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Desenvolvimento da carreira no século XXI: Contributos da Teoria Social Cognitiva | Campinas - SP, 14-16 de agosto, 2019

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Desenvolvimento da carreira no século XXI: Contributos da Teoria Social Cognitiva | Campinas - SP, 14-16 de agosto, 2019
Diana Aguiar Vieira foi oradora convidada no III Seminário Internacional Teoria Social Cognitiva em Debate realizado na Universidade São Francisco em Campinas – SP, Brasil. No dia 16 de agosto participou na mesa redonda intitulada “Carreira” com Steven Brown (Loyola University Chicago, IL, EUA), Marilda Dantas Graciola (Universidade Estadual de Campinas, Brasil) e Maiana Farias Oliveira Nunes (Universidade Federal de Santa Catarina, Brasil).

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Desenvolvimento da carreira no século XXI: Contributos da Teoria Social Cognitiva | Campinas - SP, 14-16 de agosto, 2019

  1. 1. Desenvolvimento da carreira no século XXI: Contributos da Teoria Social Cognitiva III Seminário Internacional Teoria Social Cognitiva em Debate Universidade São Francisco, unidade Swift Campinas – SP, Brasil, 14-16 Agosto 2019 Diana Aguiar Vieira ISCAP, Politécnico do Porto, Portugal
  2. 2. Slides ficarão disponíveis em www.beyou-bemore.com
  3. 3. 18.500 Estudantes 2.000 Trabalhadores Ensino Superior Público Criando futuro desde 1852 100.000 Alumni 8 UOs Administração (ISCAP), Engenharia, Educação, Saúde, Música e Teatro…
  4. 4. How SCT can help people navigate in a VUCA world of work? http://vucabook.com/a-vuca-reading-list/
  5. 5. Psicólogo, PhD nos anos 50 Teoria da Aprendizagem Social (Bandura, 1962) Teoria da Autoeficácia (Bandura, 1977) Teoria Social Cognitiva (Bandura, 1986) • Professor Emeritus da Univ. Stanford USA • “The greatest psychologist alive today” (APA, 2016) • Investigação em ψ há + de 65 anos Albert Bandura ALBERT BANDURA (France, 2006)
  6. 6. Job- search Which are the challenges & tasks in Transition- to-work? Finishing education Adaptation to work Literature review + focus group Transition-to-work as an ongoing process Development of the transition-to-work Self-Efficacy scale
  7. 7. Transition- to-work success Find a job? “Good” salary? Other indicators? Career trajetory satisfaction Degree GPA Work satisfaction Work status (working) Salary Transition-to-work success? Development of scales for the subjective indicators of success
  8. 8. Transition-to-work Self-efficacy ~ 1 year Work Goals Time 1 Final year students Time 2 Graduates Results in only 1 study Results in both studies Transition-to-work study results Career trajetory satisfaction Degree GPA Work satisfaction Work status (working) Salary Longitudinal samples Study 1 n=230 Study 2 n=337
  9. 9. And what about Alumni (not recent graduates) career challenges? Life-long learning (updating skills continuosly) Manage transitions between employment- unemployment
  10. 10. Workplace skills Prepared to work? (Vieira & Marques, 2014) Online survey 6444 Diplomados/Graduates 781 Empregadores/Employers Entrevistas de grupo/Focus group 11 entrevistas – 83 Diplomados/Graduates 10 entrevistas - 72 Empregadores/Employers Workplace skills self-efficacy
  11. 11. Workplace skills self-efficacy (WSSE, ACT-Prof; Vieira, 2014) • Self-report • 21 itens • Likert 5 points • “1= not confidente at all” até “5= completely confident” ACT-prof_Br Graduates Profª Manoela Ziebell de Oliveira e Alyane Audibert Silveira, PUC Rio Grande do Sul Employers Maria Theotonio, USF
  12. 12. TOP 10 Skilss n= 781 emprloyers + n= 6444 graduates (Vieira & Marques, 2014) Identify the most important professional skills in the next 5 years Employers Graduates Analysis and problem-solving 1º ( 51%) 1º (53%) Creativity and innovation 2º (47%) 2º (49%) Adaptation and flexibility 3º (45%) 3º (39%) Planning and organization 4º (40%) 4º (38%) Striving for excellence 5º (33%) 10º (28%) Field-specific skills 6º (31%) 7º (32%) Interpersonal relationship and conflict management 7º (29%) 9º (29%) Proficiency inforeign languages 8º (28%) 5º (38%) Team work 9º (27%) 6º (33%) Information and communication technologies 10º (25%) 8º (31%)
  13. 13. 6444 recente graduates divided in 2 groups based on: the participation in extracurricular activities or training while in HE (Vieira & Marques, 2014) GRUPO 2 55% NO> GRUPO 1 45% YES controlando genero, idade, grau academico e ano de gradução What can enhance students WSSE while in HE?
  14. 14. H1. WSSE in the top 5 skills predicts work satisfaction ANÁLISE E RESOLUÇÃO DE PROBLEMAS (ß= .05 p <.05) CRIATIVIDADE E INOVAÇÃO (ß= .07 p <.001) ADAPTAÇÃO E FLEXIBILIDADE (ß= .04 p <.05) PLANEAMENTO E ORGANIZAÇÃO (ß= -.03 p >.05) MOTIVAÇÃO PARA A EXCELÊNCIA (ß= .21 p <.001) R² Ajust = .09 [F(5,4530)= 93.56; p<.001] Safisfação LaboralAutoeficácia
  15. 15. H2. WSSE in the top 5 skills predicts salary ANOVA [F(4,4531)= 54.42; p<.001] Scheffe Autoeficácia na Análise e Resolução de Problemas
  16. 16. ANOVA [F(4,4531)= 14.91; p<.001] Scheffe Autoeficácia na Criatividade e Inovação H2. WSSE in the top 5 skills predicts salary
  17. 17. ANOVA [F(4,4531)= 13.18; p<.001] Scheffe Autoeficácia na Adaptação e Flexibilidade H2. WSSE in the top 5 skills predicts salary
  18. 18. ANOVA [F(4,4531)= 9.36; p<.001] Scheffe Autoeficácia no Planeamento e Organização H2. WSSE in the top 5 skills predicts salary
  19. 19. ANOVA [F(4,4531)= 18.87; p<.001] Scheffe Autoeficácia na Motivação para a Excelência H2. WSSE in the top 5 skills predicts salary
  20. 20. E-Book www.beyou-bemore.com
  21. 21. SE Coaching Model (Vieira & Palmer, 2018) Coaching self-efficacy The confidence the coach has in his/her ability to use their coaching skills effectively in order to facilitate clients personal and professional development (Vieira, 2011)
  22. 22. A coach is an “effective efficacy builder” (Bandura, 2008) How? Why is self-efficacy knowledge important for coaches? - Helping clients recall past mastery experiences - Enhance SE in coachees through social persuasion “what that previous experiences tell you?” - Helping clients engage in situations that bring success and avoid placing them prematurely in situations where they are likely to fail
  23. 23. How to measure Coaching Skills Self-efficacy? Coaching Skills Self-Efficacy Scale (CSSES; Vieira, 2011; Vieira & Palmer, 2012) 24 items self-reported questionnaire Six points Likert-type 1= not confident at all 6= totally confident How confident you are in.. “Helping a client to clarify his/her goals”
  24. 24. The Self-Efficacy Coaching Model (SEC; Vieira & Palmer, 2018) How to measure Coaching Skills Self-efficacy? Vieira, D. A. & Palmer, S. (2012). The Coaching Skills Self-Efficacy Scale (CSSES): A validation study among a Portuguese sample. The Coaching Psychologist, 8 (1), 6-11. Tokuyoshi, Y., Iwasaki, S., Vieira, D. A. & Palmer, S. (2014). Development and validation of the Coaching Skills Self-Efficacy Scale – Japanese version (CSSES-J). The Coaching Psychologist, 10 (2), 59-66.
  25. 25. Handbook of Coaching Psychology (2019, 2nd Ed.) Edited by Stephen Palmer and Alison Whybrow Chapter 3 Self-efficacy within coaching and coaching psychology: An integrated Self-efficacy Coaching Model Diana Aguiar Vieira and Stephen Palmer (pp. 25-33) The Self-Efficacy Coaching Model (SEC; Vieira & Palmer, 2018) 2 1 3 DETERMINANTS COACH SELF-EFFICACY COACH PERFORMANCECOACHEES √ 4 √ √
  26. 26. NOTAS FINAIS
  27. 27. É simples: explica mais com menos Ajuda a compreender e predizer o comportamento Contribui para melhorar a vida das pessoas Possui utilidade prática Uma boa teoria ou modelo teórico…
  28. 28. Practice Research Theory 3 elements make sense when regarded in an articulated manner
  29. 29. Social Cognitive Theory Useful in several career domains in understanding processes, research and practice Transition-to-work Job-search Adaptation to work Work satisfaction Unemployment-employment Professional development (Coaching)
  30. 30. Obrigada pela atenção! Diana Aguiar Vieira www.beyou-bemore.com CEOS.PP, ISCAP, Politécnico do Porto, Portugal

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