Design thinking and the development of competencies for 21st century professionals
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Data de Publicação: | 2021 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Research, Society and Development |
Texto Completo: | https://rsdjournal.org/index.php/rsd/article/view/14949 |
Resumo: | The objective of this article is to evaluate whether the use of design thinking in corporate environments fosters the development of the skills needed by 21st century professionals. This article can help to encourage the use of design thinking in corporations. Its originality lies in the understanding of the view of professionals who work directly with the approach on the development of professional skills, either by moderating or participating in sessions, or through corporate educational activities that use design thinking as an active teaching methodology. The study involved literature review and field research. The general research methodology was applied, exploratory, field and with a qualitative approach. The data collection included nine semi-structured interviews whose script followed the responsive interview model (Rubin & Rubin, 2011). The data analysis was based on the three codification criteria proposed by Saldaña (2013). The results showed that design thinking promotes the development of the professionals’ personal and social skills when used as an active teaching-learning methodology in corporate educational activities, as well as when resolving conflicts, searching solutions and designing new products and services. Other conclusions are that a fixed mindset might have a negative effect in the development of competencies, and the connection between the content and teaching approach and the real and practical world is essential for the learning and development of the professionals. |
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Design thinking and the development of competencies for 21st century professionalsDesign thinking y el desarrollo de competencias de los profesionales del siglo XXI Design thinking e o desenvolvimento de competências dos profissionais do século XXI Experiential learningCorporate educationSkillsActive methodologiesMindset.Aprendizaje experiencialEducación corporativaHabilidadesMetodologías activasMindset.Aprendizagem experiencialEducação corporativaHabilidadesMetodologias AtivasMindset.The objective of this article is to evaluate whether the use of design thinking in corporate environments fosters the development of the skills needed by 21st century professionals. This article can help to encourage the use of design thinking in corporations. Its originality lies in the understanding of the view of professionals who work directly with the approach on the development of professional skills, either by moderating or participating in sessions, or through corporate educational activities that use design thinking as an active teaching methodology. The study involved literature review and field research. The general research methodology was applied, exploratory, field and with a qualitative approach. The data collection included nine semi-structured interviews whose script followed the responsive interview model (Rubin & Rubin, 2011). The data analysis was based on the three codification criteria proposed by Saldaña (2013). The results showed that design thinking promotes the development of the professionals’ personal and social skills when used as an active teaching-learning methodology in corporate educational activities, as well as when resolving conflicts, searching solutions and designing new products and services. Other conclusions are that a fixed mindset might have a negative effect in the development of competencies, and the connection between the content and teaching approach and the real and practical world is essential for the learning and development of the professionals.El objetivo del presente artículo es evaluar si el uso del pensamiento de diseño (design thinking) en entornos corporativos contribuye al desarrollo de las competencias que necesitan los profesionales del siglo XXI. Este artículo puede contribuir a estimular el uso del pensamiento de diseño en las organizaciones. Su originalidad reside en la comprensión de la perspectiva de los profesionales que trabajan directamente con el enfoque sobre el desarrollo de las habilidades profesionales, ya sea a través de la moderación o la participación en las sesiones, o a través de acciones de educación corporativa que utilizan el pensamiento de diseño como una metodología de enseñanza activa. El estudio incluyó una revisión de la literatura y una investigación de campo. La metodología de investigación general fue aplicada, exploratoria, de campo y con un enfoque cualitativo. La recopilación de datos comprendió nueve entrevistas semiestructuradas, planeadas para seguir las características de las entrevistas de respuesta (Rubin & Rubin, 2011). El análisis de los datos siguió tres criterios de codificación propuestos por Saldaña (2013). Los resultados mostraron que el pensamiento de diseño contribuye al desarrollo de las habilidades personales y sociales de los profesionales, cuando se utiliza como metodología de enseñanza-aprendizaje en acciones de educación empresarial y en la resolución de conflictos, búsqueda de soluciones y diseño de nuevos productos y servicios. Otras conclusiones son la interferencia negativa que el mindset fijo puede tener en el desarrollo de las competencias, y como la conexión del contenido y el enfoque de la enseñanza con el mundo real y práctico son fundamentales para el aprendizaje y el desarrollo de los profesionales.O objetivo deste artigo é avaliar se o uso do design thinking em ambientes corporativos contribui para o desenvolvimento das competências necessárias aos profissionais do século XXI. Este artigo pode contribuir para estimular a utilização do design thinking nas organizações. Sua originalidade está no entendimento da perspectiva dos profissionais que atuam diretamente com a abordagem sobre o desenvolvimento das competências profissionais, seja por meio da moderação ou participação nas sessões, seja por meio de ações de educação corporativa que utilizam o design thinking como metodologia ativa de ensino. O estudo envolveu uma revisão de literatura e uma pesquisa de campo. A metodologia geral da pesquisa foi aplicada, exploratória, de campo e com abordagem qualitativa. A coleta de dados envolveu nove entrevistas semiestruturadas, cujo roteiro seguiu as características das entrevistas responsivas (Rubin & Rubin, 2011). A análise dos dados seguiu três critérios de codificação propostos por Saldaña (2013). Os resultados apontaram que o design thinking contribui para o desenvolvimento das competências pessoais e sociais dos profissionais, quando utilizado como metodologia ativa de ensino-aprendizagem nas ações de educação corporativa e na resolução de conflitos, busca de soluções e concepção de novos produtos e serviços. Outras conclusões são que o mindset fixo pode interferir negativamente no desenvolvimento das competências, e a conexão do conteúdo e da abordagem de ensino com o mundo real e prático demonstra ser fundamental para o aprendizado e desenvolvimento dos profissionais.Research, Society and Development2021-05-08info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/1494910.33448/rsd-v10i5.14949Research, Society and Development; Vol. 10 No. 5; e31210514949Research, Society and Development; Vol. 10 Núm. 5; e31210514949Research, Society and Development; v. 10 n. 5; e312105149492525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/14949/13432Copyright (c) 2021 Lucia Cuque; Joao Mattarhttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessCuque, Lucia Mattar, Joao2021-05-17T18:20:49Zoai:ojs.pkp.sfu.ca:article/14949Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:35:53.982621Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false |
dc.title.none.fl_str_mv |
Design thinking and the development of competencies for 21st century professionals Design thinking y el desarrollo de competencias de los profesionales del siglo XXI Design thinking e o desenvolvimento de competências dos profissionais do século XXI |
title |
Design thinking and the development of competencies for 21st century professionals |
spellingShingle |
Design thinking and the development of competencies for 21st century professionals Cuque, Lucia Experiential learning Corporate education Skills Active methodologies Mindset. Aprendizaje experiencial Educación corporativa Habilidades Metodologías activas Mindset. Aprendizagem experiencial Educação corporativa Habilidades Metodologias Ativas Mindset. |
title_short |
Design thinking and the development of competencies for 21st century professionals |
title_full |
Design thinking and the development of competencies for 21st century professionals |
title_fullStr |
Design thinking and the development of competencies for 21st century professionals |
title_full_unstemmed |
Design thinking and the development of competencies for 21st century professionals |
title_sort |
Design thinking and the development of competencies for 21st century professionals |
author |
Cuque, Lucia |
author_facet |
Cuque, Lucia Mattar, Joao |
author_role |
author |
author2 |
Mattar, Joao |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Cuque, Lucia Mattar, Joao |
dc.subject.por.fl_str_mv |
Experiential learning Corporate education Skills Active methodologies Mindset. Aprendizaje experiencial Educación corporativa Habilidades Metodologías activas Mindset. Aprendizagem experiencial Educação corporativa Habilidades Metodologias Ativas Mindset. |
topic |
Experiential learning Corporate education Skills Active methodologies Mindset. Aprendizaje experiencial Educación corporativa Habilidades Metodologías activas Mindset. Aprendizagem experiencial Educação corporativa Habilidades Metodologias Ativas Mindset. |
description |
The objective of this article is to evaluate whether the use of design thinking in corporate environments fosters the development of the skills needed by 21st century professionals. This article can help to encourage the use of design thinking in corporations. Its originality lies in the understanding of the view of professionals who work directly with the approach on the development of professional skills, either by moderating or participating in sessions, or through corporate educational activities that use design thinking as an active teaching methodology. The study involved literature review and field research. The general research methodology was applied, exploratory, field and with a qualitative approach. The data collection included nine semi-structured interviews whose script followed the responsive interview model (Rubin & Rubin, 2011). The data analysis was based on the three codification criteria proposed by Saldaña (2013). The results showed that design thinking promotes the development of the professionals’ personal and social skills when used as an active teaching-learning methodology in corporate educational activities, as well as when resolving conflicts, searching solutions and designing new products and services. Other conclusions are that a fixed mindset might have a negative effect in the development of competencies, and the connection between the content and teaching approach and the real and practical world is essential for the learning and development of the professionals. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-05-08 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://rsdjournal.org/index.php/rsd/article/view/14949 10.33448/rsd-v10i5.14949 |
url |
https://rsdjournal.org/index.php/rsd/article/view/14949 |
identifier_str_mv |
10.33448/rsd-v10i5.14949 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://rsdjournal.org/index.php/rsd/article/view/14949/13432 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2021 Lucia Cuque; Joao Mattar https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2021 Lucia Cuque; Joao Mattar https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Research, Society and Development |
publisher.none.fl_str_mv |
Research, Society and Development |
dc.source.none.fl_str_mv |
Research, Society and Development; Vol. 10 No. 5; e31210514949 Research, Society and Development; Vol. 10 Núm. 5; e31210514949 Research, Society and Development; v. 10 n. 5; e31210514949 2525-3409 reponame:Research, Society and Development instname:Universidade Federal de Itajubá (UNIFEI) instacron:UNIFEI |
instname_str |
Universidade Federal de Itajubá (UNIFEI) |
instacron_str |
UNIFEI |
institution |
UNIFEI |
reponame_str |
Research, Society and Development |
collection |
Research, Society and Development |
repository.name.fl_str_mv |
Research, Society and Development - Universidade Federal de Itajubá (UNIFEI) |
repository.mail.fl_str_mv |
rsd.articles@gmail.com |
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1797052825148063744 |