Let us now work on training. Above all, it is a process of professional personal development, it is getting in shape to practice professional practices. Formation and formator are increasingly linked to the evolution of the problem of production, and especially of the production of work.
Sometimes one is immersed in the tasks of the day and day and it is useful for us to stop and ask ourselves how we are doing our work. For this, it is useful to have a check list that allows us to quickly “take a picture” of the current state of our competitions.
This check list can be useful to us in two ways: if we dedicate ourselves to training as independent consultants, to see how we are positioned; And if we work in an organization as responsible for HR or the Training area, to evaluate our suppliers in this area and our own actions when working on a project internally.
Before sharing this checklist with you, I would like to comment on what I understand by competencies and training.
Spencer and Spencer, in the book Competence at work, models for superior performance (1993), define them as "an underlying characteristic of an individual that is coincidentally related to a standard level of effectiveness and / or superior performance in a job or situation". They include skills, knowledge, self-concept, personality traits, attitudes, and values.
Claude Levy-Leboyer, professor of psychology at work, performs an interesting account of the word and its use in Spanish in his book Gestión por Competencias (1997), and offers six meanings and their respective examples:
- As an authority: being under someone's competence; the jurisdiction of the case falls within my jurisdiction; etc.
- As training: he is incompetent because he is not prepared; demonstrated his linguistic competence by speaking English; etc.
- Competition: they are being tested through competition; thanks to competition prices decrease; etc.
- Qualification: we hire him for his professional competence; equal powers, equivalent remuneration; etc.
- Incumbency: such matters are within my own competence; we are expanding our scope of competences; etc.
- Sufficiency: they have certified their labor competence for their position; if they take away those powers, the position loses status; etc.
Let us now work on training. Above all, it is a process of professional personal development, it is getting in shape to practice professional practices. Formation and formator are increasingly linked to the evolution of the problem of production, and especially of the production of work.
Giles Ferry presents us, in the book Pedagogy of training (1997): “This presupposes knowledge, skills, a certain representation of the work that I am going to do, of the profession that I am going to exercise, the conception of the role, etc. Reflecting is at the same time reflecting and trying to understand, and at that moment there is training ”
As if to warm up with the check list, I will list what are the tasks of the person in charge / consultant of the training, according to this same author, and on which I relied for its preparation:
Know how to manage an organization.
Know how to analyze the environment.
Know how to conceive a device.
Know how to build the partnership between all the members of the group.
Know how to build an operational plan.
Know how to implement training.
Know how to evaluate.
Know how to spread, capitalize.
I hope that this checklist that I am going to present to you will be useful to think about your own training, as a process of permanent change and improvement.
Competency 1: Understand the environment and organization:
Identify the strategic, tactical and operational objectives of the organization.
Recognize the features of the culture of that organization.
Identify the organization's relationships with its environment and its impact on it.
Discover the impact on individual and collective actors
Competency 2: Analyze the situation:
Identify actors involved in the specific situation.
Describe the problem to be solved, obstacles and supporting factors.
Involve all the actors in the diagnosis of the situation.
Carry out a complete diagnosis of the situation, identifying "internal partners".
Competency 3: Define devices:
Select a realistic strategy, including possibilities and risks.
Analyze the feasibility of the device and each of its stages.
Possess alternative strategies.
Set objectives together with those responsible and "internal partners".
Define the methodology for preparing the device to be proposed.
Apply administrative, technical and financial procedures.
Competency 4: Prepare training plans:
Define the objectives of the action.
Determine stages and means of the project in action.
Design the evaluation device.
Define objectives and global characteristics of the available resources.
Select resources offered by the market and negotiate their adaptation with suppliers.
Determine stages and means for the construction of instruments and devices and their evaluation.
Describe the conditions necessary for the application to those responsible and “internal partners”.
Competency 5: Implement training plans:
Drive implementation based on events (flexibility).
Ensure follow-up of the implementation.
Conduct a collective work.
Involve the actors at every moment of the implementation.
Apply the evaluation device.
Competency 6: Audit and evaluate:
Involve the different actors.
Propose a procedure and methods of implementation.
Define and implement monitoring.
Define and foresee the treatment of difficulties and enhancement of achievements.
Regularly report to actors the results obtained and unforeseen effects.
Competition 7: Negotiate:
Communicate through the different means available.
Prepare arguments and anticipate questions.
Report the results to the different actors and agree on new alternatives.
Respect ethical rules and accept different points of view.
Competence 8: Valorise:
Document the projects, each of its stages and decision making.
Capitalize on the experiences, drawing lessons from your own and from each of the actors involved.
Disseminate and transfer what has been done.
