Staff training and professional development

Day by day, with greater conviction, companies verify that human resources are the most important asset and the true basis of competitive advantage in a strategic development plan.

This means that every day there will be more investment in the training, retention and replacement of the personnel that make up an organization. The changes take place in less and less time. The adaptation of the company to them requires a special commitment of its human resources. The identification of the human being with the company is the only basis that will make permanent change possible to prevent the advancement of competition.

Even after an orientation program, new employees are rarely able to perform satisfactorily. It is necessary to train them in the tasks for which they were hired. Orientation and training can increase an employee's fitness for a position.

Although training helps members of the organization carry out their current job, its benefits can extend to their entire working life and can help in the development of that person to fulfill future responsibilities. Development activities, on the other hand, assist the individual in managing future responsibilities regardless of current ones.

Many programs that are started only for training end up helping development and increasing potential as a managerial employee.

Training at all levels is one of the best investments in human resources and one of the main sources of well-being for the personnel of any organization.

Staff training and development

Training means preparing the person in charge, while the purpose of education is to prepare the person for the environment inside or outside of their work.

Concept and types of education

Education: it is any influence that the human being receives from the social environment, throughout his existence, to adapt to current and accepted social norms and values. The human being receives these influences, assimilates them according to his inclinations and predispositions and enriches or modifies his behavior within his own personal principles.

The type of education that interests us is professional education.

Professional education is education, institutionalized or not, aimed at preparing men for professional life. It comprises three interdependent but perfectly differentiated stages:

• Vocational training: it is the professional education that prepares the man for a profession. Perfecting or professional development: it is the professional education that perfects the man for a career within a profession. Training: it is the professional education that adapts the man for a position or function.

“Vocational training” is professional education, institutionalized or not, that seeks to prepare and train for the exercise of a profession in a certain job market. Its objectives are broad and medium-term, that is, long-term, seeking to qualify men for a future profession. It can occur in schools, and also within companies themselves.

"Professional development" is education aimed at expanding, developing and perfecting the man for his professional growth in a certain career in the company or for him to become more efficient and productive in his position.

Through the development of current employees, dependence on the external labor market is reduced.

If employees develop properly, it is more likely that the vacancies identified by the human resources plan can be filled internally.

Promotions and transfers also demonstrate to employees that they are developing a career and do not have only a temporary position.

The "training" is the professional education that seeks to adapt the man for a certain company.

It is a short-term educational process applied in a systematic and organized way, through which people learn knowledge, skills and abilities based on defined objectives. In the sense used in administration, training involves the transmission of specific knowledge related to work, attitudes towards aspects of the organization, of the task, whether complex or simple.

Training and development objectives

A good assessment of training needs leads to the determination of training and development objectives.

These objectives should clearly stipulate the desired achievements and the means that will be available. They should be used to compare individual performance against them.

If the objectives are not achieved, the personnel department acquires feedback on the program and the participants.

The main objectives of the training are:

• Prepare personnel for the execution of the various particular tasks of the organization. Provide opportunities for continuous personal development, not only in their current positions but also for other functions for which the person can be considered. Change the attitude of people, with various purposes, among which are to create a more satisfactory climate among employees, increase their motivation and make them more receptive to supervision and management techniques.

The content of the training can involve four types of behavior changes.

• Transmission of information: the essential element in many training programs is content: distributing information among the trained as a body of knowledge. Often the information is generic, referring to the job: information about the company, its products, its services, its organization, its policy, its regulations, etc. it can also shelter the transmission of new knowledge. Skills development: especially those skills and knowledge directly related to the performance of the current position or of possible future occupations: it is a training often oriented directly to the tasks and operations that are going to be carried out. Development or modification of attitudes: it usually refers to the change of negative attitudes for more favorable attitudes among workers, increased motivation, development of the sensitivity of management and supervisory personnel, regarding the feelings and relationships of other people. It can also involve and involve the acquisition of new habits and attitudes, above all, related to customers or users (such as the training of sellers, promoters, etc.) or sales techniques. Concept development: training may be aimed at raising the level of abstraction and conceptualization of ideas and philosophies, either to facilitate the application of concepts in administrative practice or to raise the level of generalization, training managers who can think in global and broad terms

These four types of training content can be used separately or together.

Benefits of employee training

How training benefits organizations:

• It leads to higher profitability and more positive attitudes. It improves job knowledge at all levels. It increases the morale of the workforce. It helps staff to identify with the objectives of the organization. It creates a better image. It improves the boss relationship- subordinates. It is an aid to understanding and adopting policies. It streamlines decision making and problem solving. It promotes development with a view to promotion. It contributes to the training of leaders and leaders. It increases productivity and quality of work.Help keep costs down. Eliminate the costs of using outside consultants.

Benefits for the individual that have a favorable impact on the organization:

• Helps the individual in problem solving and decision-making. Increases confidence, an assertive position and development. Forges leaders and improves communication skills. Raises the level of satisfaction with the position. Allows the achievement of individual goals. Eliminate fears of incompetence or individual ignorance.

Benefits in human relations, internal and external relations, and policy adoption:

• Improves communication between groups and between individuals. Helps guide new employees. Provides information on official regulations. Makes the organization's policies viable. Encourages group cohesion. Provides a good atmosphere for learning. Makes the company a a better quality environment to work.

Learning

Training is the intentional act of providing the means to enable learning.

Learning is a change of behavior, based on experience. Learning is a fundamental factor of human behavior since it powerfully affects not only the way people think, feel and do, but also their beliefs, values ​​and goals.

Learning factors

• The individual tends to continue the response that he perceives as a reward. Similarly, it tends to discontinue behavior that brings no reward. This phenomenon, which tends to repeat rewarding behavior and eliminate non-rewarding behavior, is called the "law of effect." The frequency of stimuli is another important factor in learning. In general, repeated stimuli tend to develop stable reaction patterns, while infrequent stimuli tend to be responded with more variation. The intensity of the reward affects learning. If the reward is large, learning tends to be fast; however, if the reward is small, it fails to attract the same attention of the individual.The time between performance and reward also affects learning. An immediate reward seems to produce faster learning than a delayed reward. Another factor is the difficulty in unlearning various old behavior patterns, which conflict with the new ones that will have to replace them. Three conditions are needed for this substitution: different operation, time and new environment. These conditions should be associated with greater rewards to lead the person to unlearn old things and acquire new things. Learning is affected by the effort required to produce the response. Some answers are much more difficult and complex, the learning process must start with the simplest and most concrete aspects and, gradually, move towards,towards the most complex and abstract.

Principles of learning

Learning itself is not observable, it is its results that can be observed and measured. The best way to understand learning is by using a learning curve. Learning shows stages of progression and stages of stabilization. The trainer postulates two objectives regarding the learning curve:

1. See that the curve reaches a satisfactory level of performance, and ensure that the curve reaches that level in the shortest possible time.

Although the learning rate depends on individual factors, several learning principles are used to speed up the process:

• participation: learning is usually faster and has more lasting effects when the learner can participate actively. Repetition: Repetition may leave more or less permanent traces in memory. Relevance: learning becomes relevant when the material to be studied has meaning and importance for the person receiving the training. Transfer: the greater the agreement of the training program with the demands of the position, the greater the speed in the process of mastering the position and tasks. Feedback: provides learners with information about their progress.

Other learning principles

• The individual must accompany the results of their performance. The individual learns best when motivated to learn. Learning is deeply influenced by reward and punishment. The distribution of learning periods must consider fatigue, monotony and periods adequate for the assimilation of what has been learned. Exercise and practice are often essential for learning and skill retention. Efficient learning depends on the use of appropriate techniques. These techniques vary according to the type of material to be learned: ranging from comprehensive presentation to motor skills acquisition techniques, learning depends on individual aptitude and abilities.

The training process

Step One: Determine Training Needs

If the training activity is not strongly aligned with the interests of the business, it is very difficult to justify it.

Every company develops projects that are a priority for their own survival and development. These projects involve carrying out activities that are not currently being carried out.

Only a miracle would make those involved carry out activities that they never did without a learning action. Therefore, the search for training needs is not much more than clarifying the educational demands of a company's priority projects.

The determination of training needs is a line responsibility and a staff function, the line administrator is responsible for the perception of problems caused by lack of training.

He is responsible for all decisions regarding training, whether or not he uses the advisory services provided by training specialists.

The main means used to determine training needs are:

Performance evaluation:

Through performance evaluation, it is possible to discover not only the employees who have been performing their tasks below a satisfactory level, but also to find out which sectors of the company demand immediate attention from those responsible for training.

Observation:

Verify where there is evidence of inefficient work, such as excessive equipment damage, delay in relation to the schedule, excessive loss of raw material, marked number of disciplinary problems, high rate of absenteeism, etc.

Questionnaires:

Investigations through questionnaires and checklists that highlight training needs.

Supervisors and managers request:

When the need for training points to a very high level, managers and supervisors themselves become prone to request training for their staff.

Interviews with supervisors and managers:

Direct contacts with supervisors and managers, regarding possible problems that can be solved through training, are usually discovered in interviews with those responsible for various sectors.

Interdepartmental meetings:

Interdepartmental discussions about matters concerning business objectives, operational problems, plans for certain objectives and other administrative matters.

Employee exam:

Proof of knowledge of the work of employees who perform certain functions or tasks.

Job modification:

Whenever total or partial modifications are made to the work routine, prior training of employees in new work methods and processes is necessary.

Exit interview:

When the employee is going to leave the company, it is the most appropriate moment to know not only his sincere opinion about the company, but also the reasons that motivated his departure. It is possible that various organizational differences may emerge, subject to correction.

Charge analysis:

Knowledge and definition of what is wanted in terms of aptitudes, knowledge and capacity makes it possible to prepare suitable training programs to develop capacity and provide specific knowledge according to the tasks, in addition to formulating concrete and economic training plans and to adapt teaching methods.

In addition to these means, there are some indicators of training needs. These indicators serve to identify events that will provoke future training needs (a priori indicators) or common problems of existing training needs (ex post indicators).

Indicators a priori:

These are the events that, if they occur, will provide easily foreseeable future training needs. The a priori indicators are:

• Expansion of the company and admission of new employees. Reduction of the number of employees. Change of work methods and processes. Substitutions or movement of personnel. Shortages, licenses and vacations of personnel. Expansion of services. Modernization of machinery and equipment. Production and marketing of new products or services.

Ex-post indicators:

These are the problems caused by unmet training needs. These problems are usually related to production or personnel and serve as a training diagnosis.

Production problems:

• Inadequate production quality Low productivity Frequent breakdowns in equipment and facilities Defective communications Long learning time and integration in the field Excessive costs in the maintenance of machines and equipment Excessive errors and waste High number of accidents

Personnel problems:

• Poor staff relations. Excessive number of complaints. Little or no interest in the job. Lack of cooperation. Too much lack and substitutions. Errors in the execution of orders. Difficulties in obtaining good items.

Step Two: Schedule the Training

Once the training diagnosis has been made, follow the choice and prescription of the training means to heal the perceived needs. Once the needs determination has been made, it is programmed.

The training schedule is systematized and based on the following aspects, which must be analyzed during the determination:

1. What is the need? Where was it first identified? Does it occur in another area or in another sector? What is its cause? Is it part of a greater need? How to solve it, separately or combined with others? Is some initial indication needed before solving it? Is the need immediate? What is your priority with respect to the others? Is the need permanent or temporary? How many people and how many services will you reach? What is the time available for the training? what is the likely cost of the training? who will run the training?

The determination of training needs must provide the following information, so that the training schedule can be designed:

1. WHAT should be taught? WHO should be taught? WHEN should it be taught? WHERE should it be taught? HOW should it be taught? WHO should be taught?

Training plantation

The training schedule requires planning that includes the following:

• Focus on a specific need each time. Clear definition of the training objective. Division of the work to be carried out, in modules, packages or cycles. Choice of training methods, considering the available technology. Definition of the resources necessary for implementation. of the training, as a type of trainer or instructor, audiovisual resources, machines, equipment or necessary tools, materials, manuals, etc. Definition of the target population, that is, the personnel to be trained, considering:
  • Number of people Time availability Degree of skill, knowledge and types of attitudes Personal behavior characteristics

• Local where the training will take place, considering the alternatives in or outside the job, in the company or outside it. Time or periodicity of the training, considering the most opportune time or the most propitious occasion. Calculation of the relationship cost-benefit of the program. Control and evaluation of the results, considering the verification of critical points that require adjustments or modifications in the program to improve its efficiency.

Having determined the nature of the terminal skills, knowledge, or behaviors desired as a result of the training, the next step is to choose the techniques to be used in the training program in order to optimize learning.

Training techniques

These are divided into:

1. Techniques applied in the workplace:

• On-the-job training: contemplates that a person learns a responsibility through their actual performance.

In many companies, this type of training is the only kind of training available and generally includes assigning new jobs to experienced workers or supervisors who are in charge of actual training.

There are several types of on-the-job training. Probably the best known is the instructional or substitute method, in which the employee receives on-the-job training from an experienced worker or supervisor.

At the lowest levels, instruction could only consist of new workers gaining the experience to operate the machine by observing the supervisor.

However, this technique is frequently used at senior management levels. For example, the assistant position is used to train and develop future high-level managers of the company.

Job rotation in which the employee moves from job to job at planned intervals is another technique.

On-the-job training has several advantages. It is relatively inexpensive, training workers learn as they produce, and there is no need for expensive facilities outside of work such as classrooms or scheduled learning devices.

The method also facilitates learning as employees learn by actually doing the job and get quick feedback on the correctness of their performance.

However, there are several instructor-related factors to consider when designing an on-the-job training program.

The instructors themselves must be carefully trained and must receive the necessary training materials. Experienced workers who are chosen as instructors should be thoroughly trained in the appropriate methods of instruction.

Step 1: PREPARING THE LEARNER

1. Make him feel calm.

2. Explain why you are being taught.

3. Create interest.

4. Explain the reason for the position.

5.Place the employee as close as possible to the normal working position.

6. Familiarize the employee with the equipment, materials, tools and terms of trade.

Step 2: PRESENTATION OF THE OPERATION

1. Explain the quality and quantity requirements.

2. Do the work at the normal pace.

3. Do the work at a slow pace several times explaining each step.

4. Review the work again slowly, explaining key points.

5. Have the employee explain the steps as the instructor performs the work slowly.

Step 3: PERFORMANCE TEST

1. Have the employee do the job multiple times, slowly, while explaining each step. Correct the failures.

2.The instructor does the work at a normal pace.

3. Get the employee to do the job by gradually increasing skill and speed.

4. As soon as the employee demonstrates the ability to do the job, release him, but don't quit.

Step 4: MONITORING

1. Designate who the employee should turn to for help if they need it.

2. Gradually reduce supervision, and check work occasionally against quality and quantity standards.

3.Correct faulty work patterns that start to emerge and do it before they become habits.

4.Praise satisfactory work.

• Job Rotation: In order to provide their employees with experience in various positions, some companies encourage staff rotation from one role to another. Every move from one position to another is normally preceded by a direct instruction session. In addition to providing variety in their daily work, this technique helps the organization during vacations, absences, resignations, etc. Both the active participation of the employee and the high degree of transfer constitute important advantages of job rotation. Apprentice expert relationship: In training techniques that use a relationship between a teacher and an apprentice, clear advantages are seen in the feedback obtained practically immediately, especially for the group of skilled workers, such as: plumbers,carpenters and shoe experts.

2. Techniques applied outside the workplace:

• Conferences, videos and films, audiovisuals and the like: Conferences, the exhibition of videos, films, audiovisuals, etc. they tend to rely more on communication and less on imitation and active participation. Conferences generally allow economy of time as well as resources; Other methods may require longer preparation times and more substantial budgets.

The low levels of participation, feedback, transfers and repetition that these techniques show can greatly improve when round tables and discussion sessions are organized at the end of the exhibition.

The practice of displaying an audiovisual on special occasions, such as a new employee's first contact with the organization, a sales convention, or a special celebration, has become popular in many companies; Others lean towards movies, videos, professional exhibitors.

There is a training method, in addition that given its possibility of instantaneous feedback and indefinite repetition it is very different from the others: computer simulations.

For training and development purposes this method often takes the form of games. Players make a decision and the computer determines the outcome depending on their programming. This technique is widely used to train managers in decision-making, a field in which successful and error learning processes are very expensive.

• Simulation of actual conditions: In order to prevent instruction from interfering with the organization's normal operations, some companies use facilities that simulate actual operating conditions. Example: banks and large hotel facilities.

When these techniques are used, special areas are proposed, equipped with equipment similar to that used on the job. This technique allows for remarkable transfer, repetition, and participation as well as meaningful organization of materials and feedback.

• Acting or sociodrama: The acting technique or sociodrama forces the person being trained to design various identities. A driver of a truck that distributes furniture, for example, may be asked to play the role of the warehouse dispatcher who delivers the merchandise (merchandise), and the dispatcher who assumes the duties of the driver. They are then asked to carry out a common action in their daily work, such as sending a living room set to a sector of the city.

It is very common for each participant to tend to expose the behavior of the other. One of the fruits that are usually obtained is that each participant gets to see himself in the way that his coworkers perceive him.

Likewise, this experience can create better bonds of friendship, as well as tolerance of individual differences. This technique is used for changing attitudes and developing better human relationships. Currently all trainees participate and get very high quality feedback. The inclusion of other learning principles depends on the situation.

A major departure from that technique has led to sessions in which employees practice especially important skills, such as a sales interview, a disciplinary session, or a meeting during which a supervisor must motivate his subordinates. Obviously, real life does not allow representations or preparation of these fields and mistakes are usually very expensive.

• Case study: By studying a specific real or simulated situation, the trainee learns about the actions that it is desirable to learn in similar circumstances. For this, it has the suggestions of other people, as well as their own. In addition to learning through the case study, the person can develop decision-making skills. When the cases are well selected, have relevance and resemble daily circumstances, there is also a certain transfer. There is also the advantage of participation through case discussion. It is not frequent to find elements of feedback and repetition Reading, individual studies, programmed instruction:The subjects of instruction for individual learning are very useful in circumstances of geographic dispersion, for example, or of great difficulty in gathering a group of assistants to a training program. Also, these techniques are used in cases where learning requires little interaction.

This modality can include courses based on readings, recordings, scheduled instruction booklets and certain computer programs.

Scheduled instruction booklets usually consist of brochures with a series of questions and answers. After reading and answering a question, the reader verifies her answer, if it was correct, she continues. If not, recheck the theory to discover the cause of your error.

Certain computer programs can replace the scheduled instruction booklets. Starting from very similar theoretical approaches, they allow you to advance in a certain topic at the desired pace. Especially encouraged by the rapid popularity of personal computers, these materials have become widely available.

The programmed materials provide elements of participation, repetition, relevance and feedback. Transfer tends to be low.

• Laboratory training (sensitization): Laboratory training is a form of group training. It is used first of all to develop interpersonal skills. It can also be used for the development of knowledge, skills and appropriate behaviors for future job responsibilities. Participants aim to improve their HR skills by better understanding themselves and other people.

This technique aims to share experiences and analyze feelings, behaviors, perceptions and reactions that these experiences provoke. Usually a psychology professional is used as the moderator for these sessions.

The process is based on participation, feedback and repetition. A common form of laboratory training aims to develop the ability to perceive the feelings and attitudes of other people.

Step Three: Running the Training

It presupposes the instructor / apprentice pairing.

Apprentices are people located at any hierarchical level of the company and who need to learn, or improve the knowledge they have about an activity or job.

Instructors are people located at any hierarchical level, experts or specialized in a certain activity or job and who transmit their knowledge in an organized way to the apprentices.

Furthermore, training presupposes an instruction / learning relationship.

Instruction is the organized teaching of a certain task or activity. Learning is the incorporation into the behavior of the individual of what was instructed.

The execution of the training will depend mainly on the following factors:

Adaptation of the training program to the needs of the organization.

The decision to establish certain training programs should depend on the need to prepare certain employees or improve the level of available employees. Training must be the solution to the problems that gave rise to diagnosed or perceived needs.

The quality of the training material presented.

The teaching material should be carefully planned, in order to facilitate the execution of the training. The teaching material seeks to specify the instruction, properly objectifying, facilitate the understanding of the apprentice by the use of audiovisual resources, increase the performance of the training and rationalize the task of the instructor.

The cooperation of the bosses and leaders of the company.

Training should be done with all company personnel, at all levels and functions. Its maintenance implies a considerable amount of effort and enthusiasm on the part of all the participants in the task, in addition to implying a cost that must be considered as an investment that will capitalize dividends in the medium and short term and not as a superfluous expense.

There is a need for a spirit of staff cooperation and the support of leaders, as all managers and supervisors must participate effectively in program implementation. We know that a director has a lot of decisive influence on the life of a supervisor and, in the same way, this one on each one of the employees.

The best training a superior can have is to have proper and open direction, and the best training an employee can have is to have efficient supervision.

The quality and preparation of the instructors.

The success of the execution will depend on the interest, effort and training of the instructors. The selection criteria of the instructors is very important. These must meet certain personal qualities: ease for human relationships, motivation for function, reasoning, didactic abilities, easy exposure, in addition to knowledge of the specialty.

The instructors may be selected from among the various levels and areas of the company. They must be fully aware of the responsibilities of the role and willing to assume it. The task is not easy and involves some personal sacrifices. As the instructor will be constantly in contact with the apprentices, the training of the apprentices depends on him.

It is very important that this instructor meets a certain number of requirements. The greater the degree to which the instructor has such requirements, the better she will perform her role.

The quality of the apprentices.

Apparently, the quality of the apprentices substantially influences the results of the training program. So much so that the best results are obtained with an adequate selection of the apprentices, depending on the form and content of the program of the training objectives, so that the most suitable personnel are available for each job.

Step Four: Evaluation of training results.

The final stage of the training process is the evaluation of the results obtained.

One of the problems related to any training program concerns the evaluation of its efficiency.

This evaluation must consider two main aspects:

1. Determine to what extent the training actually produced the desired changes in employee behavior. Show if the training results are related to the achievement of the company's goals.

Change process:

The training and development process constitutes a process of change. Mediocre employees become capable workers, and current workers are likely to develop to fulfill new responsibilities.

In order to verify the success of a program, personnel managers should insist on the systematic evaluation of their activity.

The evaluation stages of a training process:

The evaluation stages of a training process

First of all, it is necessary to establish evaluation standards before the training process begins.

It is also necessary to provide participants with a pre-training exam and the comparison between the two results will verify the scope of the program. If the improvement is significant, they will have fully achieved their objectives, if all evaluation standards are met and if there is a transfer to the job.

The criteria used to evaluate the effectiveness of the training are based on the results that refer to:

• Trainees' reactions to program content and overall process Events that have been acquired through the training process Changes in behavior resulting from the training course Results or measurable improvements for each member of the organization as a lower rate of turnover, accidents or absenteeism.

In addition, it will be necessary to determine if the training techniques used are more effective than others that could be considered. Training can also be compared to other approaches to developing human resources, such as improving selection techniques or studying production operations.

Business-level assessment

Training is one of the means of increasing effectiveness and should provide results such as:

1. Increased organizational effectiveness. Improved company image. Improved organizational climate. Better relations between company and employee. Ease of change and innovation. Increased efficiency.

Evaluation at the level of human resources.

Training should provide results such as:

1. Reduce staff turnover. Reduce absenteeism. Increase individual employee efficiency. Increase people's skills. Increase people's knowledge. Change people's attitudes and behaviors.

Assessment at task and operations level

At this level, training can provide results such as:

1. Increased productivity. Improved quality of products and services. Reduced production cycle. Reduced training time. Reduced accident rate. Reduced maintenance index of machines and equipment.

Training Project

It is no longer enough to summon the best, now companies must find intelligent alternatives to retain their talented employees. As a result, professionals increasingly demand benefits and achieve them. After all, the new paradigm indicates that the best company is the one with the trained people.

Again, the Organization that is the reason for our study is FUESMEN, (Foundation School of Nuclear Medicine), which a few days ago received a Pepsiclotron as a donation from the National Atomic Energy Commission.

The Pepsiclotron in a very high-tech apparatus, which works by performing positron emission tomography. This machinery injects radioactive material, mostly made of glucose, and allows you to visualize the areas where the cancer will metastasize.

The pepsiclotron has a value of $ 1,835,754.59, but for the foundation its acquisition does not imply a monetary outlay, since it is a donation.

However, its maintenance is expensive, so 100% of its capacity must be used, in order to amortize maintenance costs.

This implies that the personnel who work with the equipment are highly trained and know all its functions.

There are currently three people working in the PEP area: the PEP specialist doctor, a Physicist and a Technician.

The need for training stems from the great specification that is necessary for the management and maintenance of the Pepsiclotron.

Training covers only the PEP area and is part of a greater need, so it is a top priority. The PEP area is made up, as previously clarified by three people, the doctor, the physicist and a technician.

Training is constant, since the advancement of technology and medical science does not stop.

The time available for training is 6 months.

The probable cost of the training is US $ 7,800

We have to take into account that there is an agreement with the Pittsburg Hospital, which is the only place in the world where it is trained to use and maintain it, in which it is stated that training in the management and maintenance of PEP technology It is free, so we only have to consider only the expenses of the trip and the stay.

ITEM	DETAIL	COST	FREQUENCY	TOTAL
Airfare	Mza-Santiago Santiago-San Francisco	130.00 + 27.30 (VAT) 639.00 + 70.00 (Tax)	Only Only	$ 996.30 (per person)
Viaticals	Rental Foods Others	400.00 200.00 200.00	Monthly	$ 800.00 per month for expenses for all three

In tickets the amount of $ 2,988.90 is disbursed

In per diem the amount of $ 800.00 per month is disbursed, which is equivalent to 4,800.00, so the cost of the training is $ 7,788.90.

The cost of the training is assumed by the Government of the Province of Mendoza, the National University of Cuyo and FUESMEN

Training is conducted by Pittsburg hospital staff.

Training Summary

What should be taught?

The use and maintenance of the Pepcyclotron and the handling of radioactive material.

Who should learn?

Members of the PEP department (the PEP specialist physician, Physicist and Technician).

When should it be taught?

As soon as possible.

Where should it be taught?

The only place in the world where he trains, at the Pittsburg Hospital, in the United States.

How should it be taught?

Theoretical and practical.

Who trains?

Personnel specialized in the subject.

conclusion

Technological differences are no longer a value to be considered by the consumer. This attracts consequences:

On the one hand, the continuous organizational effort to reduce expenses and, on the other hand, regarding Human Resources, the structures are modified, creating positions with broader responsibilities.

To achieve this, personnel with certain capacities and trained to fulfill functions less limited to a specialty are required.

Profitability is achieved from the good performance of people who work in a company.

The future will depend on how organizations care about the performance of their people.

Good performance will be synonymous with better quality products and services, high productivity and permanent innovations that allow profitable competition.

Many authors speak of a new era, the information age.

Today the change is permanent, which is why a continuous diagnosis is necessary. Much of the permanent difficulties experienced in an organization comes from the adaptation of the worker to an ideal of work, work environment and the reality that demands higher demands.

The worker will demand as a response from the company their possibility of "employability". Employability can be achieved the greater the preparation of it in the development of its potential, aimed at improving the skills acquired.

The company requires trained collaborators. The new factors in a competitive advantage are information and knowledge. In these two factors taken as a pillar, creativity, innovation and customer response will not be possible according to their demand. Those who respond to this are the workers, when they are trained and motivated to do so.

The potential of the people who work in an organization is the ability of people to assume positions of greater complexity or level, to maintain their current position in the face of the foreseeable evolution of the function in the future, according to technological changes and the influence of strategies designed for the pursuit of business success.

Thus, the long-term development of Human Resources, or training for a specific position, is becoming increasingly important. Both concepts, development and training, help enrich the worker's capacity for innovation and creativity.

As a complement to this document, we suggest the video conference "Training in the company" given by Professor Rita González Fernández, from the School of Business and Management, through which you will have the opportunity to learn more about how to incorporate the training and development of people in business strategy, what is the methodology to design a training plan in the company, how should a training department be organized and how to obtain the maximum profitability from the training budget.

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