Rita Mourão

Rita Mourão

Participant in 2015
Work history January 2015 - Present: Help other university professors (e.g. Correction of work and exams).
Help and guide master students with their thesis, in particular, visually impaired students
March 2013 – December 2014: Lecturer at ISCTE-IUL
Courses: “Communication Skills”; “Communication and Personal Development”; “Teamwork”; “Problem Solving and Decision Making”
(More than 200 hours of direct contact with students);
Help other university professors to prepare materials for lessons. Courses: Master in Communication, Culture and Information Technology and Degree in Psychology, ISCTE-IUL
March 2013 – June 2014: Lecturer in Science Communication and Psychology, Languages and Soft Skills laboratory at ISCTE-IUL (LLCT);
January 2014 – July 2014: Technical and Administrative Support in Social Psychology Laboratory and Organizational (LAPSO). Secretariat and logistical support; service to students, teachers and researchers; control and maintenance spaces and equipment, at ISCTE-IUL;
December 2011 – June 2012: Trainee Research in Psychology, Centre for Research and Social Intervention (CIS-IUL): Participation in Research Projects - Interview and "Focus-Group" transcription; Participant Recruitment; Data Collection;
September 2011 – November 2011: Trainee Consultant in Organizational Psychology and Human Resources Management at Effective Strategy Implementation: Active participation in two projects - an external evaluation system to a Higher Education Institution, through the methodology of "Mystery Customer"; "Assessment Centre" through Individual Interviews, "Role Plays" Group Dynamics.
Study history 2012-Present: Ph.D. Candidate in Science Communication (specifically organizational communication);
2012-2013: Degree in advanced studies in communication sciences, ISCTE-IUL;
2010-2012: Mater in Social and Organizational Psychology, ISCTE-IUL;
2007-2010: Degree in Psychology, ISCTE-IUL.

Phd Projects


Organizational Communication and 360-degree Evaluation: What type of communication used by leaders?

Organizational communication and performance appraisal have a central role in organizations, because promote organizational effectiveness (Proctor & Doukakis, 2003). However, there are not many studies about these two themes.
In this study, we aim to understand how the application of a specific performance evaluation methodology (i.e., 360-degree evaluation) may influence organizational communication. More specifically, we would like to know how this type of evaluation may influence the leader's communication and how employees communicate with each other and with the leaders. 360-degree evaluation is different from the traditional evaluation, because it considers more than one appraiser - colleagues evaluation; self-evaluation and customer evaluation (Brutus & Gorriti, 2005).
Some authors argue that 360-degree evaluation may become useful for the reduction of communicative distortion, because the distribution of power in organizations, contributing to the modification of the forms of leader's action (Letchfield and Bourn, 2011). This equity of power may contribute to a support communication by the leaders (Czech and Forward, 2010). In addition, it is also known that 360-degree evaluation may be responsible for a more horizontal organizational communication. This horizontal communication is advantageous, because it allows better interaction among employees, and therefore greater trust between them (Mamatoglu, 2008).
Considering the information mentioned above, this study aims to understand how 360-degree evaluation contributes to the adoption of a support communication, by the leaders. Furthermore, it is important to understand what would be the attitudes and behaviors of subordinates (e.g. voice behavior, silence behavior, commitment, satisfaction, trust and cynicism) after being applied this communication.
The central aim is develop a theoretical model that may explain what type of communication used by leaders, after the application of 360-degree evaluation and what could be their implications on certain attitudes and behaviors of employees. In this sense, this investigation will have different times, considering different goals for each one.
In an exploratory phase we will try to define the organizational communication and 360-degree evaluation and try to understand the role of 360-degree evaluation in organizational communication. For this, we will apply 25 exploratory interviews with experts (this study is already being applied).
After this first exploratory phase and considering the information collected for the literature review, we will start building the theoretical model to understand what type of communication used by the leaders after being applied 360º evaluation and what behaviors and attitudes of subordinates. Finally, the model will be tested through a quantitative study.

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