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Advisor(s)
Abstract(s)
A comunicação organizacional (CO) assume relevância relativamente à dinâmica organizacional, desempenhando um papel determinante na disseminação de informação e, consequentemente, na coordenação e conclusão de tarefas, na tomada de decisões e na resolução de conflitos (Ayub, Manaf & Hamzah, 2014). Apesar desta relevância, o estudo da CO tem sido fragmentado, uma vez que esta considera diferentes perspetivas que importa ter em conta, seja em termos académicos, seja em termos práticos (Deetz, 2001; Oliveira & Ruão, 2014). Desta forma, emerge a necessidade de se perceber como é que experts - docentes universitários, formadores e gestores de comunicação - entendem, definem e concretizam a CO, realizando-se um estudo de cariz qualitativo exploratório, com entrevistas semiestruturadas a uma amostra de 33 peritos.
Os aspetos mais fortemente mencionados em relação à CO como conceito foram a sua centralidade, a sua evolução e a sua relação com áreas adjacentes. A centralidade porque a ideia de que a comunicação constitui a própria organização ainda se mantém. A sua evolução refere-se aos paradigmas (positivista, interpretativo, crítico e dialógico) que são inerentes à CO, embora este aspeto tenha sido mencionado somente pelos docentes universitários. Finalmente, a relação com outras áreas adjacentes, uma vez que a definição de CO tem vindo a ser fragmentada, estando associada a outras áreas, como a Sociologia, a Psicologia e a Gestão de Recursos Humanos.
Relativamente à CO enquanto processo, os aspetos mais fortemente apontados foram a adequação da CO ao contexto e ao interlocutor, bem como a relevância do planeamento e a necessidade de formação. Isto porque cada vez mais se assume a necessidade de adaptar o estilo de comunicação à estrutura da organização e aos seus stakeholders, bem como a pertinência de formar os envolvidos relativamente aos objetivos, aos instrumentos e às ferramentas de que necessitam para este processo.
The organizational communication (OC) is important for organizational dynamics, playing a key role in the dissemination of information and, consequently, in the coordination and completion of tasks, in decision-making and in conflict resolution (Ayub, Manaf & Hamzah, 2014). In spite of its relevance, the OC study has been fragmented, since it assumes different perspectives that must be considered, both academically and in practical terms (Deetz, 2001; Oliveira & Ruão, 2014). In this way, there is a need to perceive how it is that experts - university teachers, trainers and communication managers - understand, define and concretize OC, with a qualitative exploratory study, through semistructured interviews with a sample of 33 experts. The most strongly mentioned aspects of OC as a concept were its centrality, its evolution and its relationship with adjacent areas. The centrality because the idea that communication constitutes the organization itself still remains. In turn, evolution refers to the paradigms (positivist, interpretative, critical and dialogical) that are inherent to the CO, although this aspect has been mentioned only by university professors. Finally, the relationship with other adjacent areas, since the definition of OC has been fragmented, being associated to other areas such as Sociology, Psychology and Human Resources Management. Regarding OC as a process, the aspects most strongly mentioned were the adequacy of OC to the context and the interlocutor, as well as the relevance of planning and the need for training. This is because, increasingly, the need to adapt the style of communication to the structure of the organization and its stakeholders, as well as the pertinence of training the stakeholders regarding the objectives, instruments and tools needed for this process is assumed.
The organizational communication (OC) is important for organizational dynamics, playing a key role in the dissemination of information and, consequently, in the coordination and completion of tasks, in decision-making and in conflict resolution (Ayub, Manaf & Hamzah, 2014). In spite of its relevance, the OC study has been fragmented, since it assumes different perspectives that must be considered, both academically and in practical terms (Deetz, 2001; Oliveira & Ruão, 2014). In this way, there is a need to perceive how it is that experts - university teachers, trainers and communication managers - understand, define and concretize OC, with a qualitative exploratory study, through semistructured interviews with a sample of 33 experts. The most strongly mentioned aspects of OC as a concept were its centrality, its evolution and its relationship with adjacent areas. The centrality because the idea that communication constitutes the organization itself still remains. In turn, evolution refers to the paradigms (positivist, interpretative, critical and dialogical) that are inherent to the CO, although this aspect has been mentioned only by university professors. Finally, the relationship with other adjacent areas, since the definition of OC has been fragmented, being associated to other areas such as Sociology, Psychology and Human Resources Management. Regarding OC as a process, the aspects most strongly mentioned were the adequacy of OC to the context and the interlocutor, as well as the relevance of planning and the need for training. This is because, increasingly, the need to adapt the style of communication to the structure of the organization and its stakeholders, as well as the pertinence of training the stakeholders regarding the objectives, instruments and tools needed for this process is assumed.
Description
Keywords
comunicação organizacional peritos processos percepções
Pedagogical Context
Citation
Mourão, R., Miranda, S. & Gonçalves, G. (2018). A comunicação organizacional enquanto conceito e processo: perceções dos peritos. Comunicação Pública, Vol.13 (25). DOI: 10.4000/cp.2506