The competence management model was established in the Brazilian public administration
through Decree nº 5.707/2006. This management model has been successful in defining the
behavioral units necessary for the employees to carry out their work. The competencies
required to carry out the work are the central axis of this management model, so it is essential
that the competencies are well described. For greater reliability of the competence
description , it is delegated to employees the responsibility for their description, thus,
employee engagement is essential to obtain competence descriptions properly. For that end,
we used a instructional guide for competence description. The objective of this study was 1)
identify and manipulate the factors that potentially have impact on employee collaboration in
competences description using an instructional guide and 2) evaluate the quality of the
competences described with the use of the guide. A total of 349 employees participated. They
were members of 15 competency mapping workshops in three Brazilian federal public
agencies. The instructional guide was sent to the participants by e-mail, with instructions and
a request for formulation of competencies until the date of the workshop. On the day of the
workshops, employees were given a questionnaire with questions regarding the factors that
helped or hindered them in describing the competencies. The responses of participants who
performed and those who did not perform the task were compared and one identified factor
was manipulated. Finally, the quality of competencies described in three conditions was
compared: a) competencies described only with the use of the guide; b) competencies
developed by the participants using the guide together as workshops and; c) competencies
elaborated based only on the workshop. The results did not indicate significant differences
between the competencies described by the employees who only participated in the
workshops and those who participated in the workshops and used the instructional guide. The
competencies described only based on the instructional guide sowed the greatest number of
problematic conditions.
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