/LGHUDQoDWUDQVIRUPDFLRQDOXPDDQiOLVH
do cargo de coordenador em uma
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Sonia Mara Thater Romero
Ana Paula Cavalheiro Murillo
RESUMO
(PXPDPELHQWHDFDGrPLFRDFUHGLWDVHVHUDOLGHUDQoDWUDQVIRUPDFLRQDORPRGHORTXH
PDLVVHDGDSWDjJHVWmRQRFRQWH[WRDWXDOGDVLQVWLWXLo}HV(VWHWUDEDOKRGHSHVTXLVDIRLUHDOL]DGR
HPXPDLQVWLWXLomRGHHQVLQRVXSHULRUFRPRREMetivo de investigar inGLFDGRUHVGHOLGHUDQoD
WUDQVIRUPDFLRQDO QRV FRRUGHQDGRUHV GH FXUVR$OLGHUDQoD WUDQVIRUPDFLRQDO HQYROYH TXDWUR
FDWHJRULDVFDULVPDPRWLYDomRLQVSLUDGRUDFRQVLGHUDomRLQGLYLGXDOL]DGDHHVWtPXORLQWHOHFWXDO
$ PHWRGRORJLD GH SHVTXLVD DSOLFDGD p GHVFULWLYRH[SORUDWyULD GH FDUiter quantitativo, com
DSOLFDomRGHHVFDODHVWDWLVWLFDPHQWHYDOLGDGD2VUHVXOWDGRVIRUDPSRVLWLYRVHPWRGDVDV
FDWHJRULDVFRQWXGRSRGHPVHUGHVHQYROYLGDVDVFDWHJRULDVFDULVPDHFRQVLGHUDomR
LQGLYLGXDOL]DGDDWUDYpVGDSDUWLFLSDomRHPFXUVRV2HVWtPXORLQWHOHFWXDOHDPRWLYDomRSRGHP
VHUDSULPRUDGRVSURPRYHQGRVHFXUVRVSDUDDHTXLSHHQRYRVPRGHORVGHJHVWmRQDVWDUHIDV
desempenhadas. O desafio futuro do estudo VREUH OLGHUDQoD WUDQVIRUmacional aponta para a
DSOLFDomRGHVWHPRGHORTXHRWLPL]DRVUHVXOWDGRVDFDGrPLFRV(VSHUDVHTXHDSHVTXLVDUHDOL]DGD
contribua para a melhoria do trabalho dos coordenadores e do grupo de colaboradores.
Palavras-chave: /LGHUDQoDWUDQVIRUPDFLRQDO*HVWmR(QVLQRVXSHULRU
Transformational leadership: An anDO\VLVRIWKHFRRUGLQDWRU¶VUROH
in an Institution of Higher Education
ABSTRACT
In an academic environment, we believe that is the transformational leadership, the
better model for the actual institutional management. This research was made in a Higher
Education Institution, with the main objective to investigate transformational leadership aspects
with coordinators of undergraduate courses.
The transformational leadership involves four categories: charisma, inspired motivation,
individualized consideration and intellectual stimulus. The methodology applied was
Sonia Mara Thater Romero p 'RXWRUD HP 3VLFRORJLD PUCRS, Mestre em AdmiQLVWUDomR 33*$8)5*6
3URIHVVRUDGHJUDGXDomRHSyVJUDGXDomRHRULHQWDGRUDGH7&&HPRQRJUDILDVGRVFXUVRVGHJUDGXDomRH
SyV JUDGXDomR GH $GPLQLVWUDomR GD 8/%5$ 3HVTXLVDGRUD GR ,*(3( ,QRYDomR *HVWmR GH
Pessoas e Empreendedorismo da ULBRA. E-mail: [email protected]
Ana Paula Murilo pHVSHFLDOLVWDHP*HVWmR,QRYDGRUDGH3Hssoas e Equipes, ULBRA. Graduada em Pedagoga
(PSUHVDULDO 8/%5$ 6HFUHWiULD GD iUHD GH 7HFQRORJLD H &RPSXWDomR GD 8/%5$ (PDLO [email protected]
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Opinio
description-exploratory, of quantitative character, with application of a validated statistic scale.
The findings were positive in all the categories; however the categories charisma and
individualized consideration can be developed through the participation in courses. The
intellectual stimulus and the motivation can be improved promoting courses for the team and
new models of management in the professional tasks. The next challenge of this study on
leadership transformational points to the application of this model that optimizes the academic
UHVXOWV,WLVH[SHFWHGWKDWWKLVUHVHDUFKFRQWULEXWHVWRWKHLPSURYHPHQWRIWKHFRRUGLQDWRUV
role and the group of collaborators.
Key words: Transformational leadership. Management. Higher Education.
,1752'8d­2
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O desafio de mudar o perfil do gestor naiUHDDFDGrPLFDUHTXHURGHVHQYROYLPHQWR
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seguidores, juntamente com o que existeGHVLPEyOLFRQDFXOWXUDRUJDQL]DFLRQDO
(BERGAMINI, 1997).
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(ODpHVSHFLDOPHQWH FUtWLFD SDUDRVGHVDILRVGDJHVWmRGH SHVVRDVH D
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e Andrade (1999). Segundo os autores, os PRGHORVWUDGLFLRQDLVGHDGPLQLVWUDomRGR
ensino superior parecem caminhar para uma total inviabilizDomRH[LJLQGRQRYDSRVWXUD
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54
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superior privada, localizada no Estado do Rio Grande do Sul.
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fundamentado nos pilares de ensino, pesquiVD HH[WHQVmR(VWHHVWXGRUHSUHVHQWDD
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encorajamento para estudos correlatos.
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WUDQVIRUPDGRUHVRULHQWDPVHXVHVIRUoRVQRVHQWLGRGHSURFODPDUH[HPSOLILFDUHHQVLQDU
R VLJQLILFDGRUHDO GRVYDORUHVGDRUJDQL]DomR(VWDDERUGDJHP DSUHVHQWDXP QRYR
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RVPDLVFRQVFLHQWHVGDLPSRUWkQFLDHGRYDORUGRVUHVXOWDGRVGDWDUHIDDWLYDQGRVXDV
necessidades e erguendo-se, XQVDRVRXWURVDQtYHLVPDLVHOHYDGRVGHPRWLYDomRH
PRUDOLGDGH$OLGHUDQoDWUDQVIRUPDGRUDHP~OWLPDDQiOLVHWRUQDVHPRUDOQRVHQWLGR
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transformacionais fazem muito mais pelos seus seguidores, conseguindo resultados
VXSHULRUHVGHYLGRjIRUPDFRPRVHFRPSortam e aplicam os elementos envolvidos.
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- desenvolve a necessidade de terminar as
tarefas e ganhar dinheiro;
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desafiadoras;
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vantagens;
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- confunde causas e sintomas, e preocupa-se - separa causas e sintomas, e trabalha
preventivamente;
mais com o tratamento do que com a
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- alinha estruturas internas e sistemas para
fortalecer os valores e objetivos principais; os
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crescimento;
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- segue o comportamento esperado,
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dedicando-se ao trabalho dentro dos sistemas cumprir os objetivos atuais e futuros;
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- utiliza integralmente os recursos, identifica e
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desenvolve novos talentos, reconhece e
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potencial humano.
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podem ser resumidos em quatro elementos principais:
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objetivos importantes de maneiras simples; apresenta desafios nas atividades de
trabalho;
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56
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aconselha, preocupa-se com os problemas dos colaboradores que interferem na
atividade profissional, procura harmonizar as necessidades individuais com os
objetivos organizacionais.
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pessoas, inspirando-as e motivando-as.
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objetivos.
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o desenvolvimento do seu potencial, fornece-lhes feedback e delega-lhes
responsabilidades.
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transformacionais despertam nos seguidores fortes sentimentos que se identificam
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sentir-se motivada.
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intelectualidade faz com que os colaboradores sintam-se estimulados, mobilizando a
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JOREDOL]DomR
$OLGHUDQoDWUDQVIRUPDFLRQDOpDTXHODTXHIDFLOLWDDUHGHILQLomRGDPLVVmRGDV
SHVVRDVHGDVRUJDQL]Do}HVGDUHQRYDomRGRVVHXVFRPSURPLVVRVHGDUHHVWUXWXUDomR
GHVLVWHPDVREMHWLYRVHHVWUDWpJLDVeRPRGHORTXHPDLVDWHQomRWHPUHFHELGRQR
campo educacional segundo Lermen (2003). NaYHUGDGHpDOLGHUDQoDWUDQVIRUPDFLRQDO
TXH DSHUIHLoRDDVSUiWLFDVGLUHWLYDVEHPFRPR RVUHVXOWDGRV DFDGrPLFRV GRFRUSR
docente e discente.
Apenas para ilustrar, apresentam-se as pesquisas de Paschual, Villa e Auzmende
DSOLFDGDVHPHVFRODVGH&DVWLOOD/HyQQD(VSDQKD2VUHVXOWDGRVDSRQWDPRV
professores percebendo os diretores que H[HUFHPDOLGHUDQoDWUansformacional com
PDLVHILFiFLDGRTXHRVTXHH[HUFHPSRXFDRXQHQKXPDOLGHUDQoD$TXHOHVGLUHWRUHV
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TXHWrPPDLVHVIRUoRH[WUDGRVVHXVSURIHVVRUHVFRQVHJXLUDPPDLRUHVQtYHLVGH
VDWLVIDomRQRJUXSRGRFHQWHHFRPRVHXSUySULRWUDEDOKRHDSUHVHQWDUDPXPDPDLRU
UHODomRFRPYDULiYHLVFRPRHILFiFLDHUHVXOWDGRV
%HUJDPLQLDSRQWDDWUDYpVGHSHVTXLVDVDWXDLVTXHRVOtGHUHV
transformacionais conseguem liberar o potencial motivacional dos colaboradores mais
GR TXH RV SUySULRV OtGHUHV RULJLQDOPHQWH HVSHUDYDP H PDLV GR TXH RV VHJXLGRUHV
DFUHGLWDYDPVHUSRVVtYHO3DUDHVWDDXWRUDRVOtGHUHVSURS}HPSDGU}HVGHVDILDQWHVGH
desempenho e conseguem fazer com que aqueles que os seguem obtenham
desempenhos mais elevados. Tais expectativas altamente posicionadas influenciam os
VHJXLGRUHVDSRQWRGHVHQWLUHPVHPDLVFRPSURPHWLGRVFRPRHVIRUoRTXHPRELOL]DP
XPDYH]TXHDUHFRPSHQVDTXHSURFXUDPpDXWRHVWLPDGHVHQYROYLPHQWRFUHVFLPHQWR
HUHDOL]DomR
$RULHQWDomRWUDQVIRUPDFLRQDOVHJXQGR%HUJDPLQLS³PRVWUDVHUD
SRVLomRPDLVDWXDOHPDLVYDORUL]DGDSRUXPDH[SUHVVLYDPDLRULDGHJUDQGHV
RUJDQL]Do}HV´$JOREDOL]DomRDWHFQRORJLDFRPSOH[DHRDPELHQWHGHVDILDGRUFRP
PXGDQoDVFRQVWDQWHVH[LJHPGLUHFLRQDPHQtos criativos e inovadores, bem como um
JUXSRFRPSURPHWLGRRTXHVyRFRUUHFRPRGHVHQYROYLPHQWRGDOLGHUDQoD
transformadora.
$JHVWmRQDVLQVWLWXLo}HVGHHQVLQRVXSHULRU
$PXGDQoDHDFRQVHTHQWHQHFHVVLGDGHGHDGDSWDomRDRDPELHQWHWrPVLGRD
W{QLFDQDVRUJDQL]Do}HVDWXDLV$VLQVWLWXLo}HVGHHQVLQRVXSHULRUQmRWrPILFDGRLPXQHV
GHQWURGHVWHFHQiULRREULJDQGR±VHjFRQVWDQWHUHYLVmRHUHDGDSWDomRGHVHXVPRGHORV
GHJHVWmR
1DRSLQLmRGH/DQHDPXGDQoDTXHREWpPUHVXOWDGRVpFDOFDGDQD
OLGHUDQoD R TXH WRUQD QHFHVViULR R HQYROYLPHQWR GRV OtGHUHV FRP RV REMHWLYRV GD
LQVWLWXLomRGHHQVLQRVXSHULRU/DQHUHVVDOWDDLQGDTXHRJHVWRUGDLQVWLWXLomRGHHQVLQR
VXSHULRU SUHFLVD GH PDLV WHPSR GLiULR SDUD refletir e planejar estrategicamente em
UHODomRDRVUHVXOWDGRVTXHVXDLQVWLWXLomRDOFDQoRXRXQmR'HDFRUGRFRPVXDV
REVHUYDo}HVRJHVWRUSUHFLVDWUDEDOKDUFRPGRLVFRQFHLWRVFRQWUDGLWyULRVDTXHVWmR
GDPXGDQoDRUJDQL]DFLRQDOVHUSUofundamente pessoal; e o fato de que todas as pessoas
precisam ser envolvidas.
$VREUHYLYrQFLDGDVRUJDQL]Do}HVHVWiLQFRQGLFLRQDOPHQWHDWUHODGDjVKDELOLGDGHV
fundamentais de seus colaboradores em todos RVQtYHLVKLHUiUTXLFRV1HVVDSHUVSHFWLYD
pFDGDYH]PDLVLPSRUWDQWHGLVSRUGHFDSLWDOLQWHOHFWXDOTXHQmRVHWUDGX]DSHQDVSHOR
VLPSOHVDF~PXORGHFRQKHFLPHQWRPDVSHODFDSDFLGDGHGHLGHQWLILFDURUJDQL]DUH
XWLOL]DU D LQIRUPDomR QHFHVViULD SDUD DOFDQoar os resultados pretendidos, afirma
3DODLD $WXDOPHQWH p H[LJLGR GDV LQVWLWXLo}HV GH HQVLQR VXSHULRU XPD
HVWUXWXUDomRHPSUHVDULDOEDVHDGDQRGHVHPSHQKRGHDOWDSURGXWLYLGDGHFDSDFLGDGH
GH GLVSRU GH VHUYLoRV GH TXDOLGDGH VXSHULRU H DJLOLGDGH SDUD VH GHVORFDU QRV
FHQiULRVPXWiYHLV
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6REUHYLYHVRPHQWHDLQVWLWXLomRTXHVHGHEUXoDUVREUHVXDPLVVmRGHIRUPDSURILVVLRQDO
FRPUHVSDOGRFLHQWtILFRHFRPSURPLVVRVRFLDO
$LQVWLWXLomRGHHQVLQRVXSHULRUFRPRTXDOTXHURXWUDRUJDQL]DomRpXPVLVWHPD
TXHLQWHUDJHFRPRDPELHQWHEXVFDQGRDPHOKRUDGHTXDomRSRVVtYHOSDUDJDUDQWLUD
VXDVREUHYLYrQFLDeXPDMXQomRGHSHVVRDVUHXQLGDVHPGLYHUVDVDWLYLGDGHVH
LQWHUDo}HVHVXDLGHQWLGDGHpWRWDOPHQWHLQIOXHQFLDGDSHORDPELHQWHH[WHUQRHPTXH
HVWiLQVHULGD7DFKL]DZDH$QGUDGHGLYLGHPRDPELHQWHH[WHUQRHP
PLFURDPELHQWHTXHUH~QHRVDJHQWHVGRambiente que afetam a capacidade de a
RUJDQL]DomRDWHQGHUDVHXVPHUFDGRVH[WHUQRVPDVSUy[LPRVDRDPELHQWHLQWHUQR
como fornecedores, clientes, concorrentes e a comunidade em geral; e macroambiente,
RQGH HVWmR VLWXDGDV WRGDV DV JUDQGHVIRUoDV que afetam o meio ambiente, como as
YDULiYHLVHFRQ{PLFDVGHPRJUiILFDVOHJDLVHFROyJLFDVWHFQROyJLFDVSROtWLFDVVRFLDLV
e culturais.
$TXDOLGDGHQDVLQVWLWXLo}HVGHHQVLQRGHYHVHUHQWHQGLGDFRPRXPDILORVRILD
TXHHPEDVDRPRGHORGHJHVWmRSURSRVWRFRPRXPFRQMXQWRGHGHFLV}HVH[HUFLGDV
VRESULQFtSLRVGHTXDOLGDGHHpWLFDFRPDILQDOLGDGHGHDWLQJLUHSUHVHUYDURVHTXLOtEULRV
GLQkPLFRVHQWUHRVREMHWLYRVGRFRUSRGRFHQWHGLVFHQWHHDGPLQLVWUDWLYR
&RPRHOHPHQWRVLPSRUWDQWHVSDUDDJHVWmRHILFD]GDLQVWLWXLomRGHHQVLQRVXSHULRU
SRGHPVHUGHVWDFDGRVRXVRGDLQIRUPDomRFRPRUHFXUVRHVWUDWpJLFRHDMXQomR
DGHTXDGDGRFDSLWDOLQWHOHFWXDOFRPRSURIHVVRUHVHGHPDLVIXQFLRQiULRVH[SORUDQGR
DGHTXDGDPHQWHVXDVKDELOLGDGHVPRWLYDomRHFULDWLYLGDGHHLQFXWLQGRXPDYLVmRJOREDO
GDRUJDQL]DomR
3RUWDQWRSURYDYHOPHQWHXPDOLGHUDQoDGRWLSRWUDQVIRUPDFLRQDOTXHWHPD
habilidade de incentivar, desenvolver e manter todas estas caractertVWLFDVVHMDDPDLV
LQGLFDGDHDGHTXDGDSDUDXPDLQVWLWXLomRGHHQVLQRVXSHULRUPDQWHUVHFRPSHWLWLYDQR
mercado.
2.3 O coordenador gestor
No atual contexto educacional observa-se que os coordenadores dos Cursos de
*UDGXDomRGHYHPWLUDUSURYHLWRGDVRSRUWXQLGDGHVLQWHUQDVHH[WHUQDVFRPRLQWXLWR
de se tornarem mais competitivos. A consFLHQWL]DomRGRV&RRUGHQDGRUHVDFHUFDGHVWH
QRYRFHQiULRJOREDOL]DGRHDDGDSWDomRDHOHVmRIXQGDPHQWDLVSDUDRVFXUVRV
DOFDQoDUHPVHXVREMHWLYRVVRESHQDGHQmRVREUHYLYHUHP
-iVHID]SUHVHQWHDGHPDQGDGHQRYRVPRGHORVGHJHVWmRGHOLQHDGRVSRU
QRYRVSURFHGLPHQWRVDFDGrPLFRVHSRUFRRUGHQDGRUHVGRWDGRVGRVUHTXLVLWRV
competitivos e profissionais da era da LQIRUPDomRHGRFRQKHFLPHQWR3DUDRV
FXUVRVHLQVWLWXLo}HVTXHSHUPDQHFHPDOKHLRVDHVWDQRYDUHDOLGDGHSRGHUiRFRUUHU
um crescimento menor que o seu potencial permite, tornando-os dependentes do
DSDUDWREXURFUiWLFRSHORIDWRGHVWDQRYDUHDOLGDGHH[LJLUDFLPDGHWXGRXPD
PXGDQoDGHSDUDGLJPDVDWLWXGHVHSHUFHSomR
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60
$SULQFLSDOPXGDQoDVHGiQRSDSHOGHVHmpenhado pelo coordenador de curso, ou
VHMDGRH[HUFtFLRGRFRPDQGRHGRFRQWUROHSDUDRJHUHQFLDPHQWRGDVSRWHQFLDOLGDGHV
dos colaboradores. Mais do que nunca se necessita de coordenadores com um perfil de
OtGHUHVWUDQVIRUPDGRUHVTXe gerenciam adequadamente DVPXGDQoDVFRQVWDQWHV
2FRRUGHQDGRUGHFXUVRVGHJUDGXDomRSDUD$QGUDGHGHYHDWXDUFRPR
JHVWRUGHRSRUWXQLGDGHVSURFXUDQGRDQWHVGHWRPDUTXDLVTXHUWLSRVGHGHFLV}HV
YHULILFDURTXHHVWi³GRRXWURODGRGDPHVD´RXTXDLVDVUHSHUFXVV}HVGDVGHFLV}HV
SDUDVHXVS~EOLFRVLQWHUQRVHH[WHUQRV)LFDQtWLGDDQHFHVVLGDGHGHXPFRRUGHQDGRU
FRPSRVWXUDGHJHVWRUTXHYDORUL]DRGLiORJRDSDUWLFLSDomRHDPXGDQoDFRPYLVWDV
DEXVFDURDSHUIHLoRDPHQWRFRQWtQXRGRVFXUVRVHPSUROGRFUHVFLPHQWRGR FRUSR
GRFHQWHDGPLQLVWUDWLYRHGLVFHQWHHGDLQVWLWXLomRFRPRXPWRGR
O Coordenador como gestor de oportunidades sabe que tem de aprender a guiar,
LQIOXHQFLDUHDGPLQLVWUDUPXGDQoDVWDQWRSDUDPDQWHUDRUJDQL]DomRYLYDFRPRSDUD
LQRYDUQRVFXUVRVHFXUUtFXORVTXHDWHQGDm ao mercado de trabalho competitivo, com
XPS~EOLFRFDGDYH]PDLVH[LJHQWH
$VFRQVWDQWHVPXGDQoDVGHPDQGDPRVXUJLPHQWRGHQRYDVSRVWXUDVHUHIHUHQFLDLV
para se obter resultados no presente e projetar necessidades no futuro.
7HPVH FODUR TXH RV FXUVRV GH JUDGXDomR SUHFLVDP GH XP FRRUGHQDGRU FRP
SHUILOGHJHVWRUGHRSRUWXQLGDGHVSDUDIDYRUHFHUDJHVWmRGHPXGDQoDVTXHYHQKDPD
LQFUHPHQWDURQtYHOGHDSUHQGL]DGRFRQWtQXRSRUPHLRGRIRUWDOHFLPHQWRGDFUtWLFDH
da criatividade de todos os agentes envolvidRVQRSURFHVVR$DWLWXGHFUtWLFDSRVLWLYD
HFRQVWUXWLYDGHYHVXSHUDUDFUHQoDQRFRPXPSHUPLWLQGRjSHVVRDDOFDQoDUXPQtYHO
de pensamento conceitual mais elevado.
Partindo desta afirmativa, o coordenador coPRJHVWRUGHRSRUWXQLGDGHVQmRSRGHVH
OLPLWDUDRGHVHQYROYLPHQWRGDVDWULEXLo}HVGHFXQKREXURFUiWLFR3HORFRQWUiULRHOHSRGH
e deve desenvolver atividades que aumentem a qualidade, legitimidade e competitividade
GRVFXUVRVYLVDQGRWUDQVIRUPiORVHP³FRPXQLGDGHVGHDSUHQGL]DJHPFRQWtQXD´
(QWUHRVYiULRVGHVDILRVIXWXURVGRVHVWXGRVVREUHOLGHUDQoDFRQVLGHUDVHFRPR
VHQGRGHJUDQGHLQWHUHVVHSDUDDRUJDQL]DomRHGXFDFLRQDODOLGHUDQoa transformacional,
SRLVpHVWHRPRGHORTXHRWLPL]DDVSUiWLFDVGLUHWLYDVHRVUHVXOWDGRVDFDGrPLFRV
/(50(16mROtGHUHVFRPHVWHSHUILOTXHFRQVHJXHPPRWLYDUDVSHVVRDVSDUD
DOpP GR TXH FRQVHJXHP UHDOL]DU 3DUD TXH VXD DomR VHMD HILFD] H WHQKD LPSDFWR QD
RUJDQL]DomRHOHSUHFLVDVHUYLVLRQiULRHWHUJUDQGHHQHUJLDSHVVRDO(QILPXPOtGHUFRP
KDELOLGDGHVFRPRFDULVPDSHUVXDVmRPRWLYDomRHYLVmRHVWUDWpJLFDTXHLQVSLUHVHXV
liderados para o comprometimento com as tareIDVFRPDLQVWLWXLomRHFRPRVUHVXOWDGRV
3 METODOLOGIA
Este estudo de abordagem quantitativa utilizou a metodologia de pesquisa
GHVFULWLYRH[SORUDWyULDTXHVHJXQGR*LOpGHVHQYROYLGRFRPEDVHHPREMHWLYRV
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TXHEXVFDPDSULPRUDULGpLDVRXGHVFREULULQWXLo}HV1HVWHFDVRRREMHWLYRpLGHQWLILFDU
LQGLFDGRUHVGHOLGHUDQoDWUDQVIRUPDFLRQDO nos coordenadores de curso de uma
LQVWLWXLomRGHHQVLQRVXSHULRU
3DUDDFRQVWUXomRGRREMHWRGHLQYHVWLJDomRIRLUHDOL]DGDXPDSHVTXLVDVREUH
FRQFHLWRVHFDUDFWHUtVWLFDVGRSHUILOGHOtGHUWUDQVIRUPDFLRQDOEHPFRPRDQiOLVHGDV
GLYHUVDVSRVLo}HVDFHUFDGRWHPDSURSRVWRHODERUDGRPHGLDQWHIRQWHVELEOLRJUiILFDV
&RPHVWHHPEDVDPHQWRIRLFRQVWUXtGRXPLQVWUXPHQWRWLSRHVFDODDSOLFDGRjV
FRRUGHQDo}HVGRV&XUVRV&DGDFRRUGHQDGRUUHVSRQGHXFRPRSHUFHEHRWUDEDOKRGRV
GHPDLVFROHJDVFRRUGHQDGRUHVGHVWHPRGRLQGLUHWDPHQWHWDPEpPUHVSRQGHQGRFRPR
percebe o seu trabalho.
$HVFDODpFRPSRVWDLQLFLDOPHQWHSHORVGDGRVVyFLRGHPRJUiILFRVGRV
respondentes e por 12 afirmativas com respostas fechadas, bem como uma escala de
FODVVLILFDomRVRPDWyULDGHDVHQGRWRWDOGLVFRUGkQFLDHSOHQDFRQFRUGkQFLD
(COOPER e SCHINDLER, 2003).
As afirmativas da escala foram baseadas QDVFDWHJRULDVGHDQiOLVHGDOLWHUDWXUD
GLYLGLGDVHPTXDWURGLPHQV}HVGDDERUGDJHPGDOLGHUDQoDWUDQVIRUPDFLRQDOVHQGR
FDULVPDDILUPDWLYDVHPRWLYDomRLQVSLUDGRUDDILUPDWLYDVHFRQVLGHUDomR
individualizada, afirmativas 7, 8 e 9 e estimXODomRLQWHOHFWXDODILUPDWLYDVH
(BASS, 1998; BASS e AVOLIO, 1990; BRYMAN, 2004; BERGAMINI, 2002). Os
dados coletados pelo instrumento escolhido esWmRWDEXODGRVDQDOLVDGRVHDSUHVHQWDGRV
DWUDYpVGHWDEHODVHJUiILFRV&DEHVDOLHQWDUTXHRLQVWUXPHQWRUHFHEHXRWHVWDalpha
de CronbachDWLQJLQGRXPDSRQWXDomRGHVHQGRFRQVLGHUDGRYiOLGRHFRPyWLPD
FRQVLVWrQFLDLQWHUQD6HJXQGR&RRSHUH6FKLQGOHURalpha de Cronbach pXP
WHVWHHVWDWtVWLFRSDUDYDOLGDUDFRQJUXrQFLDHQWUHRVIDWRUHVHRLQVWUXPHQWRDSRQWDQGR
um indicador entre 0 e 1 totalmente adequado.
$DPRVWUDGHVWDSHVTXLVDpFRPSRVWDSRUSHVVRDVTXHSRVVXHPRFDUJRGH
FRRUGHQDGRUHVGHFXUVRGHQWURGDLQVWLWXLomRHPTXHVWmRQDViUHDVGH7HFQRORJLDH
&RPSXWDomR(GXFDomRH&LrQFLDV+XPDQDVH6RFLDLV$SOLFDGDV$iUHDGH7HFQRORJLD
FRQWDFRPFRRUGHQDGRUHVGRVFXUVRVGH(QJHQKDULDH&LrQFLDVGD&RPSXWDomR$
(GXFDomRHFRUUHODWRVPDQWpPFRRUGHQDGRUHVGRVFXUVRVGHIRUPDomRGHSURIHVVRUHV
HPGLYHUVDVHVSHFLDOLGDGHVHDiUHDGH&LrQFLDV+XPDQDVH6RFLDLVDSOLFDGDVFRQWD
FRPFRRUGHQDGRUHVQRVFXUVRVGH$GPLQLVWUDomR&LrQFLDV3ROtWLFDV6RFLDLVH
(FRQ{PLFDVEHPFRPR&RPXQLFDomR6RFLDO6HUYLoR6RFLDOH7HRORJLD&RPRRIRFR
GDSHVTXLVDpLGHQWLILFDUFRPRRVOtGHUHVVHSHUFHEHPHPUHODomRDRVFRPSRQHQWHVGD
OLGHUDQoD WUDQVIRUPDFLRQDO D DPRVWUD IRL composta por 40 pessoas, representando
GRFRUSRGHFRRUGHQDGRUHVGDViUHDVenvolvidas. Estes coordenadores gerenciam
as equipes formadas pelo corpo docente, professores, e pessoal administrativo da
LQVWLWXLomRVHFUHWiULRVHdemais cargos auxiliares.
$DQiOLVHGRVGDGRVRFRUUHXGDVHJXLQWHPDQHLUDRVLQVWUXPHQWRVIRUDPHQWUHJXHV
pessoalmente a cada coordenador, recolhidos, numerados e tabulados. Foram analisados
SULPHLUDPHQWHRVGDGRVVyFLRGHPRJUiILFRVFRPRVH[RLGDGHHVFRODULGDGHHWHPSR
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62
GHRUJDQL]DomRFRPRREMHWLYRGHGHOLQHDURSHUILOGRVUHVSRQGHQWHV$VDILUPDWLYDV
UHFHEHUDPFiOFXORVHVWDWtVWLFRVGHDQiOLVHGHIUHTrQFLDSHUFHQWXDOPpGLDHGHVYLR
SDGUmR&RPEDVHQHVWHVUHVXOWDGRVIRLSRVVtYHODQDOLVDUDGLVWULEXLomRGDDPRVWUDHP
UHODomRDHVWHVGDGRVHFDUDFWHUL]DUDVIDL[DVRQGHVHHQFRQWUDDPDLRUFRQFHQWUDomR
GHFRQFRUGkQFLDGHPRQVWUDQGRDVVLPLQGLFDGRUHVGHOLGHUDQoDWUDQVIRUPDFLRQDO
2VGDGRVIRUDPDQDOLVDGRVDWUDYpVGHIXQGDPHQWDomRWHyULFDFRPEDVHQDHVFDOD
DSOLFDGD$WUDYpVGHVWDDQiOLVHIRLSRVVtYHOLGHQWLILFDUDSHUFHSomRGDVFRRUGHQDo}HV
GHFXUVRTXDQWRjDSOLFDomRGRVTXDWURFRPSRQHQWHVGDOLGHUDQoDWUDQVIRUPDFLRQDO
$1È/,6('265(68/7$'26
$DQiOLVHGRVUHVXOWDGRVH[LJLXDFULDomRGHSRQWRVGHFRUWHSDUDFODVVLILFDomR
GDV PpGLDV HQFRQWUDGDV$WDEHOD DEDL[R IRL HODERUDGD SDUD HPEDVDU RV SRQWRV GH
FRUWHQDDQiOLVHGDVPpGLDVDSDUWLUGDHVFDODGHDYLVDQGRFRQGHQVDURVUHVXOWDGRV
obtidos.
7$%(/$±&ODVVLILFDomRGRV3RQWRVGH&RUWHSDUD$QiOLVHVGDV0pGLDV
0pGLDV
3HUFHSomR
3,6 a 4,0
Sempre acontece
2,6 a 3,5
AFRQWHFHFRPIUHTrQFLD
1,6 a 2,5
Raramente acontece
1,0 a 1,5
Nunca acontece
&ODVVLILFDomR
3RVVXLDOWRVLQGLFDGRUHVGHOLGHUDQoD
transformacional
3RVVXLLQGLFDGRUHVGHOLGHUDQoD
transformacional
3RVVXLSRXFRVLQGLFDGRUHVGHOLGHUDQoD
transformacional
1mRSRVVXLLQGLFDGRUHVGHOLGHUDQoD
transformacional
4.1 Perfil dos respondentes
$QDOLVDQGRRSHUILOGRVUHVSRQGHQWHVTXDQWRDRVH[RSHUFHEHVHTXHKiXPD
GRPLQkQFLDGRVH[RPDVFXOLQRFRPSHVVRDVHPUHODomRDRIHPLQLQRIRUPDGR
SRUSHVVRDVFRQWXGRDGLIHUHQoDpUHODWLYDPHQWHSHTXHQD4XDQWRjLGDGH
GRVUHVSRQGHQWHVFRQVWDWDVHTXHKiXPDSUHGRPLQkQFLDVLJQLILFDWLYDQDIDL[DHWiULD
GHDFRPGRVUHVSRQGHQWHV/RJRDSyVWHPVHQDIDL[DHWiULDHQWUH
HSRUWDQWRVmRSHVVRDVPDGXUDVHPWHUPRVGHLGDGHFURQROyJLFD4XDQWRj
HVFRODULGDGHSRVVXHPRFXUVRGHPHVWUDGRSRVVXHPRGRXWRUDGRWDPEpP
WrPHVSHFLDOL]DomRFRPSOHWDVRPHQWHSHVVRD SRVVXL DSHQDV DJUDGXDomRR
TXHDSRQWDXPQtYHOUHODWLYDPHQWHDOWRGHIRUPDomRDFDGrPLFDHQWUHos coordenadores.
(PUHODomRDRWHPSRGHWUDEDOKRQDLQVWLWXLomR, os respondentes se dividem, na maioria,
HQWUHRPi[LPRGHHDQRVFRUUHVSRQGHQGRD2TXDGURIXQFLRQDODSUHVHQWD
ainda 27% de respondentes que entraram recenWHPHQWHHQWUHHDQRVGHLQVWLWXLomR
RVGHPDLVSRVVXHPHQWUHHDQRVGHWHPSRGHWUDEDOKRQDLQVWLWXLomR(PUHODomR
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aos cargos constata-se que 38% possuem entre 5 e 10 anos de tempo no cargo, sendo
TXHSRVVXHPSRXFRWHPSRQRFDUJRHQWUHHDQRVHPFRQVRQkQFLDFRPR
SRXFRWHPSRQDLQVWLWXLomR3RUWDQWRRJUXSRGHFRRUGHQDGRUHVSHVTXLVDGRVpPDGXUR
LQWHOHFWXDOPHQWHIRUPDGRHFRPERDH[SHULrQFLDQDLQVWLWXLomRHQRFDUJR
$QiOLVHGDVUHVSRVWDVGDVDILUPDWLYDV
$VDILUPDWLYDVUHIHUHPVHDRVFRRUGHQDGRUHVSHVTXLVDGRVQDUHIHULGDLQVWLWXLomR
WHQGRFRPRREMHWLYRSULQFLSDODQDOLVDURVDVSHFWRVGHOLGHUDQoDWUDQVIRUPDFLRQDO$
VHJXLUDSUHVHQWDPVHDVPpGLDVHRVGHVYLRVSDGUmRREWLGRV
7$%(/$±0pGLDH'HVYLRSDGUmRGDVDILUPDWLYDVVREUHOLGHUDQoDWUDQVIRUPDFLRQDOGRVJHVWRUHV
Afirmativa sobre /LGHUDQoD Transformacional
0pGLD
'HVYLRSDGUmR
A3 ± 3HUVLVWrQFLD e 'HWHUPLQDomR
3,60
0,55
A5 ± 0RWLYDomR
3,48
0,60
A9 ± Aceitar 'LIHUHQoDV
A12 ± Enfrentar Problemas e Encontrar
6ROXo}HV
A1 ± $GPLUDomR &RQILDQoD e Respeito
3,45
0,60
3,45
0,60
3,43
0,55
A10 ± Desafio Intelectual
3,43
0,55
A2 ± ,QIOXrQFLD Positiva
3,40
0,59
A4 ± Criar Expectativas Positivas
3,40
0,55
A11 ± Estimular Criatividade e ,QRYDomR
A7 ± $WHQomR Individual, 2ULHQWDomR e
Conselhos
A6 ± Desafios nas Atividades
3,38
0,59
3,35
0,66
3,30
0,65
A8 ± Compreender Necessidades
3,28
0,68
A ± Geral
3,41
0,05
A afirmativa 3 pretende conhecer a percepomRGRVFRRUGHQDGRUHVTXDQWRDRDVSHFWR
GDSHUVLVWrQFLDHGHWHUPLQDomRQDUHDOL]DomRGDVWDUHIDV2EWHYHVHPpGLDHGHVYLR
SDGUmRGHQHVWDDILUPDWLYDRUHVXOWDGRPDLVDOWRGHWRGRV1HVWDDILUPDWLYDDJUDQGH
maioria de respondentes, 97,5%, concorda TXHHVWDFDUDFWHUtVWLFDVHDSUHVHQWDQRV
FRRUGHQDGRUHV3DUD%HUJDPLQLRVOtGHUHVWUDQVIRUPDFLRQDLVDWUDYpVGDFDWHJRULD
FDULVPDDSUHVHQWDPSHUVLVWrQFLDHGHWHUPLQDomR9HULILFDVHTXHHVWDFDUDFWHUtVWLFDVH
DSUHVHQWDHQWUHRVFRRUGHQDGRUHVDSRQWDQGRSDUDXPSHUILOGHOLGHUDQoDWUDQVIRUPDFLRQDO
A afirmativa 5 analisa a capacidade de estimular e motivar o grupo no
desenvolvimento das tarefas, na categoria PRWLYDomRLQVSLUDGRUDDSUHVHQWDPpGLDGH
HGHVYLRSDGUmRGH3DUD%HUJDPLQLXPLPSRUWDQWHDVSHFWRFDUDFWHUtVWLFR
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64
GR OtGHU WUDQVIRUPDFLRQDOp RGH VHU FDSD]GH GHVSHUWDUD PRWLYDomR'HVWD
IRUPDGRJUXSRGHUHVSRQGHQWHVFRQILUPDPTXHDFRRUGHQDomRDSUHVHQWDHVWD
FDUDFWHUtVWLFDGHOLGHUDQoDWUDQVIRUPDFLRQDO
(QFRQWUDVHXPDPpGLDGHHXPGHVYLRSDGUmRGHQDDQiOLVHGD
afirmativa 9, que tem por objetivo verificar DFDSDFLGDGHGHOLGDUFRPDVGLIHUHQoDV
QRVHXJUXSRGHFRODERUDGRUHVQDFDWHJRULDGDFRQVLGHUDomRLQGLYLGXDOL]DGD'RV
respondentes, 95% afirmam que ela acontece frequentemente. Para Bergamini (2002,
SDDWHQomRGROtGHUWUDQVIRUPDFLRQDOHVWi³YROWDGDHVSHFLDOPHQWHjVQHFHVVLGDGHV
GHUHDOL]DomRSHVVRDOHFUHVFLPHQWRTXHFDGDXPGRVVHJXLGRUHVSRVVXL´3HUFHEHVH
TXHRJUXSRGHUHVSRQGHQWHVFRQFRUGDTXHDFRRUGHQDomRSRVVXLHVWDFDUDFWHUtVWLFD
DSUHVHQWDGRSRUWDQWRDVSHFWRVGHOLGHUDQoDWUDQVIRUPDFLRQDO
$FDWHJRULDGHHVWLPXODomRLQWHOHFWXDOLndicada na forma de enfrentar problemas
HHQFRQWUDUVROXo}HVHVWiVHQGRDQDOLVDGDQDDILUPDWLYD1HODIRLREWLGDXPDPpGLD
GHHXPGHVYLRSDGUmRGH6HJXQGR%HUJDPLQLSRHVWtPXOR
LQWHOHFWXDO ³OHYD RV FRODERUDGRUHV QmR Vy D DUUHJLPHQWDU HVIRUoRV H DEUDoDU QRYDV
DWLWXGHVFRPRWDPEpPDTXHVWLRQDUDRPHVPRWHPSRLGpLDVMiFRQVDJUDGDVH
UHHTXDFLRQDURVSUREOHPDVMiH[LVWHQWHVIRFDOL]DQGRDQWLJRVSRVLFLRQDPHQWRVRX
VLWXDo}HVMiFRVWXPHLUDVGHRXWUDVPDQHLUDV´)RUDPGHUHVSRQGHQWHVTXH
FRQFRUGDPTXHHVWDFDUDFWHUtVWLFDVHDSUHVHQWDQRSHUILOGDFRRUGHQDomR
A afirmativa 1 objetiva conhecer a percHSomR GRV FRRUGHQDGRUHV TXDQWR DRV
VHJXLQWHVDVSHFWRVGDFDWHJRULD FDULVPD GH XPOtGHUWUDQVIRUPDFLRQDODGPLUDomR
FRQILDQoDHUHVSHLWR$PpGLDGHVVDDILUPDWLYDpHRGHVYLRSDGUmRpGH
Analisando essa afirmativa, pode-se perceber que 97,5% dos respondentes acreditam
TXHpGHVHQYROYLGRSHORVFRRUGHQDGRUHVXPWUDEDOKRGHDGPLUDomRUHVSHLWRH
FRQILDQoD6HJXQGR%HUJDPLQLRDVSHFWRFDULVPiWLFRWDPEpPFKDPDGRGH
LQIOXrQFLDLGHDOL]DGDLQGLFDDDGPLUDomRUHVSHLWRHFRQILDQoDTXHROtGHUPDQLIHVWD
VHUYLQGRGHPRGHOR3RUWDQWRRJUXSRVHFDUDFWHUL]DFRPROtGHUHVWUDQVIRUPDFLRQDLV
QRTXHVHUHIHUHDHVWDFDUDFWHUtVWLFDDQDOLVDGD
Na afirmativa 10, analisa-seDFDUDFWHUtVWLFDGHGHVDILRLQWHOHFWXDOQDFDWHJRULD
GHHVWLPXODomRLQWHOHFWXDO2EWHYHVHXPDPpGLDGHHGHVYLRSDGUmRGH
&RQIRUPH5HJRH&XQKDROtGHUWUDQVIRUPDFLRQDOHVWLPXODLQWHOHFWXDOPHQWHRV
colaboradores. Nesta afirmativa a grande maioria do grupo, 97,5%, concorda que a
FRRUGHQDomRDSUHVHQWDHVWDFDUDFWHUtVWLFD
1DDILUPDWLYDVHREMHWLYDFRQKHFHUDSHUFHSomRGRVFRRUGHQDGRUHVTXDQWRj
FDUDFWHUtVWLFDGHH[HUFHULQIOXrQFLDSRVLWLYDGHQWURGRDVSHFWRFDULVPiWLFRGDOLGHUDQoD
$PpGLDDSUHVHQWDGDIRLGHHGHVYLRSDGUmRGH9HULILFDVHTXHJUDQGHSDUWH
GRJUXSRFRQFRUGDTXHHVWDFDUDFWHUtVWLFDpDSUHVHQWDGDSHORVFRRUGHQDGRUHV
&RQIRUPH5HJRH&XQKDXPGRVFRPSRUWDPHQWRVGHXPOtGHUWUDQVIRUPDFLRQDO
pGDUH[HPSORVHQGRXPPRGHORGHFRQGXWDSURFXUDQGRH[HUFHUXPDLQIOXrQFLD
SRVLWLYD$JUDQGHSDUWHGRJUXSRFRQFRUGDTXHDFRRUGHQDomRGHVHQYROYHXPWUDEDOKR
GHLQIOXrQFLDSRVLWLYDSRUWDQWRFRPSRUWDPVHFRPROtGHUHVWUDQVIRUPDFLRQDLV
tornando-se modelos para seus seguidores.
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A afirmativa 4 analisa a caUDFWHUtVWLFDGH FULDU H[Sectativas positivas sobre o
trabalho a ser realizado, na categoria da coQVLGHUDomRLQGLYLGXDOL]DGD(VWDDILUPDWLYD
DSUHVHQWD XPD PpGLD GH H GHVYLRSDGUmR GH (VWD DILUPDWLYD VRPRX XP
grupo de 97,5% de respondentes que afirmam que os coordenadores apresentam esta
FDUDFWHUtVWLFD3DUD%HUJDPLQLSROtGHUWUDQVIRUPDFLRQDO³XWLOL]DQGRVH
da sua sensibilidade interpessoal, busca perscrutar as expectativas interiores existentes
QRVVHXVVHJXLGRUHV´(QYROYHRIHUHFHUVLWXDo}HVTXHIDoDPVHQWLGRHUHSUHVHQWHP
um desafio para o colaborador. De certa forma, procura desenvolver este
significado, promovendo expectativas positivas a respeito daquilo que deve ser
feito.
1DDILUPDWLYDVHDQDOLVRXDFDUDFWHUtVtica de estimular crLDWLYLGDGHHLQRYDomR
dentro da categoria de estimuODomRLQWHOHFWXDO2EWHYHGHPpGLDHGHGHVYLR
SDGUmR(VWDDILUPDWLYDVRPRXGHUHVSRQGHQWHVTXHFRQFRUGDPTXHDFRRUGHQDomR
DSUHVHQWDHVWDFDUDFWHUtVWLFDGHOLGHUDQoDWUDQVIRUPDFLRQDO%HUJDPLQLDILUPD
TXHRH[HUFtFLRGRHVWtPXORLQWHOHFWXDOID]FRPTXHRVFRODERUDGRUHVVLQWDPVH
HVWLPXODGRVPRELOL]DQGRHVIRUoRVHDGRWando atitudes inovadoras e criativas.
1DDILUPDWLYDRREMHWLYRIRLDQDOLVDUDFDUDFWHUtVWLFDGHDWHQomRLQGLYLGXDO
RULHQWDomRHFRQVHOKRVGDFDWHJRULDFRQVLGHUDomRLQGLYLGXDOL]DGD2EWLYHVHPpGLD
GHHGHVYLRSDGUmRGH5HJRH&XQKDDILUPDPTXH³ROtGHUWUDWDRV
FRODERUDGRUHVFRPRHQWLGDGHVVLQJXODUHVHQmRFRPRSDUFHODVDQ{QLPDVGXPD
HQJUHQDJHP´3DUD %HUJDPLQLHVWDDWHQomRGHYHVHUGLVSHQVDGDGHPDQHLUD
individualizada. Pode-se perceber que 90% dos respondentes concordam que a
FRRUGHQDomRDSUHVHQWDHVWDFDUDFWHUtVWLFDHVRPHQWHDILUPDPTXHUDUDPHQWHHVWD
FDUDFWHUtVWLFDVHDSUHVHQWDQDFRRUGHQDomR3RUWDQWRDJUDQGHPDLRULDFRQILUPDHVWD
FDUDFWHUtVWLFDQDDWXDomRGRVFRRUGHQDGRUHV
$DILUPDWLYDWUDWDGDFDUDFWHUtVWLFDGHSURPRYHUDWLYLGDGHVGHWUDEDOKRGHVDILDGRUDV
WDPEpPQDFDWHJRULDGHPRWLYDomRLQVSLUDGRUD$SUHVHQWRXXPDPpGLDGHHGHVYLR
SDGUmRGH1RTXHVHUHIHUHDSURPRYHr atividades desafiantes pode-se perceber que
JUDQGHSDUWHGRJUXSRFRQILUPDHVWDFDUDFWHUtVWLFDQDFRRUGHQDomR%HUJDPLQL
SDILUPDTXHROtGHUWUDQVIRUPDFLRQDO³RIHUHFHVLWXDo}HVTXHIDoDPVHQWLGRSDUDR
VHJXLGRUEHPFRPRUHSUHVHQWDPXPGHVDILRGHQWURGDVDWLYLGDGHVGHWUDEDOKR´
$DILUPDWLYDDQDOLVDDFDUDFWHUtVWLFDGH compreender necessidades, inclusa na
FDWHJRULDFRQVLGHUDomRLQGLYLGXDOL]DGD$PpGLDUHVXOWDQWHpHRGHVYLRSDGUmR
4XDQWRjVUHVSRVWDVREWLGDVQHVWDFDUDFWHUtVWLFDGRVUHVSRQGHQWHVFRQILUPDP
TXHHODVHDSUHVHQWDQRSHUILOGDFRRUGHQDomRHFRQVLGHUDPTXHUDUDPHQWHLVWR
acontece. Contudo a maioria do grupo concRUGD TXH D FRRUGHQDomR FRPSUHHQGH DV
necessidades dos colaboradores. Para Rego e &XQKD³ROtGHUSUHVWDDWHQomRjV
necessidades de desenvolvimento dos colaboradores, encoraja-os, tenta desenvolver o
seu potencial, fornece-lhes feedbackGHOHJDOKHVUHVSRQVDELOLGDGHV´
$PpGLDGHWRGDVDVDILUPDWLYDVpGHGHPRQVWUDQGRRUHFRQKHFLPHQWRGH
FDUDFWHUtVWLFDVGHOLGHUDQoDWUDQVIRUPDFLRQDOQRVFRRUGHQDGRUHVGDLQVWLWXLomRHPIRFR
portanto, pode-se inferir que os coordenadores apresentam altos indicadores de
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66
OLGHUDQoDWUDQVIRUPDFLRQDOQDSHUVLVWrQFLDHGHWHUPLQDomRSDUWHGDFDWHJRULDFDULVPD
$SUHVHQWDPWDPEpPLQGLFDGRUHVGHOLGHUDQoDWUDQVIRUPDFLRQDOHPWRGDVDVGHPDLV
GLPHQV}HVDQDOLVDGDV
&216,'(5$d®(6),1$,6
1DUHDOL]DomRGHVWDSHVTXLVDSURFXURXVHYHULILFDURFRQWH[WRDWXDOGD
LQVWLWXLomRGHHQVLQRVXSHULRUTXDQWRjDWXDomRGDFRRUGHQDomRGHFXUVRV&RQIRUPH
RVREMHWLYRVHVWDEHOHFLGRVSDUDLQYHVWLJDomRRVSRQWRVIRUWHVHIUDFRVGHOLGHUDQoD
transformacional foram analisados. Com base nos dados obtidos, apresentam-se
DOJXPDVFRQVLGHUDo}HVILQDLV
Segundo Bergamini (2002) existem alguns sinais indicativos no comportamento
GROtGHUTXHPDQLIHVWDPVXDRULHQWDomRWUDQVIRUPDFLRQDOHDMXGDPDGLDJQRVWLFDUVHX
HVWLOR$DQiOLVHGDVUHVSRVWDVGDVDILUPDWLYDV mostra que a grande maioria do grupo
TXHVWLRQDGRDSRQWDYiULDVFDUDFWHUtVWLFDVGHOLGHUDQoDWUDQVIRUPDFLRQDOQDFRRUGHQDomR
GDLQVWLWXLomR
&RPRSRQWRVIRUWHVDSUHVHQWDGRVSHODSHVTXLVDHVWmRDVFDWHJRULDVGHFDULVPDH
HVWtPXORLQWHOHFWXDO$VWUrVSULPHLUDVDILUmativas, referentes ao componente carisma,
REWLYHUDPXPDOWRJUDXGHFRQFRUGkQFLDSHUPLWLQGRVHDILUPDUTXHRVFRRUGHQDGRUHV
GHVWDLQVWLWXLomRSHUFHEHPVHFRPIRUWHVFDUDFWHUtVWLFDVGDOLGHUDQoDWUDQVIRUPDFLRQDO
QR TXH GL] UHVSHLWR DR FDULVPD$FDWHJRULD HVWLPXODomR LQWHOHFWXDO REWHYH tQGLFHV
VHPHOKDQWHVDRFRPSRQHQWHFDULVPDVHDSUHVHQWDQGRWDPEpPFRPRIRUWHFDUDFWHUtVWLFD
GHOLGHUDQoDWUDQVIRUPDFLRQDO
1DFDWHJRULDPRWLYDomRLQVSLUDGRUDSHUFHEHVHXPDDGHVmRGHFRQFRUGkQFLD
um pouco menor se comparada aos componentes anteriores. Contudo, ainda assim,
pode-se afirmar que neste componente, os coordenadores se percebem com
FDUDFWHUtVWLFDVGHOLGHUDQoDWUDQVIRUPDFLRQDO
0HVPR REWHQGR DOWRV UHVXOWDGRV D FDWHJRULD FRQVLGHUDomR LQGLYLGXDOL]DGD VH
DSUHVHQWRXFRPRRLWHPGHPHQRUtQGLFHGHFRQFRUGkQFLDGHWRGRVRVFRPSRQHQWHV
pesquisados. Apresentando-se, desta forma, como um ponto que pode melhorar.
eQHFHVViULRDRVFRRUGHQDGRUHVGHVWDLQVWLWXLomRUHYHUHVWDVGXDV~OWLPDV
FDWHJRULDVPRWLYDomRLQVSLUDGRUDHFRQVLGHUDomR individualizada, pois as afirmativas
apresentaram resultados que podem indicar DOWHUQDWLYDV SDUD PHOKRUDU D OLGHUDQoD
WUDQVIRUPDFLRQDOHRQtYHOGHVDWLVIDomRGRVFRODERUDGRUHV
'HYLGRDRVUHVXOWDGRVFRQVWDWDGRVYLXVHDQHFHVVLGDGHGHEXVFDUVXJHVW}HVGH
FXUWR H PpGLR SUD]R 1R FXUWRSUD]R VmRDERUGDGDV DV DILUPDWLYDVTXH DSUHVHQWDP
UHVXOWDGRVTXHUHTXHUHPFHUWDXUJrQFLDQDEXVFDGHDOWHUQDWLYDVSDUDPHOKRUDUD
OLGHUDQoDWUDQVIRUPDFLRQDO1RPpGLRSUD]RVmRDERUGDGDVDVDILUPDWLYDVTXHFKDPDP
DDWHQomRSRUDSUHVHQWDUHPUHVXOWDGRVTXHSRGHPVXJHULUPHOKRULDVQDDWXDomRGRV
coordenadores.
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Em curto prazo podem ser verificadas as alternativas 6 e 8 que se enquadram nas
FDWHJRULDVHVWLPXODomRLQWHOHFWXDOHFRQVLGHUDomRLQGLYLGXDOL]DGDUHVSHFWLYDPHQWH
A afirmativa 6 envolve promover trabalhos desafiantes, sugere-se portanto, variar
DV DWLYLGDGHV H WDOYH] SURPRYHU DOJXPD URWDomR GH IXQo}HV HQWUH RV
FRODERUDGRUHV DGPLQLVWUDWLYRV H VXJHULU QRYDV GLVFLSOLQDV GHQWUR GR GRPtQLR GH
FRQKHFLPHQWRV GR FRUSR GRFHQWH SURPRYHQGR QRYRV GHVDILRV -i D DILUPDWLYD HQYROYHDFRPSUHHQVmR SRU SDUWH GR Foordenador sobre as necessidades do
JUXSRDVSHFWRUHODFLRQDOHLQWUDSHVVRDOTXHSRGHVHUGHVHQYROYLGRVDWUDYpVGH
FXUVRVFRPSRUWDPHQWDLVTXHHQYROYDPDGLVFXVVmRGRSDSHOGRFRRUGHQDGRU
EHPFRPRDSRVVLELOLGDGHGRGHVHQYROYLPHQWRGDOLGHUDQoDWUDQVIRUPDFLRQDO
3DUD%HUJDPLQLXPDVSHFWRLPSRUWDQWHFDUDFWHUtVWLFRGROtGHU
WUDQVIRUPDFLRQDOpRGHVHUFDSD]GHGHVSHUWDUDPRWLYDomRLQVSLUDGRUDDQDOLVDGDQD
DILUPDWLYDDWUDYpVGHRULHQWDomRHFRQVHOKRV&RQWXGRSDUDTXHHODRFRUUDKi
QHFHVVLGDGHGHLGHQWLILFDomRGRVVHJXLGRUHVFRPROtGHU(VWHXWLOL]DQGRVHGDVXD
sensibilidade interpessoal, busca perscrutar as expectativas interiores existentes nos
VHXVVHJXLGRUHV$SDUWLUGDtRIHUHFH VLWXDo}HVTXHIDoDPVHQWLGRSDUDR VHJXLGRU
bem como representem um desafio dentro daVDWLYLGDGHVGHWUDEDOKR2OtGHUGHYH
SRUWDQWRRIHUHFHUVLWXDo}HVTXHIDoDPVHQWLGRSDUDRFRODERUDGRUSURPRYHQGR
H[SHFWDWLYDVSRVLWLYDVHPUHODomRDRTXHGHYHVHUIHLWR2WUDEDOKRHPJUXSRWDPEpP
ILFDIDYRUHFLGRH³WHUXPVHJXLGRUPRtivado significa atender as necessidades
LQWUtQVHFDVSRUWDQWRGHQtYHOHOHYDGR´%(5*$0,1,S
6XJHUHVHTXHRVFRRUGHQDGRUHVGDLQVWLWXLomRGHVHQYROYDPDWLYLGDGHVTXH
HOHYHPDPRWLYDomRQRWUDEDOKRGRJUXSR2GLiORJRGROtGHUHVXDSHUFHSomRVmR
fundamentais para elevar o moral da equiSH&RPRSURSyVLWRGHDXPHQWDUDPRWLYDomR
LQVSLUDGRUDVXJHUHVHDUHDOL]DomRGHFXUVRVYLYHQFLDLVHFRPSRUWDPHQWDLV
(PPpGLRSUD]RSRGHVHUUHIRUoDGDDFDWHJRULDFDULVPDGDOLGHUDQoD
WUDQVIRUPDFLRQDO SRLV DSHVDU GH REWHU ERQV UHVXOWDGRV WRGRV RV FRPSRQHQWHV VmR
LPSRUWDQWHVSDUDRH[HUFtFLRGHXPDIRUWHOLGHUDQoDWUDQVIRUPDFLRQDO3DUDR
GHVHQYROYLPHQWRGDVFDWHJRULDVFDULVPDHFRQVLGHUDomRLQGLYLGXDOL]DGDVXJHUHPVH
DSDUWLFLSDomRHPFXUVRVFRPSRUWDPHQWDLVFRPYLYrQFLDVTXHHQYROYDPRSURFHVVR
GRJUXSRXPDYH]TXHDOLGHUDQoDWUDQVIRUPDFLRQDOVHSDXWDQRVDVSHFWRVVXEMHWLYRV
HFDULVPiWLFRVGRVJHVWRUHV$VFDWHJRULDVHVWtPXORLQWHOHFWXDOHPRWLYDomRLQVSLUDGRUD
SUHFLVDPGHDSRLRHVXSRUWHGDGLUHomRSDUDRWUDEDOKRGRVFRRUGHQDGRUHVTXHSRGHP
RIHUHFHUFXUVRVjVXDHTXLSHHQRYRVPRGHORVGHJHVWmRQDVWDUHIDVGHVHPSHQKDGDV
pelo grupo.
2DSULPRUDPHQWRGRUHODFLRQDPHQWRLQWUDSHVVRDOHLQWHUSHVVRDOGROtGHUp
IXQGDPHQWDOSDUDRGHVHPSHQKRGDOLGHUDQoDWUDQVIRUPDFLRQDOTXHHQYROYHVHPSUHR
SURFHVVRJUXSDOH[LVWHQWHQDUHODomRGROtGHUFRPVHXVFRODERUDGRUHV(VWH
relacionamento passa, necessariamente, peloDXWRFRQKHFLPHQWRTXHROtGHUWHPGHVL
HSHORFRQKHFLPHQWRGDVFRPSHWrQFLDVHFDUrQFLDVGDVXDHTXLSHGHWUDEDOKR2
GHVHQYROYLPHQWRGRYtQFXORVRFLDOXPSURFHVVRGHLQIOXrQFLDHQWUHOtGHUHVHVHJXLGRUHV
na busca do comprometimento, compatibilizando os objetivos comuns, organizacionais
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68
HSHVVRDLV(VWHSURFHVVRPDQWpPDLGHQWLGade, tornando a cultura organizacional coesa
HIRUWHSDUDDPDQXWHQomRGHUHVXOWDGRVSRVLWLYRV
6XJHUHVHTXHDLQVWLWXLomRFRQWLQXHRSRUWXQL]DQGRHVWHWLSRGHSHVTXLVDEHP
FRPR RXWUDVSHVTXLVDVTXHDSURIXQGHPRHVWXGRSDUDTXHVHSRVVDDWUDYpVGHXP
VLVWHPDDEHUWRGHLQRYDo}HVPHOKRUDURH[HUFtFLRGDOLGHUDQoDWUDQVIRUPDFLRQDOGRV
FRRUGHQDGRUHV8PDYH]TXHDOLGHUDQoDWUDQVIRUPDFLRQDO³PRVWUDVHUDSRVLomRPDLV
atual e mais valorizada por uma exprHVVLYDPDLRULDGHJUDQGHVRUJDQL]Do}HV´
(BERGAMINI, 2002, p.32).
Espera-se que a pesquisa realizada a partirGHVWDLQYHVWLJDomRSRVVDYLUDFRQWULEXLU
SDUDPHOKRUDUDSHUIRUPDQFHGRVFRRUGHQDGRUHVHDXPHQWDUDVDWLVIDomRGRV
FRODERUDGRUHVQDLQVWLWXLomR
5()(5Ç1&,$6
$1'5$'(5XL2WiYLR%HUQDUGHVGHO coordenador gestor: o papel dos
FRRUGHQDGRUHVGHFXUVRVGHJUDGXDomRHPDGPLQLVWUDomRIUHQWHjVPXGDQoDV6mR3DXOR
Makron, 1990.
BASS, Bernard M. Transformational leadership: industrial, military and educational
impact. London: Lawrence Erlbaum, 1998.
BASS, B. M.; AVOLIO, Bruce J. The implications of transactional and transformational
leadership for individual team, and organizational development. Research in
Organization Change and Development, 4, p.231-272, 1990.
BENNIS, Warren; NANUS, Burt. /tGHUHVHVWUDWpJLDVSDUDDVVXPLUDYHUGDGHLUD
OLGHUDQoD6mR3DXOR+DUEUD
%(5*$0,1,&HFtOLD:2GHVDILRGDOLGHUDQoD,Q%(5*$0,1,&:&2'$5
(orgs.). 3VLFRGLQkPLFDGDYLGDRUJDQL]DFLRQDOPRWLYDomRHOLGHUDQoDHG6mR3DXOR
Atlas; 1997. p.319-42.
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& NORD, Walter. Handbook de Estudos Organizacionais. Y6mR3DXOR$WODV
p.257-281.
COVEY, Stephen R. /LGHUDQoDEDVHDGDHPSULQFtSLRV. Rio de Janeiro: Campus, 1994.
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7.ed. Porto Alegre: Bookman, 2003.
*,/$QW{QLR&DUORV Como elaborar projetos de pesquisa. HG6mR 3DXOR$WODV
2002.
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QDJHVWmRGHSHUFXUVRVQDRUJDQL]DomReducacional. Joinville: UNIVILLE, 2003.
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PALAIA, Ronaldo Tavano. A profissionaOL]DomRGDVLQVWLWXLo}HVGHHQVLQRRevista
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Liderança transformacional: uma análise do cargo de coordenador