In the new scenarios, through which we are transiting, three aspects that stand out for their importance can be identified: Globalization, the permanent change of context and the valuation of knowledge.
The old definitions that use the term Human Resource are based on the conception of a man as one more "substitutable" cog in the production machinery, as opposed to a conception of "indispensable" to achieve the success of an organization. When the term Human Resource is used, the person is being cataloged as an instrument, without taking into consideration that this is the main capital, which possesses skills and characteristics that give life, movement and action to any organization, which is why from now on the term Human Talent will be used.
The loss of capital or equipment has as possible avenues of solution the coverage of an insurance premium or the obtaining of a loan, but for the flight of human talent these avenues of solution are not possible to adopt. It takes years to recruit, train and develop the necessary personnel for the formation of competitive work groups, that is why organizations have begun to consider human talent as their most important capital and the correct administration of them as one of their most important tasks. decisive. However managing this talent is not a very simple task. Each person is a phenomenon subject to the influence of many variables and among them the differences in skills and behavior patterns are very diverse. If organizations are made up of people,their study constitutes the basic element to study organizations, and particularly theAdministration of Human Talent.
What is the Human Talent Administration?
To locate the role of the Human Talent Administration it is necessary to start remembering some concepts. Thus, it is necessary to bring to mind the concept of general administration. Although there are multiple definitions, more or less concordant, for the purpose of this essay we will say that it is:
"The discipline that pursues the satisfaction of organizational objectives counting for it a structure and through the coordinated human effort ".
As can easily be seen, human effort is vital for the operation of any organization; if the human element is willing to provide its effort, the organization will march; otherwise it will stop. Hence, every organization must pay primary attention to its personnel (human talent).
In practice, administration is carried out through the administrative process: planning, executing and controlling.
DEFINITION of Resources and human talent
The organization, to achieve its objectives requires a series of resources, these are elements that, properly managed, will allow or facilitate you to achieve your objectives. There are three types of resources:
- MATERIAL RESOURCES: This includes money, physical facilities, machinery, furniture, raw materials, etc. TECHNICAL RESOURCES: Under this heading the systems, procedures, organizational charts, instructions, etc. are listed. HUMAN TALENT: Not only human effort or activity is included in this group, but also other factors that give different modalities to that activity: knowledge, experiences, motivation, vocational interests, aptitudes, attitudes, abilities, potentialities, health, etc.
Why is human talent management important?
There is no doubt that many workers are generally dissatisfied with current employment or the prevailing organizational climate at any given time, and that has become a concern for many managers. Taking into account the changes that occur in the workforce, these problems will become more important over time.
All managers must act as key people in the use of personnel management techniques and concepts to improve productivity and job performance. But here we stop to ask ourselves a question: Can human talent management techniques really impact a company's results ? The answer is a definite " YES ". In the case of an organization, productivity is the problem it faces and staff is a critical part of the solution. Personnel management techniques, applied by both personnel administration departments and line managers, have already had a major impact on productivity and performance.
Even though financial, equipment and plant assets are necessary resources for the organization, employees - human talent - are extremely important. Human talent provides the creative spark in any organization. People are in charge of designing and producing the goods and services, of controlling the quality, of distributing the products, of allocating the financial resources, and of establishing the objectives and strategies for the organization. Without efficient people it is impossible for an organization to achieve its objectives. The job of the human talent manager is to influence this relationship between an organization and its employees.
" The management of human talent is a series of decisions about the relationship of employees that influences the effectiveness of these and organizations "
Today, employees have different expectations about the job they want to do. Some employees want to help manage their jobs, and they want to share in the financial gains made by their organization. Others have so few market skills that employers must redesign jobs and offer extensive training before hiring. Likewise, population and labor force rates are changing.
development of a philosophy of human talent management
People's actions are always based on their basic assumptions; This is particularly true in relation to personnel management. The basic assumptions about people can be, if they can be trusted, if they dislike work, if they can be creative, why they act as they do and how they should be treated, they comprise a philosophy of their own. personnel management. All staffing decisions made - the people hired, the training offered, the benefits provided - reflect this basic philosophy.
How does such a philosophy develop? To a certain extent, that is something that you have in advance. There is no doubt that a person brings to his work an initial philosophy based on his experiences, education and background, however, this philosophy is not set in stone. It must continually evolve as the person accumulates new knowledge and experiences. Therefore, we will proceed to analyze some of the factors that influence these philosophies.
- Influence of the philosophy of senior management.
One of the factors that will shape the personal philosophy of each employee will be that of the senior management of the company for which they work. Although the philosophy of senior management may or may not be explicit, it is generally communicated through its actions and extends to all levels and areas in the organization.
- Influence of own basic assumptions about staff.
The philosophy of personnel administration will also be influenced by the basic assumptions made about people. For example, Douglas McGregor distinguishes between two sets of assumptions classified as Theory X and Theory Y. It asserts that the assumptions of Theory X hold that:
1.- The average human being has an inherent rejection of work and will avoid it if he can.
2.- Due to this human characteristic of refusal to work, most people must be forced, controlled, directed and threatened with punishments in order to make them make an adequate effort.
3.- The average human being prefers to be directed and wants to avoid responsibilities.
At the other extreme, the actions of some managers reflect a set of Theory Y assumptions, which hold that:
1.- The average human being does not inherently reject work.
2.- External control and the threat of punishment are not the only means to achieve an effort towards the objectives of the organization.
3.- Employees will be more motivated by meeting their higher order needs in terms of achievement, esteem and self-fulfillment.
4.- The average human being learns, in appropriate conditions, not only to accept but also to look for responsibilities.
5.- The ability to exercise a relatively high degree of imagination, ingenuity and creativity in solving organizational problems is continuously distributed among the population and not vice versa.
Rensis Likert asserts that, assumptions like these, manifest themselves in two basic types or systems of organizations that he qualifies as System I and System IV. In the organizations of Sistema I it indicates:
1.- Management is considered as distrustful towards subordinates.
2.- The bulk of the organization's decisions and goal setting is made at the top.
3.- The subordinates are forced to work with fear, threats and punishments.
4.- Control is highly concentrated in senior management.
Instead, Likert proposes System IV, that is, an organization based on assumptions of the Theory Y type. In System IV organizations:
1.- Management has absolute confidence in subordinates.
2.- Decision making is generally dispersed and decentralized.
3.- Workers are motivated by their participation and influence in decision making.
4.- There is a wide and friendly interaction between superiors and subordinates.
5.- The responsibility for control is widespread and the lowest levels have an important participation.
In addition to the two factors mentioned above, there is another - the need to motivate employees - that will affect the formation of a personal philosophy about personnel. This factor will be explained in detail later.
Let's imagine at this moment that within an organization there is a vacant position. What can be done to increase the probability that the person chosen to occupy it will remain in the organization and be productive? Perhaps job applicants could be asked to take a comprehensive series of personality, interest, and skill tests. The possibility of subjecting candidates to a series of interviews may also be considered.
However, it is known that the validity of written tests and interviews do not deserve very high marks. That is, they do not provide for subsequent job performance. This appears to be because they are so far removed from actual work behavior. Therefore, in order to make an effective and correct selection of the person who will occupy a vacant position within an organization, a position analysis must first be carried out.
selection practices
The goal of effective selection is to integrate individual characteristics (ability, experience, and more) into the requirements of the position. When management fails to integrate well, both performance and employee satisfaction are affected. In this search to achieve the proper integration between the individual and the position, where does the administration begin? The answer would be: to determine the demands and requirements of the position. The process of determining job activities is called job analysis.
Job analysis
Job Analysis is called the procedure through which the duties and nature of the positions and the types of people (in terms of capacity and experience), who must be hired to fill them, are determined. Provides data on the job requirements that are later used to develop job descriptions (what the job entails) and job specifications (the type of person to hire to fill the job).
As a supervisor or manager, you will generally seek to obtain one or more of the following types of information through job analysis:
- Job Activities. First, information is usually obtained about actual work activities performed such as cleaning, cutting, galvanizing, coding, or painting. Sometimes such a list also indicates how, why and when a worker performs each activity. Human Behaviors. Information could also be gathered on human behaviors such as sensitivity, communication, decision making, and writing. This point would include information regarding the personal demands of the position in terms of energy expenditure, walking long distances and others. Machines, Tools, Equipment and Auxiliaries used on the job. This includes information on manufactured products, processed materials, knowledge that is handled or applied (such as physical or legal) and the services provided (such as consulting or repairs). Performance Standards. Information is also collected regarding performance standards (for example, in terms of quantity, quality, or time spent on each aspect of the job), by means of which the employee will be evaluated in that position. Context of the Post. This point includes information regarding issues such as physical work conditions, work hours and the social and organizational context; for example, in terms of the people the employee should interact with normally. Information regarding financial and non-financial incentives associated with employment could also be included here. Personnel requirements. In summary, information is generally collected regarding the human requirements of the position such as related knowledge or skills (education, training, work experience, etc.), as well as personal attributes (aptitudes, physical characteristics, personality, interests, etc.) that are required.
Uses of Job Analysis INFORMATION
As summarized in the following figure, the information generated by job analysis is used as the basis for several interrelated activities of personnel management:
Recruitment and selection.
Job analysis provides information on what the job represents and the human requirements required to perform those activities. This information is the basis for deciding what types of people are recruited and hired.
Compensations.
A clear understanding of what each job represents is also necessary to estimate the value of the jobs and the appropriate compensation for each. This is because the compensation (salary and bonuses) is generally linked to the required capacity, the level of education, security risks and others; They are all factors that are identified through job analysis.
Performance evaluation.
Performance evaluation involves comparing each employee's actual performance with their desired performance. Often it is through job analysis that Industrial Engineers and other experts determine the standards to be achieved and the specific activities to be performed.
Training.
The information from the job analysis will be used to design the training and development programs. This is because the analysis and resulting job descriptions show the type of skills required, and therefore training.
steps in job analysis
The six steps to perform a job analysis are:
Step I: Determine the use of information resulting from job analysis. It begins by identifying the use that will be given to the information, since that will determine the type of data that is collected and the technique used to do so.
Step II: Gather background information. Next, it is necessary to review the information available on the background, such as organizational charts, process diagrams, and job descriptions. The charts show how the position in question is related to other posts and their place in the organization. The organization chart must identify the title of each population and, by means of connecting lines, must show who should report to whom and with whom the person holding the position is expected to communicate.
A process table provides a more detailed understanding of the workflow than an organization chart can. In its simplest form, a process diagram shows the flow of inputs and outputs of the job studied.
Step III: Select representative positions to analyze them. The next step is to select several representative positions to be analyzed. This is necessary when there are many similar positions to be analyzed and when it takes too long to analyze, for example, the positions of all assembly workers.
Step IV: Gather information from the job analysis. The next step is to really analyze the position obtaining data on its activities, the required behaviors of employees, working conditions and human requirements.
Step V: Review the information with the participants. The job analysis offers information on the nature and functions of the position, this information must be verified with the worker who performs it and the immediate superior of the same. Verifying the information will help determine if it is correct, complete, and easy to understand for everyone involved. This “review” step can help to obtain the acceptance of the position occupant in relation to the analysis data that was obtained, giving him the opportunity to modify the description of the activities that he performs.
Step VI: Develop a job description and specification. In most cases, a job description and specification are two concrete results of the position analysis; it is common for them to develop later. The job description is a written statement that describes the activities and responsibilities inherent in the job, as well as the important characteristics of the job such as working conditions and safety risks. The job specification summarizes the personal qualities, characteristics, abilities, and background required to perform the job, and could be a separate document or in the same document as the job description.
selection instruments
What do applications, interviews, proof of employment, background checks, and personal letters of recommendation have in common? They are all tools for obtaining job applicant information and can help the organization decide if the applicant's skills, knowledge and abilities are appropriate for the position in question. Let's review some of the most important selection instruments.
Interviews
Undoubtedly, the interview is the most used means of selection and on which organizations depend to differentiate candidates. It plays a key role in more than 90% of selection decisions.
It can also be said that the interview carries a lot of weight. In other words, not only is it used a lot, but its results often have an immeasurable influence on the selection decision. The candidate who gets off the hook in the job interview can be excluded from the set of applicants, regardless of their experience your test scores or recommendations. On the contrary, frequently, the person with more refined techniques to look for work, especially in those used in the interview process, is the hired one, although perhaps he is not the ideal candidate for the position.
These results are important because, to the amazement of many, the typical, poorly structured interview is a poor selection tool for most jobs. Why? Because the data collected in these interviews is often biased and unrelated to future job performance.
Evidence suggests that interviews are good for determining the applicant's intelligence, level of motivation, and interpersonal skills. When this evidence is related to job performance, the interview should be a valuable instrument.
Written tests
Typical written tests are tests of intelligence, aptitude, ability, and interest. Tests of intellectual ability, mechanical and spatial ability, perception accuracy, and motor ability have proven to be projectors with some degree of validity for many operational, specialized, and semi-specialized positions in industrial organizations. Intelligence tests are reasonably good projectors for supervisory positions. However, the administration is required to demonstrate that the evidence used is related to the position. As the characteristics that many of these tests touch are quite far from the real performance of the job itself, it has not been possible to obtain high coefficients of its validity.The result has been less use of traditional written tests and an increased interest in performance simulation tests.
Performance Simulation Tests
What better way to find out if an applicant can fill a position than to ask them to fill it? This is the logic of simulation testing.
Performance simulation tests have been gaining popularity in the past twenty years. Undoubtedly, the enthusiasm for these tests stems from the fact that they are based on job analysis data and therefore must better satisfy your job relationship requirement than written tests. Performance simulation tests are made up of real work behaviors and not substitutes, as would be the case with written tests.
The two best-known performance simulation tests are work samples and assessment centers. The former are ideal for routine employment, while the latter are ideal for the selection of administrative staff.
The work samples represent an effort to make a replica of a post, in miniature. Applicants demonstrate that they have the necessary talent performing the activities. By carefully preparing job samples, based on job analysis data, the knowledge, skills, and abilities necessary for each job are determined. Then each element in the work sample is matched with a corresponding element of work performance.
A more complex series of performance simulation tests, specifically designed to assess a candidate's administrative potential, would be the assessment centers. In the evaluation centers there are line executives, supervisors and specialized psychologists who evaluate the candidates while they undergo exercises, lasting between two and four days, that simulate real problems that they would face in their position. Based on a list of descriptive dimensions that the person in the position has to satisfy, activities may include interviews, internal problem-solving exercises, group analysis, and business decision making.
Measurement of personality and interests
Measuring a person's physical and mental ability is hardly ever sufficient to explain their job performance, as other factors such as their motivation and interpersonal skills are also important. Sometimes inventories of interests and personality are used as possible means of predicting these intangibles.
Personality tests are used to measure basic aspects of the applicant's personality, such as introversion, stability and motivation. Many of the personality tests are projective; The test subject is presented with an ambiguous stimulus such as an inkblot or a blurred image and is asked to interpret or react to it.
Personality tests are the most difficult to assess and use. An expert has to evaluate the interpretations and reactions of the person who underwent the test and infer from them his personality. Therefore, the usefulness of these tests for selection involves being able to find a relationship between some measurable personality trace (such as introversion) and job success.
Interest inventories compare the interests of a person with those of elements in various occupations. Therefore, if a person undergoes a Strong-Campbell Inventory, they would receive a report showing their interests relative to those of people already in occupations such as an Accountant, Engineer, Manager, or Medical Technician. Interest inventories have many uses. They may be helpful in career planning, as a person may perform better in jobs that include activities in which they are interested. These tests can also be useful as selection instruments. It is clear that if you can select people whose interests are similar to those of successful employees in positions for which you want to hire staff,Applicants are more likely to succeed in their new positions.
basics of testing
Validity
A test is basically a sample of a person's behavior. However, with some of them, the behavior studied is easier to assess than others. Therefore, in some cases the behavior being analyzed is evident from the test itself: a typing test is an example of this. Here, the proof clearly corresponds to conduct at work, in this case typing. At the other extreme, there may be no apparent relationship between the elements of the test and the behavior. This is the case of projective personality tests, for example. Therefore, in the thematic apperception test, the person is asked to explain how they interpret a somewhat fuzzy photograph; that interpretation is then used to draw conclusions about her personality and behavior.
In summary, some tests are more representative of the behavior they must assess than others. Because of this, it is much more difficult to "prove" that some tests evaluate what they should measure, that is, that they are valid.
The validity of a test answers the question: what does this test measure? With respect to personnel selection tests, the term validity often refers to evidence that the test is related to employment, in other words, that test performance is a valid predictor of subsequent performance in the job.
- Validity criteria. Demonstrating the validity criterion basically refers to the demonstration that those who perform well on the test will also perform on the job, and those who perform poorly on the test will also perform the job. Therefore, the test is valid to the extent that people with higher qualifications perform better on the job. In psychological evaluation, the way to predict is the measure that you are trying to relate to a criterion, such as job performance. The term validity criterion comes from that terminology. The following table summarizes the results on the validity of various selection instruments. Tests of actual performance rank first, indirect evaluations such as psychological tests or academic performance rank lower. This suggests:(1) Prediction means such as these are best used in conjunction with other selection tools and (2) must be used appropriately to be useful.
Reliability
What makes a test like the Graduate Record Examination useful for college admissions directors? What makes a mechanical comprehension test useful for a manager trying to hire a machinist?
The answers to both questions usually is that people's scores on those tests have shown that they can predict how they will perform. Therefore, if everything else is the same, students who score highly on graduate admission tests also perform better in school.
In order for any screening test to be useful, a company must be sure that the test scores are predictably related to job performance. In other words, it is imperative that the test be validated before use: the company must be sure that the test scores are a good means of having some criteria such as job performance. The validation process generally requires the experience of an industrial psychologist and is coordinated by the personnel department. The validation process consists of five steps shown below:
- Step I: Analyze the position Step II: Choose the test Step III: Apply the test Step IV: Relate the test scores to the criteria Step V: Cross validation and revalidation
TRAINING process and development of human talent
" Training is a systematic process in which the behavior, knowledge and motivation of current employees are modified in order to improve the relationship between the characteristics of the employee and the requirements of the job."
Today, companies view training as a part of their strategic investment as do plants and equipment, and place it as a vital component in building competitiveness.
Training must closely link with other activities of human talent. Job planning can identify skill gaps, which can be compensated for either by staffing or by reinforcing the skills of the current workforce. With the provision of personnel, emphasis can be placed on training recruited and promoted people. Performance evaluation helps to identify gaps between desired and existing behaviors or outcomes, and these gaps often become training objectives. Finally, motivating employees to acquire and use new skills often requires recognizing this learning with wages and other compensation. Maybe,the closest contact is between training and the provision of internal staff. Often career management requires an integrated training strategy that prepares employees for future internal job opportunities. Often the employee's first training experience is their initial orientation to the organization. Furthermore, employees generally report that most of their development occurs on the job, and not in training programs provided by companies.Employees generally report that most of their development occurs on the job, and not in training programs provided by companies.Employees generally report that most of their development occurs on the job, and not in training programs provided by companies.
Despite having large budgets, good intentions, and real needs, many training programs do not achieve lasting results. Very often, this is due to imprecision in the training goals and an unsatisfactory evaluation. If we don't know where we are going, it is impossible to say if we will ever get there. Many organizations spend millions on training and never know if it works; But there are techniques to link training to results.
diagnostic approach to TRAINING
The following table illustrates three main levels in the development, implementation and evaluation of training activities.
Needs estimation involves examining goals at the organizational, job, task, knowledge-skill-ability (CHC) levels, as well as the person-individual. This process identifies the gaps that become the goals of instruction. In the training and development stages, objectives are used to select and design the instructional program, and to deliver the training. Finally, the evaluation phase encompasses the application of criteria that reflect the objectives and evaluation models in order to determine if the training met the original objectives. The results of this evaluation form the basis for a new estimate of needs, and the process continues.
estimation of TRAINING NEEDS
Have you ever been in a class where the instructor did not set any specific goals, and no one seems to know what you are trying to achieve? If so, you know that it is very possible to do the training without specific objectives, but you will never know if it works. Estimating training needs is a special case of the general process of choosing objectives and evaluation models. In fact, the objectives of human talent planning are the beginning for the analysis of training needs. The gaps between the desired and actual results, unit achievements, worker performance levels and other characteristics of the worker may be the objectives of the training under two conditions:
- They must be considered important enough to merit the attention of the organization. They must be obtained through training.
Training is not a panacea. Often what at first appeared to be a training problem is best addressed through other activities. Sometimes the training is designed directly in response to the employer's request. More often, however, needs must be developed through the needs analysis process. Training needs can be identified at the organizational, job, task, HCC, or job level, and at the individual-person level.
Organization analysis
The analysis of the needs at the organization level includes the examination of the general directions of the organization and the need to determine the adjustment of the training. The “organization of learning” is cataloged as a key to competitiveness, flexibility and the elevation of living standards. As long as there is no consensus on the exact meaning of the learning organization, many will agree that the learning organization will abound in uncertainty, empower middle managers, constantly strive to improve, and foster collective loyalty. The organization of learning provides examples of needs at the organizational level that could be addressed through training. Organizational needs can be categorized as maintenance,efficiency and culture of the organization.
Maintaining the organization aims to ensure a stable supply of skills. It is closely related to employment planning and succession planning. Skill imbalances can initiate a training need to prepare individuals to switch to new employment tasks or to take on redesigned roles.
The efficiency of the organization is related to the objective efficiency in the diagnostic model. Earnings, labor costs, product quality, and other measures could mean gaps that training can narrow. Indeed, an important reason to increase training in many organizations is that the existing workforce must acquire skills to make decisions, solve problems, work in teams and show other behaviors in support of "quality".
The culture of the organization reflects the value system or philosophy of the organization. By examining this factor, you can identify areas where training can help clarify or achieve acceptance of values among employees.
Analysis of work, homework and knowledge-ability-capacity
Procedures for job analysis and for developing job descriptions and specifications were previously described.
These documents offer a valuable source of information about potential training needs, and some job analysis approaches can provide specific information about the skills or knowledge required to perform job tasks. Often changes in the equipment used in the production process will motivate training needs.
Analysis of the person
Examining whether the characteristics of individuals meet the characteristics necessary to achieve individual and organizational objectives can reveal training needs. The most obvious characteristic to examine would be employee performance, and the evaluation process would be the logical place to identify gaps between actual and desired employee behaviors. However, managers often refuse to carry out such developmental evaluations because employees often have negative reactions caused by the identification of gaps in their performance. It is often better to conduct evaluations for reward or feedback purposes than to identify training needs.
Comparison and use of needs estimation methods
The following table compares various estimation techniques in terms of the opportunity to involve participants, the necessary involvement of managers or supervisors, the time required, cost, and whether the process provides data that can be quantified (expressed in numbers). Student involvement can be helpful in promoting motivation and a sense of responsibility for training to be successful. Management involvement can help build a support and motivation base for students to use their new skills when they return to their jobs. Once everything is in balance, methods that take less time, cost less, and produce information that can be documented as numbers would be preferable.
selection and design of TRAINING programs
" Learning is a relatively permanent change in knowledge, skills, beliefs, attitudes, or behaviors."
Note that learning is broadly defined and includes much more than just the ability to affirm facts or new knowledge. Before information is carried out, there must be certain preconditions for learning to be achieved. When designing training programs, such preconditions must be established.
Student's ability to learn
Individuals enter training with different experiences, different degrees of material familiarity, and various physical and mental abilities. The people in charge of designing the training must ensure that their demands match the student's abilities. Training that is very difficult or very easy is likely to be very ineffective. General intelligence or other skills can predict later performance, but the skills that contribute to performance differ according to the stage of the learning process at which the students are. Testing them before training begins can help ensure they achieve good results. It has been shown that work sample testing can predict readiness for training,although this disposition is better forecast in the short term than in the long term.
Student motivation to learn
Even the most skilled students will not learn unless they are motivated to do so. Factors that affect student motivation include goal setting, reinforcement, and expectations.
- Setting goals. Goal setting models postulate that the conscious goals or intentions of individuals regulate their behaviors. So the job of the trainer is to get students to adopt or assimilate the training goals of the program. Kenneth Wexley and Gary Latham identify three key points in student motivation:
a.- The learning objectives of the program must be communicated at the beginning and at various strategic points during the program.
b.- The goals must be difficult enough to constitute an adequate challenge for the students and, in this way, allow them to feel satisfaction when they are reached, but they should not be so difficult that they cannot be achieved.
c.- The final goal of the complete program must be complemented with sub-goals (work tests, questionnaires, newspapers), in order to maintain the feelings of achievement and motivate them to prepare for the next obstacle.
- Reinforcement. According to reinforcement theory, the frequency of a behavior is influenced by its consequences. Behavior can be configured by progressively reinforcing approaches to desired behavior. The booster needs to be administered as soon as the desired behavior is achieved. The more familiar a trainer is with a group of students, the more likely it is that reinforcements can be tailored to students. Expectations theory. Expectations theory states that individuals are motivated to choose the alternative behavior that is most likely to have the desired consequences. There are two aspects to the expectation: first, the student must believe that improving their skills or knowledge will have valuable results; Second, the student must believe that participating in the training program can improve their skills and knowledge and, therefore, that their results are appreciated. This may seem obvious, but people who have been unemployed for a long time do not usually have these expectations; They do not expect that the effort devoted to learning new behaviors in a training program can lead them to get meaningful jobs.Trainers should not assume that students have accurate perceptions about reward contingencies. Students should be told what results can be expected if the training program is successfully carried out.
Active practice
To achieve maximum learning, there needs to be active practice of the skills to be acquired. Practice should continue beyond the point where the tasks can be successfully performed repeatedly. Distributed (segmented) practice sessions are more effective than mass practice, a fact often overlooked in training programs because of convenience.
Knowledge of the results
Imagine that you are learning to bowling and that a curtain prevents you from observing if the ball knocks down some pins. If you do not know the result of your attempts, it will be very difficult to improve. Errors are eliminated faster when students receive feedback on their successes or failures. Such feedback can be received from the task itself or from trainers or role models. It is important that feedback is provided immediately to the actions that produce the results, so that learners can relate their actions to the results. Likewise, feedback must be accurate, as it has been shown that, in the absence of feedback, learners will try to achieve more consistency, even if this causes them to make mistakes more frequently.The following table shows a training evaluation model.
Retention
In order to use the training, it must be retained long enough to be applied in real work situations. The amount of retention depends on: (1) how well the task was learned and repeating it even after the skill is achieved improves retention; (2) the meaning of the material, which can be improved by constantly demonstrating how training relates to student work, or by providing organized structures; (3) the amount of interference, either from prior knowledge that contradicts the formation or from subsequent events that distract or weaken the formation; (4) the motives or perceptions that can cause us to avoid remembering unpleasant aspects.
The transfer between training and work
When training for behaviors at work, it is very important that the learning shown during training is transferred and used in real work situations. Transfer is greater when the same tasks and responsibilities are required for both training and work. Transfer is minimal when the training task and the type of responses required are different from those of the job. The transfer is influenced by the design of the training, the characteristics of the student and the work environment. Likewise, active resistance or resentment in the work situation can inhibit the transfer. Senior management's commitment to training and their transfer to work can help minimize these problems.
The instructional environment and instructors
It is obvious that the characteristics of the instructional environment and the instructors affect the effectiveness of the training.
- The environment of instruction. Research indicates that the instructional environment can be designed from nine basic aspects:
1.- Get attention
2.- Inform the apprentices about the objectives
3.- Remember the requirements in a stimulating way
4.- Present the material that motivates the training
5.- Provide orientation to learning, such as verbal indications, suggestions and context
6.- Encourage performance, such as asking for a solution to a problem
7.- Provide feedback
8.- Estimate performance
9.- Increase retention and transfer, providing a large number of examples or problems
- The preparation of the instructor. It is also important that the instructor is well prepared. Instructors must ensure that they have done the following:
1.- Publicize the program
2.- Inform everyone about the time, place and plans
3.- Organize the facilities
4.- Verify the physical requirements such as seats, food and provisions
5.- Ensure the necessary equipment and that it works properly
6.- Establish the training objectives
7.- Study the lesson plan to anticipate the group's responses and prepare experiences, examples and stories
8.- Instill personal enthusiasm for the subject
Although this seems obvious, you will probably remember having taught or attended a class that was not satisfactorily concluded, because some of these points were omitted.
Choosing the content of the TRAINING
Common areas of training content
Skills training for executives, directors, and technical professionals is most common, while those near the top of the hierarchical ladder tend to receive less attention from the training department. This does not mean that production employees are not trained, but rather that they are trained in ways that are outside the organization's formal training budget. The skills that belonged to managers or technical professionals can become critical to effective production work.
Orientation
Often the first training experience for new employees is their orientation towards their new employer. You might wonder why this point is discussed. Orientation begins before the person enters the organization, as activities such as recruitment, pre-job interviews, selection interviews, and other recruitment and selection activities send signals to potential employees. However, the reason why this is analyzed here is that orientation includes learning, as well as abandoning certain values, attitudes and behaviors that make up the recruited learns the goals of the organization, the means to achieve them, the basic responsibilities of the job work, effective work behaviors and work rules.
Management development
Executive and managerial skills are most commonly taught through formal training programs, even though many of these skills are also learned through on-the-job experiences. Often these skills are less observable, and the director being trained takes on a great responsibility to develop them.
choice of methods for imparting INFORMATION
Training in the workplace
Most of the training is provided in the workplace, especially for non-managerial employees. In fact, workplace training is likely to be used more than training than off-site training; it is often informal and rarely appears in formal estimates of training activities.
In a typical workplace training program, the student is placed in a real work situation, where an experienced worker or supervisor demonstrates the job and the tricks of the trade. Training in the workplace avoids the main difficulties of training outside the workplace: lack of relevance and reinforcement in the real work situation.
Although training often requires few training resources in the workplace and occurs more naturally, it also has its risks. Novice workers can damage machinery, produce poor quality, get upset with customers, and waste material. Strict precautions can be taken not to jeopardize the safety of other employees.
Conferences
Conferences consist of an instructor presenting the material to a group of learners. This is the approach that prevails in schools and in most industrial training programs. The development and delivery of conferences is relatively inexpensive and can be effective in providing real knowledge quickly and efficiently. Its disadvantages are the unilateral nature of communication; the indifference to the particularities of the learner in her style, capacity and interest, and the lack of feedback for the learner. Many of these difficulties can be overcome with a competent conference that effectively combines discussion in the learning session. Likewise, one-to-one instruction, in which an instructor interviews one apprentice at a time,You can overcome many of these disadvantages. Evidence regarding conference effectiveness is sparse compared to other techniques, but their familiarity and low cost help to avoid being dismissed, just because they are less exciting or elaborate than other techniques.
Audiovisual techniques
This group includes recordings, films, and slides that can be distributed to learners and used independently or in conjunction with other training methods. The increasing ease of use and declining prices of video cameras and audio systems make it possible for organizations to produce their own training videos at relatively low prices. Professional-quality videos are more expensive, but can have more appeal and impact.
The advantage of audiovisual techniques is their ability to quickly deliver consistent training to large numbers of individuals, without being constrained by instructor time limits or the requirement to have instructors and apprentices on-site. Audiovisual techniques produced at a professional level can also generate more attention and participation, as long as they are well constructed. Once produced, films, slides, and recordings are less expensive to distribute.
Scheduled instruction
This approach refers to the instruction that the learner himself is programming, and that presents him with a series of tasks, in addition to allowing him to evaluate success at intervals during the training, and provide feedback on the correct and incorrect answers as the learner progresses.. Approaches to scheduled instruction can be incorporated into books, machines, and more recently computers, and scheduled instruction is used to train in any area, from elementary school math to air traffic control rules. Scheduled instructional programs can either proceed through an orderly sequence of experiences or be divided from one point to another, depending on what the learner also understands the different parts of the material.
Computer Aided Instruction
In this type of instruction, a computer is used to present the material, evaluate the learner's responses, provide appropriate feedback, and make decisions about what will be presented later, often based on the learner's response pattern. Of course, this training is important for jobs where employees will work directly with computers. However, technological advances make it possible to present material on almost any topic. Computers can be linked to video discs, which store audio and video material that can be presented, such as a television program or a movie. This instruction through interactive video discs allows the learner to observe and hear things that he will never experience in reality,such as a jet crash, a nuclear plant explosion, or a mixture of dangerous chemicals.
Computer-based training shares many of the benefits of scheduled instruction, while increasing the possibility of adopting the learner training, using entertainment audio and video to illustrate learning points, and providing an engaging learning environment. training. Adding audio and video provides great flexibility in teaching complex concepts, and reducing the cost of delivering the training can offset the initial development costs.
the motivation
Motivation is one of the simplest administrative tasks but at the same time one of the most complex. It is simple because people are basically motivated or driven to behave in such a way that they are rewarded. Therefore, motivating someone should be easy: you just have to find what you want and place it as a possible reward (incentive). However, this is where the complexity of motivation comes in. It happens that what one person considers as an important reward, another person could consider it as useless. Still, without considering the complexities of motivation, there is no doubt that performance is the foundation of management. Managers get people to do things. Thus,You must accept the complexity of motivation as a fact of life and analyze what is known about motivating employees.
a model of expectations of the MOTIVATION process
To motivate people, it is not enough to offer them something to satisfy their important needs. The reason for this is that in order for you to feel motivated, they must also be reasonably convinced that you have the ability to get the reward.
Victor Vroom developed a theory of expectations for motivation that takes into account the person's expectations of success. Basically it states that motivation will happen if things happen:
- If the valence or value of the particular result is too high for the person If the person feels they have reasonably good opportunities to get the job done and get the result
Vroom's theory makes perfect sense, and while not all research supports it, many do.
In short, Vroom's model of expectations states that people are motivated or driven to behave in such a way that they feel it will pay them back. However, in motivation it is easier to talk than to do, since no two people have the same needs.
What do people want?
Abraham Maslow and the hierarchy of needs
Abraham Maslow affirms that man has five basic categories of needs: physiological, security, social, esteem and self-fulfillment. He points out that these needs form a hierarchy of needs or ladder and that each of them is activated only when the need at the next lower level is reasonably satisfied.
- Physiological needs. The lowest level of Maslow's hierarchy contains physiological needs. It is about the most basic needs that we all have; for example, the need for food, drink, shelter and rest. Security needs. When physiological needs are reasonably met, then safety needs are activated. They become the needs that the person tries to satisfy, the needs that motivate him. They are protection needs against danger or deprivation. Social needs. Once a person's physiological and safety needs are met, according to Maslow they no longer motivate behavior. Now social needs become the active motivators of behavior, needs such as affiliation, giving and receiving affection and friendship. The esteem needs. Next in the hierarchy are esteem needs, which Douglas McGregor interpreted as follows:
1.- the needs related to self-esteem; needs for self-confidence, independence, confidence, knowledge;
2.- the needs related to the reputation of the person; needs for status, for recognition, for appreciation, for the respect earned from peers.
One of the great differences between esteem needs and physiological, security and social needs is that the former are rarely satisfied. Therefore, according to Maslow, people have a constant appetite for greater achievement, greater knowledge, and more recognition. However, like other needs, esteem needs only motivate behavior once lower-level needs have been reasonably met.
- Self-actualization needs. Finally, there is one last need, a need that only begins to dominate a person's behavior once the lower-level needs are reasonably met. This is the need for self-fulfillment or satisfaction, the need that we all have to become the person we believe we can become.
Frederick Herzberg and the motivation theory of hygienic-motivating factors
Frederick Herzberg divides Maslow's hierarchy into a lower level of needs (physiological, security, social) and a higher level (esteem, self-actualization), and states that the best way to motivate someone is to offer the satisfaction of higher-level needs. Herzberg states that offering a person an increase or better working conditions is not the way to motivate them, since low-level needs are quickly satisfied, and once they are satisfied, the only way to motivate them is to offer them even more money. or even better working conditions in an endless process.
According to Herzberg, the correct way to motivate someone is to structure the position in such a way that the person has a feeling of accomplishment when doing it. Subsequently, when holding the position, the person will be motivated to continue trying to satisfy her infinite appetite for satisfying higher order needs for elements such as achievement and recognition.
- Hygienic and motivating. Based on his studies, Herzberg believes that the factors (which he calls hygiene factors) that can meet low-level needs are different from those (known as motivators) that can meet the person's higher-level needs. He claims that if hygiene factors (such as better working conditions, salary, and supervision) are inadequate, employees will be dissatisfied. However, and this is extremely important, adding more of these hygiene factors to the position is the wrong way to try to motivate someone, since lower-level needs are quickly met, and once they are met, the offer to motivate that person more.
Furthermore, according to Herzberg, job content or motivating factors (such as opportunities for achievement, recognition, responsibility and more challenging jobs) can motivate employees. This is accomplished by calling on the higher-level needs of employees for achievement and self-esteem. These are needs that are never completely satisfied and for which most people have an infinite appetite.
CONCLUSIONS
The main challenge facing society is the continuous improvement of the organizations that comprise it. Human talent management exists to improve the contribution of people to organizations.
To carry out their role, personnel departments need to meet multiple objectives that are sometimes conflicting. It is necessary to face social, organizational and personal needs. These goals can be achieved through diverse staff activities focused on maintaining, using, evaluating, and maintaining an effective workforce.
Throughout this project, some approaches to managing human talent were established. These fundamental aspects include:
- Approach to human talent. The objective of this discipline is the most important talent management for the entire society: men and women are the basic element for the organization to achieve its objectives. The eminent dignity of the human person must never be lost in the process of achieving the goals of an organization. Only through careful attention to human needs can any organization grow and prosper. Administrative approach. Proper management of human talent is the responsibility of every manager. The human talent department exists to support and advise management through its resources and specialized knowledge. Ultimately,the performance and well-being of each worker are the responsibility of both their immediate supervisor and the human talent department. Proactive approach. Managing human talent can increase its contribution to employees, managers and the organization as a whole, by anticipating the challenges it will face. When your efforts are only reactive, problems can escalate and opportunities may be missed.
People's actions are always based in part on their basic assumptions, and that is why it is so important to develop a general philosophy for managing human talent. Factors influencing the philosophy of human talent management include past experiences, education, and background: the philosophy of top management, basic assumptions about people, and the need to motivate subordinates and improve performance and productivity at work.
There are many types of personnel tests in use, including intelligence tests, physical ability tests, performance tests, aptitude tests, inventories of interest, and personality tests.
For a selection test to be useful, its qualifications must be predictably related to job performance; it is necessary to validate the test. This requires five steps: (1) job analysis; (2) choose the tests; (3) apply the test; (4) relate test scores to criteria and (5) revalidate the test and cross-validate.
En el presente proyecto se analizaron algunos principios del aprendizaje que deben entender todos los instructores. Las normas incluyen hacer que el material sea significativo, organizándolo en trozos significativos y que utilice términos familiares así como ayudas visuales; es necesario contemplar la posibilidad de transferencia en la capacitación, ofrezca retroalimentación, trate de motivar a la persona en entrenamiento e incluya práctica y repetición.
On-the-job training is a technical training methodology. It could include the substitution method, job rotation or special assignments and committees. In any case, it must include four steps: preparation for the employee, presentation of the operation, performance tests and follow-up. Other training methods include audiovisual techniques, speaking engagements, and computer-assisted instruction.
Basically people are motivated or feel driven to behave in a certain way that they feel will bring them rewards. Therefore, there are two basic requirements for motivating someone: (1) the incentive or reward should be important to the person, and (2) that person should feel that the effort on their part is likely to produce the reward. This is the essence of Vroom's theory of expectations for motivation.
Abraham Maslow claims that people's needs can be presented in a hierarchy. Each successive upward need does not arise until the immediately lower need is satisfied. In ascending order of hierarchy, Maslow's five needs are: physiological, security, social, esteem, and self-actualization.
Herzberg affirms that the factors of work that help to produce satisfaction and motivation in the job are separate and different from those that produce job dissatisfaction. The ones that cause dissatisfaction (if not present) are the hygienic factors. They include "extrinsic" factors such as supervision, working conditions, and salary. The factors that produce satisfaction and motivation (if present) are the "intrinsic" factors such as achievement and challenge.
Motivating someone depends on what that person wants. Here are some important things to keep in mind about what people want, what their needs are: a) people have many different needs, b) a satisfied need is not a motivator, c) needs are structured in a two-level hierarchy, d) needs differ in terms of what satisfies them, e) more than one need is activated at any given time, f) money meets several different needs, and g) people also have a great need to receive fair treatment.
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