The design of work in organizations implies, in its management, involving people in their tasks and capitalizing on their talent and ability to achieve results by generating greater initiative and employee participation in the formulation of goals and in the media. to achieve them, in addition to simplifying the work, it provides satisfaction at a personal and professional level.
Under the focus of beliefs in the design of work with the participation of the employee by involving him in substantive activities of an organization, this receptive work is presented under the test figure.
Introduction
The design of work in organizations must take into account the fulfillment of challenging goals that make sense for the employee. So the specification of the goals and tasks to be fulfilled in their interpersonal relationships and with the expected task includes the design of the work.
Every time people are assigned a job, they are given instructions or authority to perform tasks and meet goals. Consciously and unconsciously, managers, members of directed or self-directed work teams, change the work-related tasks of employees.
As the tasks and means to carry them out change, managers and teams need to know how to design and redesign jobs in a formal way to make them motivating, meaningful and productive according to their possibilities and resources within their reach. This is why, in the design of the positions, the needs and goals of the employee and the organization must be taken into account. (Hellriegel Don, 1999)
Companies need to follow a model that can be used in any department, that helps improve performance, where work is pleasant, where people feel good and above all, are more productive. That allow them to develop their capacities and abilities in their technical and generic competences as necessary capacities to carry out a very diverse set of actions, such as generating a network of links, transmitting ideas and concepts clearly and convincingly, interacting in interdisciplinary groups, negotiate and generate agreements, make decisions, select and share knowledge, among others.
It happens in many companies that hierarchical personnel with excellent training do not achieve the required performance because they do not interact effectively with other areas, do not correctly negotiate emerging conflicts or fail to lead their work team. Without the necessary competencies to manage in this network of links, the best professional may see their performance spoiled. Acting competently implies knowing how to adequately combine and integrate a set of technical and generic competences, and as someone progresses in their working career, the greater the number and diversity of generic competences that will be required to carry out their activities. effectively.
By using the competencies of employees to create and deliver quality products and services, which may not be fulfilled on a daily basis, so when implementing improvements in work design, they impact customer service. With the direct benefit to the employee in a personal way and in the market share in which the organization is immersed through the design or redesign of its work, its participation. Their degree of involvement in the generation of profits.
Theories of beliefs, for involvement versus simplification of the task.
A contribution to job design should include employee participation as a process in which subordinates share a significant degree of decision-making power with their immediate superiors. This means joint decision-making, those who know the most contribute the most and therefore make better decisions, increasing the need for group work, collaboratively, by the interaction between departments in the organization, increasing commitment to decisions.
In reality, it may be that in decisions to involve subordinates, the beliefs that immediate superiors have to take actions to empower them in administrative procedures, play a decisive and paramount role in their execution, saving fear that is sometimes unfounded and not measured, of losing authority and power.
In this tenor of ideas, it is worth mentioning that beliefs are taken into consideration in the theory of reasoned action (TRA) that was developed by Martin Fishbein and Icek Ajzen (1975, 1980). This theory is a general model of the relationships between attitudes, convictions, social pressure, intentions, and behavior. Actions are based on individual attitudes, so a theory of action essentially consists of a description of attitudes. The information that allows their formation is of a cognitive, affective and behavioral type. (S. Worchel, 2000)
Cognitive information refers to the beliefs and knowledge that we have about an object, in this case, in the profile of the subordinate. Similarly, information about other people is based on these components and is an important cause of the formation of our affective response.
Behavioral information also influences attitudes, as we evaluate our own attitudes similar to how we do with those of others. Beliefs based on direct experiences with an object are more accessible than beliefs based on indirect experiences.
Beliefs are also included in the theory of justification, part of the theory of knowledge (also sometimes called epistemology or epistemology) that deals with the support or endorsement that is advanced in favor of or owns a belief, whether informal - such as a point of view or opinion - or formal - such as a (logical) proposition or a scientific theory. (Villoro, 1982)
From Plato's definition of knowledge as true and justified belief, it is generally considered that having a justification is an indispensable requirement for such beliefs to constitute legitimate knowledge, that is, to be considered valid. If a belief is justified, it is because there is something that supports it: the justifiers, explanations or reasons why an individual or group may consider it appropriate or legitimate to accept a belief or theory. Justification theory refers to those explanations or reasons.
Considering the suggestion of Luis Villoro, who, even though he admits that a belief may be based on empirical reasons, such as the presumed perception of certain empirical data, which is not always the result of an argument or reasoning, attributes to these reasons a weight not only decisive but exclusive to discern which beliefs have epistemic value. This does not imply denying the importance of the truth, but the reasons serve, according to that author, as the sole criterion of truth.
However, the term reasons can simply be any argument put forward regarding why something is believed or done. For example, Villoro gives the term a very broad meaning, which covers all kinds of articulated answers to the question why? Someone can, in fact, give reasons that are not shared or difficult to express, as is the case with many affections and certain personal experiences, including, at least, some sensations and perceptions. Such reasons can be pointed out as very understandable by those who have or have experienced it, without a third party having to share them or even accept them in any way. These are reasons that we can understand and accept at least tentatively,Although we do not share them and we are not able to establish with absolute certainty that whoever claims to possess or feel them actually feels them.
In job slang, the reasons for job design can be based on the beliefs of designing managerial positions for men, in sales areas for women; in operational areas for men, in requesting age requirements up to 45 years, for the belief that an adult person in her second or third job will no longer have the productivity of a young person from 18 to 35 years old without counting the experience, culture. Knowing how to handle frustration, focus of control, working under pressure, managing scarcity, working under pressure, generating self-motivation and in current times being able to survive crises and be able to be a mentor,a natural and experiential coaching for the seedbed of young people who enter organizations in the transmission of knowledge and tasks with humanism.
In daily life there are many types of explanations (personal, general or common, ethical, rational, scientific, legal, epistemic) that, depending on the context, can be argued to justify an belief or action. For example, what can be considered an acceptable explanation of why someone drinks coffee, goes to mass, may be different from what is considered to be an acceptable justification for the claim that apples fall due to a universal or scientific law, the death sentence of some individual.
From this general point of view, it is generally considered that the justification must be adequate to the content and purpose of what it seeks to justify and, consequently, they can be categorized as related to:
• Individual beliefs: An informal belief; manifested as personal opinion by an individual. Even though such assertions generally involve a claim to manifest objective truth, it represents a truth with no requirement for validity or intersubjective reality. For example, such a personal opinion may be amply justified by faith or a personal feeling or experience.
• A formal belief, or reasoned individual opinion. Such assertions imply an explicit claim to correspond to the facts or to be valid. Attempts to justify this category of beliefs include personal experiences, supposed correspondences to general principles or schemes (such as ethics or some theory); the use or application of some method designed to produce truth (for example, the Deductive Logical Method or Scientific Method).
More general beliefs or views whose expression generally represents the belief of a group with (at least some) claim to manifest objective truth. It represents a probable truth, convenient or appropriate to a specific situation according to one or more individuals. (Examples include from religions to schools of thought from different disciplines). These beliefs generally form a set of statements that can be:
a) Cultural: when the content refers to acceptance by a specific group or cultural field such as:
Public opinion: The justification refers to the social acceptance of the cognitive content as probable or adequate truth to a certain field of knowledge within a certain social group or society and acquires, according to circumstances, a certain normative character.
b) Moral or ethical: Justification by the social norms of coexistence.
c) Scientific: when the justification meets certain requirements demanded by the scientific community, according to the field of reality in question.
d) Legal: Some argue that this is the most precise or exact type of justification, given that the criminal legal process is designed, at least in the Anglo-Saxon system, to demonstrate the correctness of a condemnatory opinion "beyond of any reasonable doubt. While the level of certainty demanded of a scientific theory is only to show to a reasonable person the probability that what is stated is correct.
e) Logical or mathematical: those generally suggested have absolute certainty on principle. (Since they use deductive logic.
Models of involvement in the task as enrichment of work and personal satisfaction
Empowering employees to take on more responsibilities and participation in planning, organizing, monitoring, and evaluating their own performance is called job enrichment (Hellriegel Don, 1999). The work enrichment approach originated in the 1940s at International Business Machines (IBM). During the 1950s the group of companies interested in enriching work grew slowly. However, successful experiments, which were widely publicized by AT%, Texas Instruments (TI) and Imperial Chemical, eventually led to increased awareness of work enrichment and interest in this approach in the 1960s. Techniques used to enrich jobs are specific to the job being designed or redesigned.
The Participatory Management Model, involves people in decision-making, requires commitment from people and shared authority, being a challenge for managers who have been educated and practiced in autocratic leadership, who due to their experience have exercised power over others. Making their management participatory places them in the belief that they will lose control of them. Reason more than enough to resist change, veiled resistance that impacts results in terms of productivity and profitability for the organization and for followers in motivation and organizational climate.
So the styles to direct or lead the effort and talent of others depend mainly on three criteria:
Firstly, it takes into account the Personality of the person who directs or leads. People have a vision of reality on which they base their experience, which inclines them to be "autocrats" or, on the contrary, to give the greatest freedom to subordinates such as country club style or laissez faire.
The second criterion refers to the Work or the task to be performed. Sometimes the task is very structured and does not allow flexibility in its performance, such as in production processes and some services, or on the contrary, it requires from people all their initiative and creativity as in the areas of promotion or product design. and services.
And in the third criterion the maturity of the participants is taken into account. Responsible individuals are committed to their tasks and can have complete freedom to define their tasks and the means to accomplish them. The immatures need close supervision, since without the control of their activities they would not achieve the result.
These criteria have served as a basis for students of human behavior in the context of administrative economic sciences, to typify managerial styles, which in summary classify them in (Garza Treviño, 2000):
Autocratic style, where all power and authority is centralized. The subordinates only follow instructions, they do not participate in decision making. Based on the belief that the role of the administrator plays in thinking and deciding and that of the subordinates in doing what is indicated to them without questioning it. The basic idea of this style is that the boss knows what to do and the subordinate does not.
Benevolent or paternalistic Autocrat style. It retains all the authority and power to make decisions. The difference from the autocratic type is that the actions and relationships between the boss and the subordinates are friendly and cordial. The belief is that the boss decides what is best for her collaborators.
Leave-in or Laissez Faire style. The administrator delegates her power and authority to the group. The group is the one that decides and the boss is in charge of executing the decision.
The Advisory style delegates a lot of authority since the administrator wants to obtain ideas from his subordinates, but without the commitment to carry them out. They consult but do not commit to the suggestions received, study them and decide. On many occasions employees who have consultative-style bosses are discouraged because they believe that not all of their ideas and suggestions are carried out by what the boss decides and does not clarify or explain the cause of their decisions.
Instead, the participatory management model allows administrators to truly share their power and authority in decision making. The subordinates actively participate and help the group leader to make their decisions. Everyone participates in a meaningful way and decisions are made in a group, therefore, the boss decides based on group consensus. The boss has to manage the conflict due to the dynamics in which he is involved, and he must constructively guide the differences for the benefit of people and the organization, contrary to the belief that by delegating authority and power are minimized and loses control by direct supervision.
The work is enriched by involving people in their tasks, in capitalizing on their talent and ability to achieve results by generating greater initiative and participation of employees in the formulation of goals and in the means to achieve them, it also allows them to they can design their own tasks according to the purposes of the organization.
When the work is routine, it is advisable to redesign the tasks under the Participatory Management model, by standardizing them. When the possibilities of facing the problems or the opportunities are multiple and little known, when the knowledge or information lies in the subordinates. Also when decisions do not require speed and there is little time to participate. Another reason is when it is desirable to have the commitment of the staff and the subordinates consider their participation legitimate due to having experiences and maturity and finally when the Manager is willing to take risks, in the belief that he can obtain expected or adverse results.
There is a belief that the Participatory Administration model is a form of administration characterized by tolerance, weakness and permissiveness, a distorted criterion of true participation, because participating means jointly committing to the achievement of goals, in a Shared but responsible authority with the achievement and results, each involved assuming his part in the results obtained.
Possibly participation as a management formula is not the solution to all the problems of an organization, nor is it a way of managing that can be applied in all circumstances. Although the traditional model of managing has been autocratic for being "the art of leading" where managers thought, supervisors spoke, and employees did. Until the Elton Mayo studies in 1926 were the first to reveal that people's participation and involvement in their tasks allowed them to achieve better results.
Traditional administration is centralized in the talent, capacity and experience of the bosses or directors. A group of people achieves what the boss wants to achieve. Instead, participatory administration tries to change the leadership style of those who lead a group, transforming it into a leader and facilitator of the talent and capacity of people, therefore, when resistance is presented due to the fear and insecurity that it causes.
The objectives of participatory administration according to William Anthony (1984) are: (Garza Treviño, 2000)
• Improve the quality of Administrative decisions
• Improve employee productivity.
• Improve morale and satisfaction of people at work
• Train the organization to better respond to the demands of the environment in which it operates.
Participation as an organizational work formula achieves indirect benefits due to the work style that is applied in the daily life of the company, as there is a greater availability to accept changes, a greater commitment of employees to the organization, greater trust in management and improve teamwork by simplifying tasks and sharing a management vision.
Lorenzo Servitje, President of Grupo Bimbo, (1981) groups the forms of participation into the following categories: (Garza Treviño, 2000)
• Participation in information. The most basic participation is that every member of the organization has the information she requires in the tasks and activities she performs.
• Participation in the Advisory. Administrators should facilitate the process of consulting their subordinates. This means not only recognizing that they are the ones who know the tasks they perform, but that they have their knowledge and experience. The organization obtains better results when the managers are consulted with the people who work in the company.
• Participation in decisions. People should be allowed to make decisions about their activities and tasks. Also, involve them in work teams to diagnose, evaluate and decide on the relevant aspects of the organization.
• Participation of results. The awards, recognitions. Achievements obtained among others, must be shared by the people who have generated them. Participation of the results is to better remunerate those who have the greatest contribution to achieve the results. The distribution of profits is one of the legal formulas to recognize the contribution of people in the profits of the company.
• Participation in property. It means sharing part of the company with the people who work in it, paying part of the capital for their seniority, talent, contribution, support and / or loyalty. It is a selective participation that is difficult to manage in practice. Participating in property is taking the risks of the shareholder, an attitude not common in most people
Contribution to the enrichment of the task in the achievement of results, the enrichment of skills and abilities of the employee. They are amalgamated with two important values, which is respect and tolerance for the points of view of others and for individual work.
Among the means of participation in an organization we find the following 2:
1.- Work Style. The way in which an organization works indicates whether participatory administration is present or absent in the relationships between its members in the way they communicate, how decisions are made, how information is generated and disseminated, which and how the meetings are carried out in the company, how structured are the tasks that are carried out, how the objectives of the departments are set, if there is freedom to propose changes or suggestions.
2.- Work Teams. People share resources, time, spaces or purposes, but if they do not achieve results, they are not a real team. The organization's results depend on effectiveness. Groups do not always succeed in becoming work teams.
The participatory methodologies that can be applied as part of the design in the enrichment of the work, are:
Management by Objectives. It was the first attempt to boost people's participation in organizations. Its purpose is to analyze and resolve the common interests of the tasks to be performed, as well as clearly define the purposes, expected results and performance indicators or standards. Unfortunately in Mexico, it became a performance control mechanism, whereby bosses defined objectives, imposed them on subordinates, and demanded results.
The sinerequipos, is a methodology developed by Ichack Adizes, adapted as an instrument of diagnosis and organizational change. It consists of involving employees in the diagnosis of the company and in the search for solutions for the company, from the CEO to the operators. It portrays the symptoms of the company, generates solutions and is integrated into implantation teams or sinerequipos. Employees discover that they are able to participate in a process of corporate democracy, in which their ideas can be considered and applied if the group deems it of value. Start of listening to others and an important part in the redesign of the work.
The Job Characteristics Model takes into account five characteristics, which are fundamental to the work enrichment effort due to its significance for the employee. (Hellriegel Don, 1999), which are defined below:
1.- Variety of skills-The degree to which a job requires a variety of personal skills to perform it
2.- Task Identity-The degree to which a job requires completion of a complete and identifiable piece or part of work, that is, doing a task from start to finish with an observable result.
3.- Importance of the task- The degree to which the employee perceives the job as something with an important impact on the lives of other people, whether they are people inside the organization or outside it.-
4.- Autonomy- the degree to which the job grants “empowerment” and discretion to the employee to schedule the tasks and determine the procedures that will be used to carry them out.
5.- Work feedback- the degree to which the performance of work-related tasks provides the person with direct and clear information on the effectiveness of their performance.
conclusion
In order for an organization to be competitive in the contexts and areas where it has its territoriality, it has to design and redesign the tasks that involve its activities both internally and with its internal functional areas, taking first the resource-capital-human factor by be the most important part in its management and operations. This leads to placing special emphasis on the design and redesign of the work, by the quantitative and qualitative parts in which it is measured in terms of performance, use, productivity and profitability.
As beings of contexts and situations, the employee requires an engineering or reengineering of processes that allow him to insert himself into the world of work, for his growth and development in the fields of work, professional and all that society and culture entail in his medium.
En el contexto latinoamericano, las cúpulas de poder a nivel organizacional todavía se mueven en la centralización y detención del poder como parte de las variopintas creencias que persisten en el temor de que por medio de la participación activa al darle empoderamiento y facultades en las gestiones y toma de decisiones el empleado se fortalece y pasa a ser una competencia y fuente de poder laboral, de que es mejor seguir en la cotidianeidad, de que aplicar el proceso será un gasto y no se le visualiza como inversión a corto, mediano o largo plazo. De que una vez capacitado o desarrollado busque su mejora en otros lares. Posiblemente por los prejuicios de resultados pasados en otras organizaciones o por la cultura a nivel organizacional que se viene arrastrando y que por temor a los desconocido se evita para no correr riesgos.
Due to the results that have been obtained in advanced and emerging economies where the enrichment of work and personal satisfaction go hand in hand with the invisible part of the psychological contract that the employee celebrates when he is an active part of a country's GDP and makes it a part of their motivation and permanence.
In the current times, of crisis, immediacy, uncertainty and high competitiveness, organizations can implement actions or programs that enrich the design of their organizations so that in the absence of economic growth and difficulty for their permanence and maintenance in the markets, serve as a castling in the meaning of work and the quality of life of the motor that moves them: in their appreciation as a human being.
Bibliography
• Hellriegel Don, Slocum Jr., John W, et al Organizational Behavior. Thomson, 1999, Mexico.
• Garza Treviño, Gerardo. Contemporary Administration, Mc Graw Hill, 2000, Mexico.
• S. Worchel, J. Cooper, GR Goethals, J. Olson. Social psychology. Thomson Editores, 1999, Mexico.
• Villoro, Luis. Believe, Know, Know. Edit. 21st century, 1982, Mexico.
