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Abstract(s)
Em contextos de crise, marcados profundamente não só pela mudança, mas pela própria descontinuidade da mudança, as organizações têm de (re)centrar as formas de gestão cujo enfoque deve estar centrado na aplicação de políticas que apostem e valorizem os seus recursos humanos, destacando a importância do estudo do comportamento humano nas organizações. Desde há muitos anos que a comunidade científica, sobretudo da área do comportamento organizacional, tem sublinhado a importância de se colocar o estudo do conflito no centro do debate da investigação sobre a gestão, em termos gerais, e sobre o comportamento organizacional e a gestão de recursos humanos, em termos específicos, já que o mesmo, quando gerido de forma positiva e construtiva, pode contribuir decisivamente para o desempenho dos indivíduos, dos grupos e das organizações.
No seguimento desta ideia, realizou-se uma investigação teórico-empírica que permita uma melhor compreensão da dinâmica estabelecida entre gestão construtiva de conflitos, comprometimento organizacional e comportamentos de cidadania organizacional em contexto educativo. Mais especificamente, pretendeu-se, por um lado, identificar, analisar e compreender de que forma a utilização de diferentes estratégias de gestão (construtiva) de conflitos pelos profissionais está (ou pode estar) na origem de diferentes formas e níveis de comprometimento organizacional, e, por outro lado, de que forma os diferentes níveis de comprometimento organizacional está (ou pode estar) na origem de diferentes tipos de comportamentos de cidadania organizacional. Paralelamente, procurou-se analisar o processo de articulação entre as variáveis sociodemográficas e profissionais e os estilos de gestão de conflitos. Em termos metodológicos, após a revisão da literatura, realizou-se um estudo de caso numa instituição de ensino superior, suportado pela análise documental e pela aplicação do inquérito por questionário administrado a uma amostra profissionais 127 não-docentes (dirigentes, chefias, técnicos, especialistas e assistentes). Para o tratamento dos dados utilizou-se o programa SPSS/AMOS25, tendo-se privilegiado a utilização da técnica de modelação de equações estruturais (MEE).
Os resultados indicam que a preconização de diferentes estilos de gestão de conflitos origina diferentes tipos de comprometimento organizacional, os quais dão como resposta diferentes comportamentos de cidadania organizacional. Os profissionais preconizam diferentes estilos de gestão de conflitos, estão comprometidos com a organização (sobretudo a nível afetivo) e desenvolvem comportamentos de cidadania organizacional. Os estilos de gestão de conflitos dão origem a diferentes tipos de comprometimento organizacional: a competição e o evitamento geram um comprometimento tendencialmente instrumental; o compromisso revela um comprometimento tendencialmente afetivo e normativo; a anuência e a colaboração resultam em comportamentos de comprometimentos indiferenciados. Paralelamente, os diferentes tipos de comprometimento dão como resposta diferentes tipos de cidadania organizacional, sustentados no binómio comprometimento afetivo e normativo versus comprometimento instrumental. Finalmente, as variáveis cargo profissional e local de exercício da função têm influência na forma com os profissionais gerem os conflitos.
Este estudo pretende apoiar a formulação de estratégias de gestão por parte dos responsáveis das instituições educativas, assentes numa abordagem múltipla, relacional e reflexiva. Contribui, assim, para a formulação de estratégias de gestão de conflitos, de comprometimento e de cidadania organizacional por parte dos gestores destas instituições, apoiando a conceção de sistemas de gestão e de práticas de gestão de recursos humanos sustentadas no comportamento organizacional.
In crisis contexts, deeply marked not only by change, but also by the discontinuity of change, organizations need to focus on management forms that should focus on developing/implementing policies/practices that emphasize the importance of the study of human behavior in organizations. For many years, the scientific community, especially in the area of organizational behavior, has emphasized the importance of placing the study of conflict at the center of the debate on management research, in general terms, and on organizational behavior and human resources management, in specific terms, since conflict, when managed in a positive and constructive way, can contribute decisively to the performance of individuals, groups and organizations. Thus, a theoretical-empirical investigation was carried out that allows a better understanding of the dynamics established between the constructive management of conflicts, organizational commitment and organizational citizenship behaviors in an educational context. More specifically, on the one hand, it was intended to identify, analyze and understand how the use of different (constructive) conflict management strategies by professionals is (or may be) at the origin of different forms and levels of organizational commitment, and, on the other hand, which forms the different levels of organizational commitment is (or may be) at the origin of different types of organizational citizenship behaviors. At the same time, the process of articulation between sociodemographic and professional variables and conflict management styles was analyzed. In methodological terms, after reviewing the literature, a case study was carried out in a higher education institution, supported by the documentary analysis and the questionnaire survey applied to a sample of 127 non-teaching professionals (managers, senior officers, technical assistants, specialists and operational assistants). The data were analyzed with SPSS/AMOS25 through the technique of structural equation modeling. The results show that the use of different styles of conflict management originates different types of organizational commitment, which respond differently to organizational citizenship behaviors. The professionals advocate different conflict management styles, are committed to the organization (especially at the affective level) and develop organizational citizenship behaviors. The various conflict management styles give rise to different types of organizational commitment: dominating and avoidance styles engender commitment that tends to be continuance; a compromising style produces a commitment tending to be affective and normative; obliging and integrating styles result in undifferentiated commitment behaviors. In addition, the different types of commitment give different types of organizational citizenship, based on the binomial affective and normative commitment versus instrumental commitment. Finally, the professional position and place of workplace variables have influence in the way the professionals manage the conflicts. This study intends to support the formulation of management strategies for managers of educational institutions, based on a multiple, relational and reflexive approach. It contributes, therefore, to the formulation of conflict management strategies, commitment and organizational citizenship by managers of these institutions, supporting the design of management systems and human resource management practices based on organizational behavior.
In crisis contexts, deeply marked not only by change, but also by the discontinuity of change, organizations need to focus on management forms that should focus on developing/implementing policies/practices that emphasize the importance of the study of human behavior in organizations. For many years, the scientific community, especially in the area of organizational behavior, has emphasized the importance of placing the study of conflict at the center of the debate on management research, in general terms, and on organizational behavior and human resources management, in specific terms, since conflict, when managed in a positive and constructive way, can contribute decisively to the performance of individuals, groups and organizations. Thus, a theoretical-empirical investigation was carried out that allows a better understanding of the dynamics established between the constructive management of conflicts, organizational commitment and organizational citizenship behaviors in an educational context. More specifically, on the one hand, it was intended to identify, analyze and understand how the use of different (constructive) conflict management strategies by professionals is (or may be) at the origin of different forms and levels of organizational commitment, and, on the other hand, which forms the different levels of organizational commitment is (or may be) at the origin of different types of organizational citizenship behaviors. At the same time, the process of articulation between sociodemographic and professional variables and conflict management styles was analyzed. In methodological terms, after reviewing the literature, a case study was carried out in a higher education institution, supported by the documentary analysis and the questionnaire survey applied to a sample of 127 non-teaching professionals (managers, senior officers, technical assistants, specialists and operational assistants). The data were analyzed with SPSS/AMOS25 through the technique of structural equation modeling. The results show that the use of different styles of conflict management originates different types of organizational commitment, which respond differently to organizational citizenship behaviors. The professionals advocate different conflict management styles, are committed to the organization (especially at the affective level) and develop organizational citizenship behaviors. The various conflict management styles give rise to different types of organizational commitment: dominating and avoidance styles engender commitment that tends to be continuance; a compromising style produces a commitment tending to be affective and normative; obliging and integrating styles result in undifferentiated commitment behaviors. In addition, the different types of commitment give different types of organizational citizenship, based on the binomial affective and normative commitment versus instrumental commitment. Finally, the professional position and place of workplace variables have influence in the way the professionals manage the conflicts. This study intends to support the formulation of management strategies for managers of educational institutions, based on a multiple, relational and reflexive approach. It contributes, therefore, to the formulation of conflict management strategies, commitment and organizational citizenship by managers of these institutions, supporting the design of management systems and human resource management practices based on organizational behavior.
Description
Relatório apresentado à Universidade Fernando Pessoa como parte dos requisitos para o cumprimento do programa de Pós-Doutoramento em Gestão de Recursos Humanos