In the new theory of organizations, different conceptual models are approached that value the contribution of people to companies; the theories, models and tools that arise daily, as a result of research and the incessant search for archetypes that allow the organization to guarantee profitability, growth and permanence (three pillars that JP Sallenave proposed at the time), have made that the history of the administration recognizes the passage of solid organizations, where a good part of the whole corresponded to the structure, to the physical, to the tangible, to the permanent in time, to a new model of organizations where what is valued more intangible, the virtual, the temporary and what has been called liquid organizations.
This step, painful for some of the companies and which for others even meant the end of the venture, has allowed it to go from the workforce to the work of the mind. The incorporation of new technologies and the appearance of new business laws have made organizations have to adapt to new business models that make managerial decisions about product, service, production, finance, etc., more volatile, which has led to organizations are impacted and impact in an increasingly changing and demanding environment regarding barriers to entry and permanence in the business.
New technologies and the availability of the web to generate new and better businesses make knowledge cease to be the property of a few privileged people and become the patrimony of the organization and even humanity itself, secrets have disappeared, everything is susceptible to be found, debated, accepted or rejected, copied or improved. We speak then of the management of knowledge and human capital as valid alternatives to incorporate new ways of managing in the company.
There are still many organizations that consider that they have knowledge that differentiates them from others in the market, even people who hide their knowledge to maintain their position, it is news then that those times are in the past and will not return because the deposit of knowledge ceased to be temporary and geographical.
This brief reflection is intended to express an opinion on the evidence that nothing is hidden anymore and that what will make the difference is not what is known but the way it is applied in the development of the business. It is then not only about using the available knowledge but also about becoming agents capable of creating and building new knowledge that go beyond simple instrumentalist pragmatic thinking that reduces knowledge to its usefulness and practicality.
In this sense, I want to dedicate the following lines to the responsibility of management to seek and find talents that can consolidate the learning processes within the organization, since many times a lot of money is spent trying to find conceptual answers and Theoretical in other instances and on many occasions the answer that will make the difference to improve performance, increase productivity and be more competitive, is found within the organization.
The globalization that has led to making the phrase “think global, act local” a reality poses the challenge of making the daily work of the organization valid and valuable since its results will be seen, valued and used in any corner of the world. The world does not sleep and we need to identify the unintentional moments of truth that the organization causes around the world through the accidental presences we make when visiting the web.
The search for internal instructors who contribute and generate value to the management of the organization starts from recognizing that we have the best work team and that they will be responsible for multiplying the specific knowledge that allows our organization to remain in the market competition.
In the first place, it is essential to have training policies that allow delimiting the scope of the human development process in the organization, they must express the different components that characterize the expectations compared to the expected performances and establish the aid that the collaborators will receive in their interest in consolidating knowledge and skills in the development of the position.
In some of its formulations, the training and development policies of the company must contemplate and value the contribution of the people who have the most knowledge, within the organization, either because of their practical experience or because of academic updates carried out in specialized centers. Likewise, the importance of promoting within each work group the multiplication of the learning obtained in third instances should be considered, this will be part of the knowledge transfer process and the best way to multiply the learning of the members of the different teams of work.
Discovering talent, within the organization, may not be so easy if you do not have tools that allow you to qualify and qualify the ideal people to become teachers and facilitators of learning processes on specific topics. Selecting possible instructors implies establishing a profile that leads us to integrate a model that assumes the need for the organization to enhance the performance of each employee by recognizing the contribution that those who have been recognized for their experience or conceptual knowledge as teachers within the organization.
Regarding the profile of the instructor, it is necessary to be clear that knowledge about the specific topic is not enough, it is necessary that whoever is going to take on the challenge of becoming a teacher or facilitator within the organization, must also have the ability to converting the theoretical into practical, the conceptual into the experiential, and therefore capable of generating learning processes for a specific group of people, must therefore assess their performance and design a pedagogical model that allows them to abandon the heights of assumptions and be capable of propose cases, problems, exercises, simulations, role plays, etc… that allow them not only to teach but also to allow others to learn.
It should be remembered here that it is about strengthening the skills of the instructors as such, that is, it is not about finding instructors selected solely for their intellectual capacity or for their experience in the execution of the task, it is about motivating in the instructor's potential as a facilitator of learning for tangible and measurable improvements in job performance.
In a practical way, I would say that it is necessary to submit the selected instructors to training on topics associated with pedagogy in such a way that they can receive from the company the principles and foundations required to adequately transmit the knowledge at the previously established level of depth.; It is even convenient to start thinking about the possibility of having a staff of internal facilitators who are available, depending on the topics, to be multipliers of technical and specific knowledge to those who have just arrived at the organization, for example, or to have an update program such that it allows these professionals to be sent to courses, diplomas,specializations and even specific programs and at the same time establish a plan for the transfer and communication of learning within the company.
This group of in-house trainers can mobilize the initiative to turn the training process into a training driver for labor certification, for example. The instructors must have special recognition from the organization in such a way that they feel part of a management that participates directly in the achievement of corporate purposes. This point is critically important as it may be the reason an in-house instructor program makes or breaks. The definition of compensation and recognitions must conform to the policies of the organization's human development program.
A practical component but that I do not want to leave out of this reflection, has to do with the need for evaluation and feedback of the internal instructional process, it is necessary to consider then in this exercise several ways of carrying it out, for example it can include written evaluations made by the instructor, self-evaluations, individual and group review meetings to discuss the teaching experience and also meetings with participants to recognize strengths and weaknesses of the instructors.
Having a team of internal instructors can lead to a practical and challenging exercise at the same time and is to create improvement teams, in the best style of the Deming model, but with an orientation more to align the academic with the practical in reality business, in such a way that instructors are not only for specific events but they can think about the development of practical research projects that end with models applicable to the organization, in this sense you can refer to the invitation that Tom Peters makes us in Re-imagine where the challenge is to enable people to become differentiating agents capable of taking the organization to innovative stages of productivity.
I hope that these brief reflections are reason to continue the search for new schemes capable of enhancing the capacities of the talent that every day struggles in our organizations to be recognized and to contribute even more to the management they carry out.
