Sistematização de lições aprendidas na gestão por processos

Abstract

This Thesis presents a proposal for the systematization of Lessons Learned in a Process Management (PM) context, distinguishing the concepts of “Lessons Learned” (LA) and “Identified Lessons” (IL). The proposal starts from the discussion on how to mitigate human dependence on the retention and effective use of knowledge within the organization. In this sense, it approaches the transfer of knowledge from the systematic review of processes, configuring this knowledge as organizational, and not individual, and proposing to prescribe an artifact that supports this transfer process. In compliance with the research objectives, due to its prescriptive nature, the Design Science Research (DSR) method was adopted, which, in addition to its approach focused on practice, values the identification of the relevance of the research and the due scientific rigor in its execution. In order to achieve the proposed objective, a literature review was carried out seeking to present the relationships among the theories of Knowledge Management (KM), LL, and PM, followed by steps aimed at identifying artifacts related to the systematization of the LL process, which, allied the reasoning obtained from the relationship between the basic constructs of the research, came to support a proposal for an “Integrating Model of Lessons Learned in Process Management”, in addition to a Conceptual Map about the Interaction between LL, IL, and the dimensions of knowledge of the SECI Model. This work contributes to academia by bringing greater light to the interaction between the constructs from the perspective of PM, distinguishing organizational knowledge per se from that produced by the sum of the individual knowledge of its employees. From the proposed Interaction Map, generalizable instruments are presented - in addition to a model that integrates them - that can help in the operationalization of this knowledge in the context of PM, characterizing, in this contribution, the practical relevance of the research.