的知识在组织背景下的应用获得了良好的学习、生产力和个人发展结果。虽然结果仍是初步的,但它们表明了在教育/公司界面中探索新的心理学视角的可能性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
CORPORATE UNIVERSITY THE LIGHT OF THE EDUCATIONAL PSYCHOLOGY IN ORGANIZATIONS: AN EXPERIENCE REPORT
Currently, educational psychology is directed at children and youth, and organizational psychology treats people as recourses for production, which reduces the possibilities of psychological intervention. The Corporate University increases competitiveness in the job market, transmitting the organizational culture and providing training based on the company's objectives, having employees better instructed. The report is related to an experience of a Corporate University in the metallurgic sector in Brazil, where the training took place between 2021, September, and 2022, August. Objective: Evaluate the impact of internal training on employees' daily lives based on responses in satisfaction assessments applied at the end of training and personal reports at graduation. Methodology: Three satisfaction surveys were rated, totaling 44 responses, from three different training courses (Technical Drawing Basic –TD, Lean Level 1 –LL1-and Laser Cutting Machine Operation –LaserOp), which followed the UniMemo Methodology, developed by participating industry's training sector (UniMemo), after each training graduation, was collected the data through a questionary accessed by a link sent by UniMemo to the graduated participants. Additional data assumed were the employee's reports during each training's graduation. Thus, all participants could say what the experience represented in their personal and professional lives. Results: The DT satisfaction survey had 14 responses, LL1 had 22, and LaserOp had eight. The reports and responses in the surveys showed that the training is therapy for introducing a sense of belonging to the company and valuing the employee himself. In addition to the subjective results, a financial return was developed from the application of projects to reduce production costs, improve processes and reduce production stops. The projects also improve work conditions by reorganizing the fabric areas and co-construction knowledge, having a better training team, and with less doubt. It provided an increase in the possibility of replacing people with unexpected absences. Conclusion: Good learning, productivity, and personal development results have been obtained with the application of Rogers and Vigotsky's knowledge within the organizational context, considering the evaluated industry. Although the results are still preliminary, they indicate the possibility of a new psychological perspective to be explored in the educational/corporate interface.
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