Segundo essa representante só é reconhecida a formação que é dada por formadores com certificado de aptidão profissional (CAP). Quando a empresa manda trabalhadores ao estrangeiro para aprender como se trabalha com uma nova máquina, por exemplo, como não há CAP não há formação "oficial". Acho que há aqui algo de errado na interpretação da lei mas como isto se passa em Portugal é bem provável que a pior interpretação seja a que respeita o espírito da lei.
Quando facilito o desenvolvimento do balanced scorecard de uma empresa, na base do mapa da estratégia costumam aparecer aqueles dois objectivos estratégicos da figura, o R1 e o R4:
Foi deles que me lembrei ao ler "Corporate Learning Programs Need to Consider Context, Not Just Skills":
"to enable strategy execution, learning departments need to reorient from what they’re trying to teach to where these things show up in the work....
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Organizations need to retool learning, changing it from an obsession on individually focused and content-driven events to learning that is deeply contextual, social, and embedded into real work. Learning needs to be built into how power really works within organizations, organized around peer power, functional power, and hierarchical power.
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Learning with Peers Happens Through Routines.
People work in context with others. They create social norms, they dictate the unspoken standards, they define whom to collaborate with and whom to avoid, and they decide how much risk to take. All of this is done in “tribes” of employees, beyond the purview of head office. We need learning departments brave enough to move toward social learning through the routines of these tribes and away from the hegemony of abstract competencies and capabilities.
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Routines are the regular social events that occur that can be seen to differentiate the best performers from average ones in any discrete population within an organization. Competencies tend to cluster in routines. Learning needs to recast its approach by focusing deeply on this context, and not by teaching new content and abstraction.
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We think of learning as something that requires academic expertise and new models, [Moi ici: Pelos vistos em Portugal requer CAP] but organizations teach all the time.
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Instead of owning programs and abstracted learning initiatives that most people in the organization treat as recess from work, the most effective learning organizations collaborate with these powerful functions to integrate organizational learning into their processes and practices. [Moi ici: Recordar "Como o tempo me veio dar razão" e o final de "Formação e competência na futura ISO 9001:2008"]
E agora especificamente acerca daquele R4 da figura:
"Learning Among Leaders Happens Through Dialogue.
Your leaders teach every day; they’re just not aware they are teaching. Leaders wield power in organizations, but that power often involves perpetuating the status quo. If left to their own devices, they will present whatever strategy material was given to them, ask if there are questions, and move on to the things that really matter. This approach doesn’t help organizations make improvements in strategy execution.
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In a number of organizations, we’ve focused intensely on enabling leader-led learning. To be clear, our approaches are not your parents’ “leader-led learning” of 65 PowerPoint slides covered in 60 minutes. Most people in organizations need to be woken up and provoked to share fresh stories and ideas in the context of their real work. One of the keys is building leaders that provoke the right dialogue.
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The focus of these sessions was not on content; it was on helping the leader connect differently with their teams and allowing the team to share their insights about what was really happening. New content was in these sessions, but it was camouflaged — it was just part of tackling and looking at real challenges, together, in new ways.
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People are trapped in organizations, and they learn from the status quo, every day. They react to power in isolated bubbles with familiar populations around known problems. Organizations need to shift from focusing on the traditional content-driven approach of corporate learning to focusing on the context of learning in organizations. [Moi ici: E sem CAP] People are smart — if you give them the right bread crumbs, they’ll find the right way. It is the job of corporate learning to lay out and enable the right bread crumbs."
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