Avaliação de necessidades de treinamento: proposição de instrumento para a Escola de Administração Fazendária no Ceará

Abstract

This study represents a theoretical-empirical effort to propose the "Class Profile Identification Form (FIPT)" as training needs assessment instrument to educational events for School of Finance Administration in Ceará. Initially the Esaf/CE training needs assessment dynamics is explained as a school of government, analyzing its diagnostic process according Esaf's internal context, the Union Schools of Government System national context and the OECD Global Network of Schools of Government international context, also characterizing its relationship with customers and underlining allegedly integrated initiatives of its diagnostic enterprise. Next, client profile characteristics relevant to Esaf/CE ad hoc instructional decisions are correlated, and the implications of these characteristics in the instructional system are analyzed, especially in the didactic and curricular planning of educational events. Finally, the FIPT theoretical-conceptual substrate is discussed, examining its meaning in the TD&E area, its conformity with TNA, and its comprehensiveness within scope of the MAIS Model and IMPACT Model, performing convergent analyzes between the specialized knowledge of TD&E in the Work and Organizations and the contributions of Education - namely of adult professional learning and educational evaluation, provided by David Kolb and Benjamin Bloom. The study overall results i) indicate that the former background of the investigated, previous to the use of the FIPT, harbored practices of aggravation to the model standardized by Esaf, regarding the primary stage of identification of training needs, since the diagnosis was not carried out by the client and neither assumed by the unit in Ceará; ii) emphasize the influence of the manifestation of individual differences in the development and implementation of educational events, highlighting four characteristics of the clientele profile relevant to Esaf/CE ad hoc instructional decisions and; iii) attest that the FIPT complies with the conceptual-methodological regulation of the training needs assessment instrument, at the individual level, when considering all the variable-criteria and the explanatory variable "Customer Profile". Finally, study limits and recommendations for future enhancements are underlined.