The theme of values acquires relevance from the influence of its management in raising the effectiveness of organizations. In this sense, it is beneficial to promote social support in staff training actions, to strengthen the organization's values regarding solidarity and cohesion. This article addresses the importance of Values Management as an ideal conceptual tool to integrate strategic planning with human capital management. The role of training in strengthening the organization's values is also discussed.
Introduction
Transforming work activity into an activity that enhances the growth and development of each individual and the company constitutes an urgent need in the organizational context.
The theme of values, an essential component of organizational culture, is of interest from the influence of cultural management on the integration of organizations and their adaptation to the environment.
Among the management models that focus their attention on the development of values are the Management by values (DPV) and the one presented by the Cuban Standards for the Integrated Management of Human Capital.
The Integrated Human Capital Management System (SGICH) comprises the set of policies, objectives, responsibilities, regulations, functions and techniques that allow the internal integration of human capital management processes and their external integration with the organization's strategy, supported by labor competencies.
This Cuban Standard proposes that labor competencies are a synergistic set of knowledge, skills, experiences, feelings, attitudes, motivations, personal characteristics and values, associated with superior performance of the worker and the organization, in accordance with technical, productive demands. and services.
It is an essential requirement that these competencies be observable, measurable and that they contribute to the achievement of the organization's objectives, a requirement also present in the DPV.
Among the practices that facilitate the development of organizational values are those that promote social support systems with the aim of improving teamwork, group performance, and labor productivity. There are also practices that conceive training as a process of change from the curricular design itself, consistently using participatory methodology.
Development
Organizational values and culture
Organizational culture plays an important role in man's adaptation to work and, therefore, contributes to the conformity of the working environment in a harmonious or antagonistic environment. When a new employee arrives at the entity, he must learn what the basic assumptions, values and socially accepted ways of doing are, if he does not succeed, he feels unfit and his performance is not effective.
Organizational culture, according to the author Edgar Schein (1988) constitutes a model of the basic assumptions that have exerted enough influence on the groups to be considered valid and, consequently, be taught to new members as the correct way of perceiving, think and feel those problems. The assumptions are invented, discovered or developed by a group as they learn to cope with their problems of external adaptation and internal integration.
In his methodological proposal, E. Schein places the values at the intermediate level between the level of the productions and that of the basic assumptions.
The level of values expresses conceptions of the world, ideas of what should be, of what is right, what is ethical. In the organizational field, values create a sense of identity, establish frameworks for implementing practices, policies, and procedures, establish a framework for evaluating the effectiveness of their implementation, as well as determining how resources are managed.. They are able to motivate staff and reduce confusion throughout the organizational system. In this sense, values serve to solve the basic problems of integrating groups into their internal processes and, with this, strengthen their capacity for survival and adaptation. They arise linked to the ideas of influential people, group leaders, and as they become generalized they become assumptions.
Among the dimensions proposed by E. Schein for the study of the presumptions is that related to the nature of human relationships. This dimension addresses the nature of the group and exerts a great influence on interpersonal and intergroup relationships, which in turn condition the operation of the organization. The nature of human relationships can adopt different projections, so the basic relationship unit adopts a markedly individualistic or supportive position, depending on whether the group is considered more important than the individual, or vice versa. For example, in the Cuban business culture, people are encouraged to be in solidarity, collaborate with each other, respect each other and establish a good deal with others.
The assumptions about the nature of human relationships are the result of group learning, on the basis of which is the need to face problematic situations together, as well as to jointly conceive alternative solutions until the most appropriate ones are implemented.
Organizational values and social support
Multiple and increasingly frequent are the critical events that work groups face: organizational changes, interpersonal conflicts, communication barriers, organizational problems, work accidents, etc. Many of these events become sources of stress and in today's workplace, stress represents a growing health problem due to the notable increase in symptoms and diseases associated with it.
Among the protective agents against stress, social support stands out. Lin and Cols (1986), cited by Barrón, A. (1996), point out social support as instrumental or expressive provisions, real or perceived, provided by the community, social networks and close friends. Social support is a psychosocial factor that refers to qualitative and quantitative aspects of interpersonal relationships in various social areas, including work, and that reflect the meaning of such relationships for the performance of the individual in the group, thus facilitating achievement of objectives related to well-being, adjustment and productivity.
In the field of health, numerous programs are developed to create and strengthen support systems, based on a group perspective, with the aim of promoting individual, group and community health.
Similar to what happens with values, social support has an essentially interactive connotation that emerges from interpersonal relationships. It constitutes a process subject to group, cultural and social norms and implies the joint action of related individuals, with a common or complementary history, needs and interests. Many of the norms that are at the base of helping behaviors not only pursue the well-being of the person in trouble, but also support integration and quality in the permanence of the groups, even in non-problematic contexts, since these norms are built on the basis of values such as solidarity and cohesion, values that also support integration and quality in the permanence of groups in organizations.
Social support meets basic human needs related to communication, security, a sense of belonging, self-dignity and reliable interdependence in establishing healthy and functional reciprocal relationships. The establishment and maintenance of functional and healthy interpersonal relationships are essential for the harmonious operation of an organization, which is why in the organizational field it is appropriate to develop programs that promote social support systems with the aim of improving teamwork. group performance, labor productivity and the strengthening of organizational values such as cohesion and solidarity.
Values are formed and this is a highly complex process where knowledge, emotions and behavior patterns are learned, skills and attitudes are developed. To facilitate this learning process and achieve the strengthening of the desired values, it is necessary to give priority to the training and management processes.
Development of organizational values
The definitions of the term values highlight that they constitute the meanings shared by the members of the group. The process of building shared meanings is complex and requires time, as well as proper management, which must be coherently materialized in organizational strategies, policies and practices.
Among the management models that focus their attention on the development of values are the Management by values (DPV) and the Integrated Human Capital Management System (SGICH).
Operation in the organization is determined, to some extent, by the values it possesses, which will function as an operating and guidance system, which indicates the appropriate way to solve problems and the alternatives to prioritize. That is why value management must focus on creating mechanisms or strategies to accelerate the emergence and fixation of such organizational values. In this sense, the Direction for Values (DPV) constitutes a strategic leadership tool that introduces the dimension of the person in managerial thinking and in daily practice.
It is also an ideal conceptual tool to integrate strategic planning with human capital management, since by channeling the organization towards achieving its strategic vision it simplifies organizational complexity.
The DPV seeks that the members of the business organization commit themselves and act coherently with respect to the business philosophy. It is precisely, based on the dynamics established between personal and organizational values, that the existence of shared values and distanced values can be found. Shared values are those that the favorable organization and the workers assume with great importance. When there are differences between the significance given by the organization and that attributed by its members, they are called distanced values.
In every human group there are beliefs and values, what the DPV is about is that the workers of each organization manage to share those values that need to be hierarchized by virtue of achieving efficiency, effectiveness and effectiveness, as well as the satisfaction and commitment of the workers with the organization, its objectives and goals.
Among the methodological theoretical contributions proposed in different researches consulted, the criteria of CD Llorca (2006) are of great importance. CD Llorca proposes the development of a Values Strategy (EDV) referring to the values that must be promoted in an organization so that they are recognized and practiced by all. This implies creating a culture, that is, developing a system of beliefs and values that people and groups judge as valid and can adapt to the environment and integrate internally, perceiving them as the correct way of thinking and feeling to act.
La EDV trata acerca del desarrollo de valores personales, grupales y organizacionales. Esto significa que es necesario modelar cuáles son las mejores alternativas para alinear los valores personales (aquellos que determinan comportamientos individuales), con los valores organizacionales (aquellos que deben determinar los comportamientos que respondan a los objetivos organizacionales) y buscar en este alineamiento la coherencia, la congruencia y la consistencia entre los valores personales y los organizacionales.
What offers coherence and synergy to these elements are the core beliefs and values of the organization, which are the basis and support of the entire system. Thus, any company that pretends to be culturally structured must have explicitly defined two large groups of shared values or principles, which guide its daily action goals: the strategic or final values -associated with its vision and mission- and the operational or shared values -associated with the way of thinking and doing things with which the organization intends to face the demands of the environment and integrate its internal tensions to achieve its vision and mission- (García, S. and Dolan, S., 1997).
These values constitute the very essence of the Management by Values. In order to achieve its definition and its real regulation in business operation and management, the participation of workers, the proper management of organizational communication and having an integrated system of human capital are essential.
The Cuban Standards for the Integrated Management of Human Capital present a model made up of 9 modules that make up the Integrated Management System for Human Capital: Work Organization, Selection and integration, training and development, Occupational Health and Safety, Performance Evaluation, Institutional communication, Self-control, Material and moral stimulation and Labor Competencies.
The family comprises three rules:
NC-3000 - Integrated Human Capital Management System - Vocabulary.
NC-3001 - Integrated Human Capital Management System - Requirements.
NC- 3002 - Integrated Human Capital Management System - Implementation.
The management model presented by the Cuban Rules for the Integrated Management of Human Capital 3000 -02: 2007 has the shape of an atom, representing that all subsystems are interrelated with each other, an interrelation that is based on labor competencies.
Another Cuban Standard, 702: 09 is aimed at integrating the work of the SGICH Training and Professional Development subsystem, on the basis of labor competencies, in Safety and Health, however, it promotes a training approach feasible to apply in different subjects, not only in Health and Safety.
In this Standard, training is conceived as a dynamic, flexible process, with a focus on values, aimed at the continuous improvement of the performance and competencies of the workers and leaders based on the management's strategy and goals. It also states that the training will be participatory, interactive, functional, attractive, motivating and that the organization will leave evidence that it is understood and assimilated.
Among the human capital processes, training plays a leading role in strengthening the declared values and in the proper implementation of the DPV. Numerous works address the importance of the role of teachers as facilitators of organizational changes and in the shaping of organizational culture from the very design of training actions.
Currently, curricular design occupies an important place in the field of contemporary pedagogical research and practice. It is project and process at the same time and is not only linked to the transmission of knowledge, but is also intrinsically linked to the definition of objectives, methods and procedures through which participants in training actions develop their competences. Curriculum Design also addresses with special attention the components of the professional pedagogical process to create specific ways for workers to think, feel, work and act in the face of problems in the work environment.
In this sense, among the current trends in curricular design is that related to strengthening the formation of values, together with specific professional technical training. It is, essentially, in the organizational context, to prepare and educate workers with an active attitude towards understanding and assimilating the culture of the organization, rather than preparing it only to be used only as an instrument of the production process or of service.
The educational objectives define the professional characteristics, the ethical and humanistic training of those who participate in the training actions. They respond to a social assignment determined by business needs, such as contributing to the development of business values. In this endeavor, the Participatory Methodology is very useful.
Participatory Methodology means more than implementing educational strategies using participatory techniques, it means conceiving that the starting point is what the group knows, lives and feels, of the different situations and problems they face in life. Participatory Techniques facilitate the learning process by developing a group process of discussion and reflection, by enriching individual knowledge and enhancing collective knowledge, developing a common reflective experience and the collective construction of knowledge, a process in which we are all participants in its elaboration and therefore, also of its practical implications.
Conceiving training as a process of change implies conceiving learning associated with a change in behavior, which involves knowledge, skills, interests, values, attitudes, perceptions, etc., and allows the development of those competencies that allow new things to be done in correspondence with organizational objectives.
Specifically, for the proper implementation of the DPV and the Integrated Human Capital Management System, it is essential to socialize the rules of action to follow to strengthen values in daily processes and in projects that seek to change human behavior.
Conclusions
• Programs to create and strengthen social support systems are benchmarks for conducting business practices that pay for coordinated work between people based on organizational objectives.
• Training has a leading role in strengthening the declared values and in the proper implementation of the DPV.
• Achieving organizational objectives requires an integrated approach to the different business projects, especially those that are taxed by the DPV and Human Capital Management, which, in addition to the economic and organizational impact, have a high impact on the formation of business culture.
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