Contribuições do design thinking para o desenvolvimento de competências dos profissionais do século XXI: revisão de literatura e pesquisa de campo
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da PUC_SP |
Texto Completo: | https://tede2.pucsp.br/handle/handle/23585 |
Resumo: | The subject of this master’s dissertation is the use of design thinking in corporate environments. It involved a literature review and a field research. Its objective was to assess whether design thinking contributes to the development of the necessary competencies and skills for the 21st century professionals. This research understands design thinking as an approach that involves innovation and creative thinking to generate new ideas and explore alternative solutions for problem solving, including companies. In this sense, it is also a teaching and learning methodology aligned with constructivism which conceives learning as a social and interactive process and that can be used in corporate education. Bootcamp Bootleg, developed at Stanford University, defines five phases for the design thinking process: empathize, define, ideate, prototype and test. The research methodology was qualitative, field and exploratory. The literature review followed Okoli’s (2019) guidelines. Data collection was carried out through nine semi-structured interviews, which script was prepared considering the characteristics and processes of responsive interviews (Rubin & Rubin, 2011). Respondents are professionals who play or have played a role in design thinking sessions. Data analysis followed five coding criteria proposed by Saldaña (2013): versus coding, assessment coding, dramaturgical coding, provisional coding and hypothesis coding. The results showed that design thinking contributes to the development of personal and social professional competencies and skills, presenting results superior to those obtained with traditional teaching methodologies. The competencies and skills most frequently mentioned by the interviewees were: synthesis, collaboration, communication, cooperation, creativity, development of ideas, empathy, not giving up, open mind, patience and interpersonal relationship. The connection between the content and the teaching approach with the real and practical world proved to be fundamental for the professional learning and development. The research also showed that the fixed mindset of the professionals, the managers and / or the organizations can negatively interfere in the development of skills, unlike the growth mindset. The research concludes that design thinking can be successfully used in corporate education actions, if properly planned from the pedagogical perspective, to which this research contributed. This dissertation is inserted in the research line Learning and Cognitive Semiotics and in the research group GPTEd - Research Group in Educational Technologies |
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Mattar Neto, João Augustohttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K8078770E9Cuque, Lucia Maria2021-05-26T13:11:50Z2020-05-27Cuque, Lucia Maria. Contribuições do design thinking para o desenvolvimento de competências dos profissionais do século XXI: revisão de literatura e pesquisa de campo. 2020. 203 f. Dissertação (Mestrado em Tecnologias da Inteligência e Design Digital) - Programa de Estudos Pós-Graduados em Tecnologias da Inteligência e Design Digital, Pontifícia Universidade Católica de São Paulo, São Paulo, 2020.https://tede2.pucsp.br/handle/handle/23585The subject of this master’s dissertation is the use of design thinking in corporate environments. It involved a literature review and a field research. Its objective was to assess whether design thinking contributes to the development of the necessary competencies and skills for the 21st century professionals. This research understands design thinking as an approach that involves innovation and creative thinking to generate new ideas and explore alternative solutions for problem solving, including companies. In this sense, it is also a teaching and learning methodology aligned with constructivism which conceives learning as a social and interactive process and that can be used in corporate education. Bootcamp Bootleg, developed at Stanford University, defines five phases for the design thinking process: empathize, define, ideate, prototype and test. The research methodology was qualitative, field and exploratory. The literature review followed Okoli’s (2019) guidelines. Data collection was carried out through nine semi-structured interviews, which script was prepared considering the characteristics and processes of responsive interviews (Rubin & Rubin, 2011). Respondents are professionals who play or have played a role in design thinking sessions. Data analysis followed five coding criteria proposed by Saldaña (2013): versus coding, assessment coding, dramaturgical coding, provisional coding and hypothesis coding. The results showed that design thinking contributes to the development of personal and social professional competencies and skills, presenting results superior to those obtained with traditional teaching methodologies. The competencies and skills most frequently mentioned by the interviewees were: synthesis, collaboration, communication, cooperation, creativity, development of ideas, empathy, not giving up, open mind, patience and interpersonal relationship. The connection between the content and the teaching approach with the real and practical world proved to be fundamental for the professional learning and development. The research also showed that the fixed mindset of the professionals, the managers and / or the organizations can negatively interfere in the development of skills, unlike the growth mindset. The research concludes that design thinking can be successfully used in corporate education actions, if properly planned from the pedagogical perspective, to which this research contributed. This dissertation is inserted in the research line Learning and Cognitive Semiotics and in the research group GPTEd - Research Group in Educational TechnologiesO tema desta dissertação de mestrado é o uso do design thinking em ambientes corporativos. O estudo envolveu uma revisão de literatura e uma pesquisa de campo. Seu objetivo foi avaliar se o design thinking contribui para o desenvolvimento das competências necessárias aos profissionais do século XXI. Esta pesquisa compreende o design thinking como uma abordagem que envolve a inovação e o pensamento criativo para gerar novas ideias e explorar soluções alternativas para a resolução de problemas, inclusive nas empresas. Nesse sentido, é também uma metodologia de ensino e aprendizagem, alinhada com o construtivismo, que concebe a aprendizagem como um processo social e interativo e que pode ser utilizada na educação corporativa. O Bootcamp Bootleg, desenvolvido na Universidade de Stanford, define cinco fases para o processo de design thinking: empatia, definição de um ponto de vista, ideação, prototipagem e teste. A metodologia geral desta pesquisa foi qualitativa, de campo e exploratória. A revisão de literatura seguiu as orientações de Okoli (2019). A coleta de dados envolveu nove entrevistas semiestruturadas, cujo roteiro levou em consideração as características e os processos das entrevistas responsivas (RUBIN; RUBIN, 2011). Os entrevistados são profissionais que exercem ou exerceram algum papel em sessões de design thinking. A análise dos dados seguiu cinco critérios de codificação propostos por Saldaña (2013): codificação de versus, codificação de avaliação, codificação dramatúrgica, codificação provisória e codificação de hipóteses. Os resultados apontaram que o design thinking contribui para o desenvolvimento das competências pessoais e sociais dos profissionais, apresentando resultados superiores aos obtidos com metodologias tradicionais de ensino. As competências mais frequentemente mencionadas pelos entrevistados foram: capacidade de síntese, colaboração, comunicação, cooperação, criatividade, desenvolvimento de ideias, empatia, não desistir, mente aberta, paciência e relacionamento interpessoal. A conexão do conteúdo e da abordagem de ensino com o mundo real e prático demonstrou-se fundamental para a aprendizagem e o desenvolvimento dos profissionais. A pesquisa mostrou também que o mindset fixo do próprio profissional, dos gestores e/ou da empresa pode interferir negativamente no desenvolvimento das competências, ao contrário do mindset de crescimento. A pesquisa conclui que o design thinking pode ser utilizado com sucesso em ações de educação corporativa, desde que seja planejado adequadamente do ponto de vista pedagógico, para o que esta pesquisa contribuiu. Esta dissertação está inserida na linha de pesquisa Aprendizagem e Semiótica Cognitiva e no grupo de pesquisa GPTEd — Grupo de Pesquisa em Tecnologias EducacionaisCoordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/53547/Lucia%20Maria%20Cuque.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Tecnologias da Inteligência e Design DigitalPUC-SPBrasilFaculdade de Ciências Exatas e TecnologiaAprendizagem de adultosAprendizagem experiencialDesenvolvimento organizacionalAdult learningExperiential learningOrganizational changeCNPQ::ENGENHARIASContribuições do design thinking para o desenvolvimento de competências dos profissionais do século XXI: revisão de literatura e pesquisa de campoinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPTEXTLucia Maria Cuque.pdf.txtLucia Maria Cuque.pdf.txtExtracted texttext/plain480562https://repositorio.pucsp.br/xmlui/bitstream/handle/23585/4/Lucia%20Maria%20Cuque.pdf.txtfddf9b9a84a6593c6e004cb41fb929efMD54LICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv |
Contribuições do design thinking para o desenvolvimento de competências dos profissionais do século XXI: revisão de literatura e pesquisa de campo |
title |
Contribuições do design thinking para o desenvolvimento de competências dos profissionais do século XXI: revisão de literatura e pesquisa de campo |
spellingShingle |
Contribuições do design thinking para o desenvolvimento de competências dos profissionais do século XXI: revisão de literatura e pesquisa de campo Cuque, Lucia Maria Aprendizagem de adultos Aprendizagem experiencial Desenvolvimento organizacional Adult learning Experiential learning Organizational change CNPQ::ENGENHARIAS |
title_short |
Contribuições do design thinking para o desenvolvimento de competências dos profissionais do século XXI: revisão de literatura e pesquisa de campo |
title_full |
Contribuições do design thinking para o desenvolvimento de competências dos profissionais do século XXI: revisão de literatura e pesquisa de campo |
title_fullStr |
Contribuições do design thinking para o desenvolvimento de competências dos profissionais do século XXI: revisão de literatura e pesquisa de campo |
title_full_unstemmed |
Contribuições do design thinking para o desenvolvimento de competências dos profissionais do século XXI: revisão de literatura e pesquisa de campo |
title_sort |
Contribuições do design thinking para o desenvolvimento de competências dos profissionais do século XXI: revisão de literatura e pesquisa de campo |
author |
Cuque, Lucia Maria |
author_facet |
Cuque, Lucia Maria |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Mattar Neto, João Augusto |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K8078770E9 |
dc.contributor.author.fl_str_mv |
Cuque, Lucia Maria |
contributor_str_mv |
Mattar Neto, João Augusto |
dc.subject.por.fl_str_mv |
Aprendizagem de adultos Aprendizagem experiencial Desenvolvimento organizacional |
topic |
Aprendizagem de adultos Aprendizagem experiencial Desenvolvimento organizacional Adult learning Experiential learning Organizational change CNPQ::ENGENHARIAS |
dc.subject.eng.fl_str_mv |
Adult learning Experiential learning Organizational change |
dc.subject.cnpq.fl_str_mv |
CNPQ::ENGENHARIAS |
description |
The subject of this master’s dissertation is the use of design thinking in corporate environments. It involved a literature review and a field research. Its objective was to assess whether design thinking contributes to the development of the necessary competencies and skills for the 21st century professionals. This research understands design thinking as an approach that involves innovation and creative thinking to generate new ideas and explore alternative solutions for problem solving, including companies. In this sense, it is also a teaching and learning methodology aligned with constructivism which conceives learning as a social and interactive process and that can be used in corporate education. Bootcamp Bootleg, developed at Stanford University, defines five phases for the design thinking process: empathize, define, ideate, prototype and test. The research methodology was qualitative, field and exploratory. The literature review followed Okoli’s (2019) guidelines. Data collection was carried out through nine semi-structured interviews, which script was prepared considering the characteristics and processes of responsive interviews (Rubin & Rubin, 2011). Respondents are professionals who play or have played a role in design thinking sessions. Data analysis followed five coding criteria proposed by Saldaña (2013): versus coding, assessment coding, dramaturgical coding, provisional coding and hypothesis coding. The results showed that design thinking contributes to the development of personal and social professional competencies and skills, presenting results superior to those obtained with traditional teaching methodologies. The competencies and skills most frequently mentioned by the interviewees were: synthesis, collaboration, communication, cooperation, creativity, development of ideas, empathy, not giving up, open mind, patience and interpersonal relationship. The connection between the content and the teaching approach with the real and practical world proved to be fundamental for the professional learning and development. The research also showed that the fixed mindset of the professionals, the managers and / or the organizations can negatively interfere in the development of skills, unlike the growth mindset. The research concludes that design thinking can be successfully used in corporate education actions, if properly planned from the pedagogical perspective, to which this research contributed. This dissertation is inserted in the research line Learning and Cognitive Semiotics and in the research group GPTEd - Research Group in Educational Technologies |
publishDate |
2020 |
dc.date.issued.fl_str_mv |
2020-05-27 |
dc.date.accessioned.fl_str_mv |
2021-05-26T13:11:50Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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masterThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
Cuque, Lucia Maria. Contribuições do design thinking para o desenvolvimento de competências dos profissionais do século XXI: revisão de literatura e pesquisa de campo. 2020. 203 f. Dissertação (Mestrado em Tecnologias da Inteligência e Design Digital) - Programa de Estudos Pós-Graduados em Tecnologias da Inteligência e Design Digital, Pontifícia Universidade Católica de São Paulo, São Paulo, 2020. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/23585 |
identifier_str_mv |
Cuque, Lucia Maria. Contribuições do design thinking para o desenvolvimento de competências dos profissionais do século XXI: revisão de literatura e pesquisa de campo. 2020. 203 f. Dissertação (Mestrado em Tecnologias da Inteligência e Design Digital) - Programa de Estudos Pós-Graduados em Tecnologias da Inteligência e Design Digital, Pontifícia Universidade Católica de São Paulo, São Paulo, 2020. |
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Pontifícia Universidade Católica de São Paulo |
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Programa de Estudos Pós-Graduados em Tecnologias da Inteligência e Design Digital |
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Brasil |
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Pontifícia Universidade Católica de São Paulo |
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