Knowledge Management and Professional Development in the Public Sector: The PACQUALI Experience at FAPEAL

Abstract

This study analyzes the experience of the Foundation for Research Support of the State of Alagoas (FAPEAL) with the Program for the Training and Qualification of Civil Servants (PACQUALI), implemented in 2022. This institutional policy aims to enhance employee value, promote organizational learning, and strengthen knowledge management within the state public sector. The research is guided by the following question: how does PACQUALI contribute to the professional development of civil servants and to the consolidation of an institutional knowledge culture at FAPEAL?

The theoretical framework combines contributions from Information Science, public administration, and knowledge management. According to Davenport and Prusak (2003), knowledge arises from the combination of information, experiences, and values, being intrinsically linked to those who hold it. Cavazotte et al. (2015) argue that organizations with a culture of continuous learning treat knowledge as a strategic asset, fostering innovation, efficiency, and professional development. Mendes (2003) adds that organizational learning requires structured activities for creating, sharing, and applying knowledge, making it essential for institutional performance improvement.

The literature acknowledges that knowledge management in the public sector faces structural and cultural barriers but can be strengthened through continuous training programs aligned with organizational strategies. Choo (2003) and Silva et al. (2023) highlight that information technologies, such as collaborative systems and digital platforms, facilitate the flow of tacit and explicit knowledge among public servants, creating a favorable environment for innovation and institutional learning.

Based on this framework, PACQUALI is presented as a concrete strategy for institutionalizing learning at FAPEAL. The program integrates training activities with promotion and career progression criteria defined in the new Career and Salary Plan (PCCS), approved in 2022. Its structure aims to align individual competencies with institutional objectives, recognizing technical qualification as a factor of merit and professional growth. This approach breaks with traditional seniority-based models and reinforces meritocracy as a guiding principle of people management.

The research combines documentary analysis, a survey applied to PACQUALI participants, and semi-structured interviews with managers and staff. The data revealed positive impacts in three main dimensions: technical performance, subjective satisfaction, and organizational culture.

In terms of technical performance, the training provided by PACQUALI in areas such as project management, innovation, and public service delivery led to measurable improvements in efficiency and service quality. Approximately 85% of participants reported that training improved their job performance and technical skills. Additionally, 43% rated the training as “excellent,” 24% as “very good,” and 29% as “good.”

In the subjective dimension, a significant increase in institutional belonging and engagement was observed. Many participants felt valued and recognized training as an institutional investment in their professional development. This perception contributed to a more motivated and collaborative work environment, aligned with the mission of FAPEAL.

From the perspective of knowledge management, PACQUALI fostered the sharing of practices, standardization of procedures, and development of integrated workflows. Interviews with managers confirmed the emergence of a learning culture based on collaboration, innovation, and the exchange of experiences among teams. This environment is essential for strengthening internal information policies and the state’s capacity to respond to public demands.

Documentary analysis of training activities from 2019 to 2024 revealed a consistent institutional effort. Although the number of hours fluctuated, training offerings remained uninterrupted, demonstrating FAPEAL’s commitment to qualification. In the second half of 2021, over 6,000 training hours were recorded—a peak in the series—followed by a slight decline in 2022 and 2023, and a renewed increase in 2024.

The study also showed that PACQUALI significantly influenced the formulation of the new PCCS. The program anticipated criteria later formalized in career progression policies, such as the requirement of satisfactory performance and academic qualifications. Thus, PACQUALI functioned as a public management innovation laboratory, linking training to performance and professional development.

Theoretical contributions by Valentim (2014), Miranda (2010), and Bendassolli and Malvezzi (2013) emphasize the central role of structured training policies in modernizing the public sector. They argue that organizational performance depends not only on technical skills but also on institutional conditions and proactive behavior, which are developed through continuous education.

The results show that PACQUALI is a successful example of institutionalizing knowledge management in the public sector. Its effects go beyond isolated training events, fostering an organizational culture of learning and performance. The initiative improved institutional climate, employee satisfaction, and the connection between training and career development.

As a strategic public policy, the study recommends the permanent institutionalization of PACQUALI, with normative regulation and a dedicated budget. It also suggests expanding the program to other state agencies to promote a unified training policy and strengthen knowledge management across the Alagoas state government. FAPEAL’s experience demonstrates that investing in knowledge is a path to innovation, efficiency, and better public service delivery.