Avaliação dos serviços de capacitação ofertados pela DECP aos servidores da UFPB utilizando as ferramentas LEAN

Abstract

Professional development plays a crucial role in acquiring the necessary skills, knowledge, and competencies to perform effectively in the workplace. Various entities play fundamental roles in offering professional training, such as Higher Education Institutions, Technical and Vocational Schools, Companies, Corporations, NGOs, among others. At UFPB, the Division of Education and Professional Training (DECP) is responsible for offering training programs either directly or through partnerships for its employees. This research aims to address the following question: "How do UFPB’s technical administrative staff evaluate the quality and outcomes of the training services offered by DECP?". The statistical focus of this research was the public employees that make up the Universidade Federal da Paraíba (UFPB), specifically the technicaladministrative staff in Education (TAE). The main objective of this study is to evaluate the training services offered by DECP to UFPB’s staff. The specific objectives include: evaluating the physical and labor infrastructure of DECP; assessing accessibility to the training courses for employees; determining the causes of the identified issues; and evaluating staff perceptions of the services offered by DECP. This is a quantitative/qualitative, descriptive, explanatory field research of an applied nature, carried out within seven dimensions: 1 - Disclosure; 2 - Entry; 3 - Classes; 4 - Structure; 5 - Motivation; 6 - Training; and 7 - Continuity. These dimensions guided the transformation of data into an evaluation using LEAN tools 5W2H and PDCA, as well as the DMAIC methodology. The study, conducted through a quantitative and qualitative survey involving 20 technical-administrative staff members at UFPB, revealed a mixed satisfaction scenario, highlighting strengths as well as areas needing significant improvement. The overall survey evaluation showed that 28.1% of responses considered the services satisfactory, while 36.6% rated them as almost satisfactory. However, 20% deemed the infrastructure and accessibility of the courses inadequate. The quality of classes and methodologies was another factor requiring improvement, especially in terms of content relevance and tutor training. Additionally, the effectiveness of communication about the courses was generally positive but needed enhancements in clarity and frequency. Key strategies for improvement were proposed, including updating infrastructure, improving communication strategies, and creating continuous training plans. Although DECP-UFPB fulfills its training responsibilities in many respects, there are significant areas that require attention and continuous improvement. Implementing the proposed actions and conducting further studies on the subject could lead to substantial improvements in the perception and effectiveness of training programs, fostering a more efficient and satisfactory learning environment for all involved.