Training of cadres and reserves in the Cuban business system

The development of human resources is an essential condition for humanity to face the challenges before it, which favors that "education throughout life is presented as one of the keys to access to the 21st century" ₍₁₎.

Today, the training of leaders constitutes one of the essential elements of the policies and systems for the human insurance of organizations, equipping them with the necessary skills to interact with them, design strategies, diagnose and solve problems every time. more complex and heterogeneous, develop appropriate communication and interpersonal relationships, work as a team, analyze, negotiate and solve conflicts of a wide variety, as well as develop a wide dose of competitiveness and creativity in the performance of their duties .

The need to continue learning is a concept that transmutes the world and takes over educated people. This situation raises the role of training from two points of view: As a continuous need inherent in the levels of competitiveness existing in the current changing environment; and to the manifest need (derived from these changes) that man is self-fulfilling as he appropriates new knowledge and skills. This concept can be perfectly applied to tables and reserves of the Cuban state.

Training for cadres is training of adults for the status and duties that they fulfill in society in general and in their respective jobs in particular. “Adults cannot be based on age; it constitutes a biopsychosocial stage of life ”. Miguel Subiría identifies it with the economic independence of the individual.

Authors like Tolstij (1989) consider this stage as the moment of greatest splendor of the personality, because its development is in principle infinite; it is the fundamental mode of existence of the person. Decisive features of adults are "the coincidence of responsibility and the aspiration to it". The mature man is influenced by the story of his life, "his experience as a result of the activity he has carried out during the previous stage." These are features that should not be ignored in the cadre training curriculum

There is no model of the management professional since there is no specific career for their training, in the vast majority, the labor merits, productive results and human and revolutionary qualities are fundamentally what make them creditors with the high responsibility of directing the people's resources. This makes them require systematic training in management science to achieve the skills that this profession demands.

The training of cadres and their reserve is inserted in the objective of improving the work of the State and the Government, which was endorsed in the Economic Resolution of the V Party Congress; there it is indicated:

The use of modern business management techniques, adapted to our characteristics and based on the best and most advanced contemporary practices, as well as the wide use of all the possibilities of information technology and services and telecommunications, should be a priority for the country. in order to guarantee greater efficiency in management and production processes. To support these objectives, a broad qualification movement must be developed, from the training of students to the requalification of business and state management teams and other workers from all levels.

This requires a whole training process in general and in particular the management cadres responsible for the task of directing organizational change, which is evidenced in the National Training Strategy

In turn, in the National Strategy of Training for Tables it is expressed:

The preparation and improvement of cadres and their reserves is an integral part of the policy of cadres, it is not an end in itself, it is the means to provide and develop the conditions and skills of management cadres. The main evaluation will be based on of the performance of the cadre. The head of each Organism of the Central Administration of the State or entity is the maximum responsible for the improvement of his subordinates, and must answer for it as one of his main obligations. The cadre is responsible for his preparation and improvement..

The preparation and improvement of the tables must function as a system based on the concept of their integrality, contemplating all the components and combining the forms, modalities, contents, time frames and resources necessary for it to be efficient and specific, aimed at the needs of each table and the development plans of each organization or territory.

The current conditions impose the need to address compliance with decisions on the training and formation of cadres and reserves from a scientific perspective, so the General Objective of this work is "To propose a methodological procedure for the implementation of the training strategy for cadres in the Cuban business system ”

Specific objectives

Analysis of theoretical references Propose the methodological procedure.

The universe of this research is made up of 106 tables and reserves from the TABACUBA Business Group, specifically from the Lázaro Peña Cigar Factory in the Holguín Province and the San Luis Tobacco Collection and Benefit Company in the Pinar del Río Province.

The following Methods and Techniques were applied in the investigation:

Analysis and synthesis. Induction and deduction. Documentary review:

Reports of the Boards of Directors Annual Balance of the work carried out in each company studied. Strategic projection of each center. Plans for overcoming cadres and reserves

Interview

To 100% of the members of the Board of Directors of the Company Some tables and reservations not members of the Board of Directors.

Group Work Technique with the Board of Directors

Development

Methodology for the implementation of the projection of the training of the cadres and reserves in the Cuban business system

Training for cadres, rather than being based on the exposition of concepts and ideas, should allow the manager to find those concepts and ideas; rote learning associated with specific techniques is not of interest, but rather a change in behavior in order to reflect on a problem, seek advanced experiences in this field, seek information, use collective thinking, select information, assess possible options and find the best solution. L Barreiro and F. Rodríguez refer a specialized treatment to the training of the cadres, The proposed methodology consists of 3 stages:

Stage No.1 Diagnosis Stage No.2 Screening Stage No.3 Follow-up and evaluation

Although for its explanation we have divided into 3 stages, they work as a system, in practice they can overlap and obtain elements in them from the other stages of the process, also each final stage constitutes a higher link in the development of the strategy of training, Graph No.1 shows a graphic representation of the methodology

Graphic No.1 Representation of the proposed Methodology

Stage No.1. Diagnosis

This stage pursues the following objectives:

a) Motivate the people who will intervene in one way or another in the implementation of the training projection, starting from the premise that this cannot be a task that is imposed, but an activity that involves consciously and actively all involved. It is important that everyone involved in this stage:

Receive the necessary information to understand the need for further training and improvement Achieve active participation in the development of strategies

b) Determine which are the favorable or unfavorable elements for the implementation of the training strategy.

c) Determine the Learning Needs.

Premises at this stage are:

Define the organization's development strategy. Know the problems that are faced, in detail and in depth. Describe, identify and define the what, who and why. Describe the current situations in each of the work areas. Uncover the factors and forces that cause the problems. Prepare the necessary information to make decisions and propose the actions to be carried out. Assess the potential capacity to introduce modifications and the existing reserves to solve the problems.

The diagnostic stage must be governed by the following principles:

Principle of Evidence: Any information must always be verified. Principle of analysis: Any problem must be broken down into elementary parts in order to study each one in detail and separately. Principle of synthesis: Reconstruction from the dispersed elements, of a coherent and homogeneous set where the central objective is fulfilled.

Determination of training needs

The Determination of Training Needs (DNC) is the factor that guides the structuring and development of plans and programs for the establishment and strengthening of knowledge, skills or attitudes managers and their reserves possess and what they need based on the strategic objectives of the organization and the activity that they carry out or will carry out in the future, in order to contribute to the achievement of its objectives. A DNC report must state what, who (s), how much and when to train.

In all cases, the necessary information on knowledge, skills and attitudes must be collected.

This is an essential step to scientifically and objectively base the programming to be carried out of the development training process, the levels must be considered:

Organizational (Desired state of the organization) Group (Needs associated with the management team) Individual (Individual training needs of the cadre)

It is necessary to reflect on two nuances of Performance:

I. The Actual Performance of the Executive or Actual Situation of the Executive. Knowledge, skills and attitudes that staff have, according to their role or job performance. Insufficient performance is not always a direct cause of training needs, others may be influencing, such as Organizational

To obtain information that defines the real situation, it is recommended to obtain information on:

Results of the fulfillment of the Plan at the different levels. Report on the results of inspection or control visits Evaluations received Criteria of the superior boss and subordinates Information on the main Incidents and solutions given

II. The Required or Desired Performance of the Manager or Ideal Situation. Refers to the performance standards of the position. (Table model), Required efficiency levels, Performance standards, Achievement of expected results. In terms of knowledge, skills and attitudes, the manager or reserve should have, according to their role or performance

To obtain information that defines the ideal situation, it is recommended to review the administrative documentation, in relation to:

Job Description. Job Analysis Job Requirements Work plan to be fulfilled Procedures and organization manuals. Company expansion plans. Desired Table Model Training Strategy The Organizational Strategy

The methods and techniques to obtain the information are diverse, including:

Documentary analysis. Files, Job Manuals, function or procedures, or reports. Interview Survey Knowledge assessment questionnaires Skills inventory Expert assessment Direct registration with observational records Estimated performance scales Estimated attitude scales Assessments. Observation Performance test Documentary analysis Discussion Nominal groups Group analysis Brainstorming Binary groups

Once the investigation of the elements associated with the Required Performance and Real Performance is completed, the comparison process begins to determine the gap that exists between the two and thus determine the Training Need, delimiting the problems that are solved through training and those that are not solved. they resolve in this way.

Taking up the methodology for the DNC proposed by MSc. Fernando García Colina and MSc. Néstor Sánchez Lamela, starts from his conception of the design of a theoretical model that considers 3 levels: organizational; group; individual

Organizational:

At the organizational level, a definition of the desired State of the organization is required. How should be the organization in which we work; what will you work on; what results should it achieve; how their workers should act; that should characterize it, etc. (It is the organizational vision or development strategy, the guideline for this level.) In this organizational framework, you must have a precise definition of the Model of the Management and Professional Chart (Profile) that is required at this time; which must be in accordance with the organization's strategy. A diagnosis of the real state of the organization must be made in order to know the “Gap” between the desired state and the real state of the organization that outlines the training needs organizational.

Group:

In this framework, the needs associated with the management team are considered.

Desired performance is determined and compared to actual performance. Here it is important to consider all aspects that have to do with teamwork, participatory leadership, management methods and styles, leadership, communication, interpersonal relationships, and other humanistic factors.

The result should give the training needs that the management team requires for the current performance. If the gap is made taking into account the future competition and the current performance, then we will obtain the training needs of the management team for a correct future performance.

Individual:

The individual framework starts from identifying the training needs of the table, which are determined by comparing the desired performance and actual performance. For the current position, the desired performance is determined (MODEL) and compared to actual performance, this will determine a gap This identifies training needs for performance in the current position. This same analysis should be carried out for the future position, determining the gap between the current competence and the required competence in the future position, which should of human resources or attention to managers, and training specialists of organizations, which will undoubtedly guide the determination of needs from different angles.This information will allow the preparation of educational programs that respond to the organizational needs, both group and individual of the cadres and reserves, promoting the change and development that organizations demand.

A detailed DNC report must contain:

Name of the organization or company Date of elaboration Main person in charge and collaborator in the study Method of work. Priorities of knowledge, skills or attitudes to address Identified problems that cannot be addressed through training and possible areas that can intervene for their solution Recommendations for future studies

Stage No.2 Projection

In the stage, the actions to implement the training projection are determined, which must have the necessary flexibility to adapt to any variation of the initial conditions.

It is important at this stage:

Define the period of time that the stages will cover. Declare the objectives to be pursued in each of them. Plan the actions, specifying time and resources for their execution.

At this stage, the design of the actions begins to guarantee their adequate implementation, based on the results of the diagnosis and on the organization's development strategy.

Learning needs are the starting point of a chain of educational actions that include:

Definition of educational objectives. Determination of the content, approaches, methods and means to be used. Organization and teaching strategy. Execution, monitoring and evaluation of results and impact.

The next step is the preparation of an action plan to solve the problems detected in the diagnosis, in it the following will be declared: the actions to be carried out, the participants, those responsible for their execution, the deadline for compliance and the assurances.

As in previous stages, the level of commitment and participation of those involved in the planned modifications is decisive.

Stage No.3 Monitoring and evaluation

The objective of this stage is to propose a group of interrelated actions that allow monitoring and control of the progress of the training and education process and that have sufficient flexibility to allow its correction.

Premises at this stage are:

Define the forms of control that will be used in each task and stage. Establish the systematicity with which the activities of each specific project will be controlled. Declare how, when the progress of the project will be fully evaluated.

This stage guarantees the continuity of the training implementation process based on the evaluation of the impact indicators; It gives the possibility to analyze each aspect and make the necessary adjustments to achieve success, it also allows constant and improvised adaptation to the changes that may occur.

The determination of impact indicators for monitoring and evaluation actions must be proposed by the Specific Project Working Groups taking into account: the scope of each task, the work objectives and the organization's development strategy.

The parameters established in the Strategic Planning and Work Objectives will be taken as parameters to measure each indicator in the company.

Each evaluation of the process should serve as an update to the diagnosis, which in turn will generate actions with the objective of correctly channeling the training implementation process.

An evaluation system to measure the impact of the training would allow the feedback process of the system.

It is also important to take into consideration the analysis of the following sources of information:

Analysis and description of management positions. Qualification and evaluation given in their performance. Requests and suggestions expressed to the table individually or in groups. Transfers or rotations in charges. Promotion and promotions to new positions. Information obtained through field research. Complaints received from clients, subordinates, partners, staff, etc. Evaluation obtained in previous training actions. Results obtained in inspections and audits.

Conclusions

The proposed methodology is feasible to use in the projection of training of the cadres and reserves in the Cuban business system

Recommendations:

Continue to refine and implement the proposed methodology

Bibliography

1. Columbié Santana, M, "The Overcoming of Paintings in Cuba: Its challenges before the third millennium". Cuban Management Themes 1999. Ediciones DCCED, Cuba.

2. Delors, J, Report to UNESCO of the International Commission on Education for the 21st Century, UNESCO Editions, France, 1996.