Training of personnel based on labor competencies

Organizations use human, material, financial and technological resources for the production of goods and services, generating different degrees of profitability. Globally, human resources are a key factor in achieving strategic objectives.

For this reason, the importance of Human Resources Administration has been increasing, as companies increasingly require highly qualified and motivated personnel to be able to adapt to the constant changes in the environment.

With the premise that the organizations will be able to fulfill the established objectives to the extent that their personnel perform effectively; so that their knowledge, skills, attitudes and behavior lead to corporate success, consequently they must have a workforce capable of accepting change and motivated to continually develop. Being necessary to recognize the importance of training and the development of human resources as a fundamental part of achieving organizational goals.

analysis-of-training-needs-based-on-the-model-of-competencies

The competency model or profile provides training with a series of methods and techniques that allow the individual to strengthen those key competencies to achieve excellent performance. The comparison between the competency model and the competencies that the individual really possesses reveals the resulting gap between current performance and what it should be, thus managing to identify the training needs to be covered.

Knowing what these needs are through the theory of competences gives the company the opportunity to establish clearer concepts about specific aspects of knowledge, behavior, attitudes, abilities, motivations, character traits, and skills directly involved in functions. and tasks that the individual performs in his work. This will allow the training plans that are developed to pursue more specific purposes, obtaining results in the short and medium term, preventing the objectives of said plan from being diverted to areas that are difficult to develop, thus losing resources.

The Association of Teachers of the Central University of Venezuela is a trade union that associates professors and retirees and members of the academic staff (UCV teachers and researchers).

Once created, operational and serving its objectives, the Association of Professors of the Central University of Venezuela was concerned with the social protection of the university professor, his family group and his workers. The creation of a nonprofit and private foundation on October 24, 1958, which they called the Instituto de Previsión del Profesorado de la Universidad Central de Venezuela, responds to this.

The administrative unit responsible for the personnel administration function, within both institutions, is called the Human Resources Office, which is in charge of planning, coordinating, designing, executing and controlling the development and administration policies, standards and procedures. of human resources and is responsible for the application of the Collective Labor Agreement.

Next, it is detailed how this report is structured:

In the first chapter the training subsystem will be described, which includes the definition, objectives, importance, training methods and techniques, responsible for the training and the types of training. Also training as a system. In the second chapter, the process of detecting training needs will be exposed. It includes definition, objectives, advantages, classification of detection of training needs, levels of analysis, means and importance of detecting training needs.. In the third chapter, the competency management model will be analyzed and includes the historical evolution of the competency model, definition, types of competences, procedure to develop a competence model, competence profile,components and their application in human resource management. In the fourth chapter, the proposal of the training needs detection instrument based on the competencies model will be presented, which includes the title, descriptive synthesis, objectives, its design and proposed goals. In the fifth chapter, the importance of the competition model in the process of detecting training needs in an organization will be highlighted. In the following part of the report, the conclusions derived from the analysis of the bibliography consulted and the proposal are contemplated. Subsequently, a series of suggested recommendations will be mentioned after the completion of this report, and finally the bibliography consulted for the completion of this report is mentioned..In the fourth chapter, the proposal of the training needs detection instrument based on the competencies model will be presented, which includes the title, descriptive synthesis, objectives, its design and proposed goals. In the fifth chapter, the importance of the competition model in the process of detecting training needs in an organization will be highlighted. In the following part of the report, the conclusions derived from the analysis of the bibliography consulted and the proposal are contemplated. Subsequently, a series of suggested recommendations will be mentioned after the completion of this report, and finally the bibliography consulted for the completion of this report is mentioned..In the fourth chapter, the proposal of the training needs detection instrument based on the competencies model will be presented, which includes the title, descriptive synthesis, objectives, its design and proposed goals. In the fifth chapter, the importance of the competition model in the process of detecting training needs in an organization will be highlighted. In the following part of the report, the conclusions derived from the analysis of the bibliography consulted and the proposal are contemplated. Subsequently, a series of suggested recommendations will be mentioned after the completion of this report, and finally the bibliography consulted for the completion of this report is mentioned..which includes the title, descriptive synthesis, objectives, its design and proposed goals. In the fifth chapter, the importance of the competition model in the process of detecting training needs in an organization will be highlighted. In the following part of the report, the conclusions derived from the analysis of the bibliography consulted and the proposal are contemplated. Subsequently, a series of suggested recommendations will be mentioned after the completion of this report, and finally the bibliography consulted for the completion of this report is mentioned..which includes the title, descriptive synthesis, objectives, its design and proposed goals. In the fifth chapter, the importance of the competition model in the process of detecting training needs in an organization will be highlighted. In the following part of the report, the conclusions derived from the analysis of the bibliography consulted and the proposal are contemplated. Subsequently, a series of suggested recommendations will be mentioned after the completion of this report, and finally the bibliography consulted for the completion of this report is mentioned..In the following part of the report, the conclusions derived from the analysis of the bibliography consulted and the proposal are contemplated. Subsequently, a series of suggested recommendations will be mentioned after the completion of this report, and finally the bibliography consulted for the completion of this report is mentioned..In the following part of the report, the conclusions derived from the analysis of the bibliography consulted and the proposal are contemplated. Subsequently, a series of suggested recommendations will be mentioned after the completion of this report, and finally the bibliography consulted for the completion of this report is mentioned..

goals

General objective

Analyze the Training Needs Detection Process based on the Competency Model

Specific objectives

Describe the Training Subsystem in Organizations Describe the Process for Detecting Training Needs in Organizations Analyze the Competency Management Model Present a Proposal for Detection of Training Needs based on the Competition Model for the Association of Professors of the Central University of Venezuela and of the Institute of Prevision of the Profesorado of the Central University of VenezuelaHighlight the Importance of the Detection of Training Needs with the Approach of Competition

Description of the training subsystem

This chapter defines the conceptual bases of the training process in training organizations, methods and techniques and those responsible for it. Also the types of training and training as a system.

Training constitutes a subsystem of great importance for the achievement of the mission and strategies of any company, since currently the advances in science, technological advances, the growth of organizations and the increasing demand of customers make individuals within companies are permanently subjected to learning processes that lead them to be updated or prepare for a future in the short, medium and long term. This continuous preparation is accomplished through an effective training system.

Definition of Training

Amaro (1990), describes training as ¨ the process by which the company encourages the worker to increase their knowledge, abilities and skills to increase the efficiency in the execution of tasks and thus contribute to their own well-being and that of the institution ¨ (p. 266).

Training can also be defined as a teaching-learning process that allows the individual to acquire and / or develop knowledge, abilities, skills and improve attitudes towards work, in order to achieve efficient performance in their job position. From this definition it can be deduced that the training constitutes a guided or directed learning, by means of which the acquisition of new behaviors or behavior changes already observed is achieved by a new desired behavior.

For his part, Chiavenato (1995) defines training as: ¨ a short-term educational process applied in a systematic and organized way, through which people learn knowledge, skills and abilities based on defined objectives ¨ (pg. 416).

Likewise, this author considers that training constitutes the intentional act of providing the means to make learning experiences possible in a positive and beneficial sense, completing and reinforcing them with an activity planned so that individuals at all levels of the company can develop more quickly their knowledge and those skills and abilities that will benefit both them and the company itself. This is how the training covers a programmed sequence of events, and can be viewed, as a whole, as a process.

Training Objectives

The main objectives of the training and development subsystem are the following:

Prepare personnel for the immediate execution of the various peculiar tasks of the organization. Provide personnel opportunities for continuous development in their current positions, as well as in other functions for which the person can be considered. Change the attitude of people, to create a more satisfactory climate among employees, increase motivation and make them more receptive to supervision and management techniques.

Importance of Training

Training can be essential to ensure satisfactory execution of work, and it is also a fundamental tool to carry out career plans, transfers, promotions and changes caused by new technologies.

Likewise, training is oriented towards achieving organizational development, so it is necessary to prepare individuals so that they are capable of holding higher positions than they currently hold. Therefore, it provides a means of preparing low-level employees to promote them to supervisory positions, as well as to improve their level of competence and ability to carry out their current duties.

Therefore, it can be affirmed that the importance of an efficient training system lies in that it allows company personnel to carry out their activities with the level of efficiency required by their jobs, which consequently contributes to their self-realization and to the achievement of organizational objectives.

Other benefits that training offers are the following:

Improve work systems and methods Improve the communication process in the company Reduce rejections and waste in production and / or services Reduce absences and staff turnover Reduce costs for maintenance of machinery, equipment, etc. Reduce learning time Reduce workload from bosses Reduce costs for extraordinary jobs Reduce work accidents.

Finally, for training to be an effective instrument, it must be an orderly system applied to the solution of organizational problems and the achievement of company objectives.

Training Methods and Techniques

There are many ways to deliver training, but according to Sikula and McKenna's (1992) approach, the most common training methods are as follows:

On-the-job training. It consists of the worker acquiring the knowledge, abilities and / or skills necessary to carry out the tasks that make up his job. The main advantage of this method is that the person learns with the current equipment and in their work environment. Vestibular school. Your goal is to quickly teach the procedures for a specific job the new worker is going to do. This method is most appropriate when many new employees are to be trained at the same time for the same type of work. Demonstration and Example. A demonstration comprises a description of the use of experiments or examples. In this method the supervisor performs the tasks, explaining step by step the "why" and the "how" of the work. The simulation.It is a technique that is an exact replica of the real conditions that exist in the workplace. This method is used when actual practice in the workplace involves high risk or that could cause waste of material, serious injury or damage to equipment. Learning. It consists of training specialized workers. An apprentice is a student who, through an agreement between the institution and the company, establishes for a specified period to occupy a position or perform a trade in the company for their training. Methods in classrooms. It is one of the most widely used methods today and consists of instruction in places similar to classrooms or auditoriums. This method is used when concepts, theories, and problem solving skills are to be taught.It is suitable for technical, professional and administrative staff, where they are expected to acquire specific knowledge. The most common methods are conference, round table, case studies, role playing, and scheduled instruction. Other training methods. It is impossible to identify and classify all the methods and techniques that are used to train people.

Figure 1 shows the training methods described. The different forms and types of employee training methods are highly related, making it difficult to say whether an employee uses a single method or multiple methods.

Figure 1. Training methods. Taken from Sikula's "Personnel Administration", A. and McKenna, JF, 1992, (p.158)

After detecting the training needs, the next phases are the choice of techniques to use in the training program, in order to obtain the greatest usefulness of the learning to be imparted and at the lowest possible cost to the organization.

According to Idalberto Chiavenato, (1995), training techniques can be classified in terms of use, time and place of application. (see table 1)

Table 1

Training techniques

TYPES	CLASSIFICATION	PURPOSE	MEDIA
Regarding the Use	1. Content-oriented training	Transmit knowledge or information	Reading techniques, individual resources, scheduled instruction, etc.
	2. Process-oriented training	Change attitudes, develop self-awareness and skill development	Role-playing, group training, sensitivity training, etc.
	3. Mixed training	Transmit information, change attitudes and behaviors	Conferences, case studies, simulations, games, job rotation, etc.
In terms of time	1. Induction training or integration in the company	Adaptation and initial setting of the new employee	Induction Program
	2. Post-worker training	Constant training, to improve employee performance	Workplace training and off-site training
Regarding the Place of Application	1. Workplace training	Transmit necessary training to employees	Rotation of positions, training of tasks, etc.
	2. Training outside the workplace	Transmit knowledge and skills	Exhibition rooms, case studies, simulations, video conferences, dramatization, etc.

Source: self made

Responsible for Training

Training can take on a variety of configurations ranging from a very centralized model in the staff organ (Personnel Department) to a too decentralized model in the line organs. These two extreme situations are not satisfactory.

In order for there really to be line responsibility and staff function in training, the preferred situation would be the balanced model, in which the line body assumes responsibility for the training and obtains specialized advice from the staff body in the form of needs determination. and training diagnostics and programming of the same. (Chiavenato, 1995, p. 419).

Thus, the primary responsibility for the training of personnel falls on the respective leadership.

Likewise, Sikula and McKenna (1992) highlight four people responsible for the training process, namely:

Senior Management Responsibility: the highest level executives must support and approve the training programs, authorizing the budget for their execution. The executives determine the general philosophy of the organization and establish in general terms, where the training programs will be directed. Thus, once the policies are established, the responsibility for executing them depends on other administrative levels. Human Resources Responsibility: the human resources manager or the head of the training unit or department is the person who has direct responsibility for the company training programs.

This person should consider the training policies formulated by Senior Management and carry them out. It is the person in charge of human resources management or training who has the final responsibility for determining the needs and implementing the programs, as well as evaluating their effectiveness.

Responsibility of Supervisors: Once policies and planning are established, part of the responsibility for training rests with immediate managers and supervisors. Once the program is established, its effectiveness will depend largely on the efforts of managers and supervisors to help their subordinates. These managers must be aware of the benefits that the training program will bring to the organization. Employee Responsibility: It is important that the employees who are going to receive the training are mentally willing and positive. If the workers do not have an appropriate attitude or are willing to receive the training in a receptive manner, the plan will fail. The program will be effective to the extent that employees have a good disposition towards it.

Types of Training

Training in terms of the purposes involved from the point of view of human resources as such, aims to provide a series of training levels that according to Gómez-Mejías, L., Balkin, DB and Cardy, RL (1997) can be classify into:

Skills Training. It consists of giving the individual a set of knowledge, abilities and skills on which fundamental foundations already exist and is intended to reinforce already acquired behaviors. Recycling Training. It consists of providing the individual with the set of knowledge and skills for the performance of a new function, task or set of tasks different from the area of work they perform. Interdisciplinary Training. It consists of training employees so that they can perform tasks in areas other than the assigned positions. Training in Teamwork. It consists of forming teams of workers to have different points of view. Training in Creativity. It is based on the assumption that creativity can be learned. There are different ways of approaching creativity teaching,all of them trying to help people solve problems in new ways. The most common is the use of the brainstorm. Literacy Course. They are literacy programs that focus on the basic skills required to carry out a job properly.

Training as a System

For training to be effective it must function as a system, that is, as a set of elements organized and interrelated with a common purpose.

In general, the training system should comprise the following phases:

Diagnosis of Training Needs. Planning of Training. Execution of Training. Evaluation and Control of Results

Because the training is a continuous process, the aforementioned phases must be carried out sequentially, which means that in order to carry out the training process, it is essential to first diagnose the real needs of training, once those susceptible to correction with the training have been identified, the Training Plan is designed. Subsequently, its execution is carried out and finally, the results are monitored and analyzed, providing feedback on this information. (see figure 2)

Diagnosis of the Situation

Strategy Decision

Implementation or Action

Evaluation and Control

Satisfactory Results

Feedback

· Achievement of the objectives of the roganization

· Determination of the basic requirements of the workforce

· Performance evaluation results

· Analysis of problems in production (a priori or a posteriori)

· Analysis of personnel problems

· Analysis of reports and other data

· Who to train

· How to train

· What to train

· Where to train

· When to train

· How much to train

· Who will train

· Application of the programs by the consultancy, by the line or in combination

· Tracing

· Verification or measurement

· Comparison of the current situation with the previous situation

Feedback

Unsatisfactory Results

Figure 2. Training process. Taken from "Administration of Human Resources" of Idalberto Chiavenato, 1995, (p.420)

As the training needs detection process is the starting point of the training process and this report is based on the analysis of the needs detection, in the next chapter this process will be more specifically detailed.

Description of the training needs detection process

In this chapter, the process of detecting training needs in organizations will be developed in detail.

The first phase of the training and development process is the detection of training needs because it allows obtaining information regarding the individuals who must be trained. What they should be trained in, when they are required to be trained, and also what organizational and individual needs will be met. This information will allow the training to be programmed in a useful and effective way for both the individual and the organization.

Defining Training Needs Detection

Before specifying what the training needs detection process is, it is important to point out that a training need is the difference between the current and desired level of efficiency.

According to Mauro Rodríguez and Patricia Rodríguez (1991) "the need for training is the quantifiable difference between a" being "and a" must be "; between the performance demanded by a position and that of the people who occupy it. "(P. 63)

Therefore, the detection of training needs can be defined as the investigation process that allows establishing the difference between the existing work situation and the norm or performance pattern established as a requirement of the position.

In the process of detecting training needs, the supervisor should intervene, who is the most appropriate person to know the characteristics of his staff and the unit responsible for training as an advisor.

Objectives of the Detection of Training Needs

The diagnosis of training needs aims to achieve the following specific objectives:

Determine the problematic situations of a company, classify the symptoms that appear and investigate the causes that originated them. Gather the necessary information to determine the ideal situation in which the institution should operate (determine what should be done in the company). potential of human resources. Determine the situation in which the company and its collaborators really fulfill their functions (determine what is actually done). Carry out a comparative analysis between what should be done or what happens and what is actually done or happens, pinpointing differences.Determine whether human resource needs can be met through training activities.Define and describe who needs training, in what areas and when.Establish plans and programs to carry out activities,according to the assigned priorities.

Advantages of Detecting Training Needs

Among the advantages obtained by applying the training needs detection process are the following:

Saves time and money by directing efforts appropriately Allows all training activities to be started on a solid and realistic basis Anticipates future changes so that when they arise they will not cause problems It encourages the discovery of personnel failures and lays the groundwork To avoid the problem of lack of suitable employees for the jobs, Discover problems in the administrative procedures that are affecting the operation of the institution, Lay the necessary bases for the correct evaluation of jobs, originating the just remuneration, Generate a favorable attitude in all the personnel from the company to training activities, because they will solve real and concrete problems.

Classification of Training Needs

Training needs can be classified into:

Covert

They are presented as a direct or indirect cause of problems that occur in the organization for that reason to determine them a thorough investigation is necessary. Such research in many cases uncovers not only the training needs of the staff but also the situations that impede the proper functioning of the company. This type of need occurs in the following situations:

In productivity: it is not possible to comply with the programs In the organization of the institution: total or partial absence of policies, unclear objectives, communication or defective, etc. In behavior: negative attitudes, duplication of responsibilities, high rate of absenteeism and delays etc.

Manifest

They are presented as a direct cause of the problem and do not require any investigation to determine them, since the symptom and cause are known. This type of training needs occurs in the following cases:

When the company has new workers When the workers are transferred or promoted When the machinery and / or tools are replaced or modified Workers about to retire Changes in work procedures, methods, administrative systems, policies and rules

Analysis Levels

McGehee and Thayer (1986) point out that the detection of training needs must be carried out at three (3) different levels of analysis: Organizational Analysis, Human Resources Analysis and Operations and Task Analysis.

Organizational Analysis. It covers the study of the company as a whole: its mission, objectives, its resources, the distribution of those resources to achieve objectives, the analysis of its environment, which includes the socio-economic and technological environment where the organization operates.

Organizational analysis helps to resolve the question of what needs to be taught in terms of a broad plan and sets the training philosophy for the entire company.

Human Resources Analysis. This level of analysis seeks to verify whether human resources are sufficient, both quantitatively and qualitatively, for the current and future activities of the organization, which is why it is also understood as the analysis of the workforce.

Human analysis focuses on man, that is, the worker, this involves two things: determining the skills, knowledge and attitudes of the person who occupies the position and the skills, knowledge and attitudes that must be developed to satisfactorily meet the demands of office.

In addition to the stated objectives, this type of analysis aims to determine whether employees who hold high and medium positions are able to advance within the company's job system through training and development or, failing that, the acquisition will be required again personal.

Analysis of Operations and Tasks. It constitutes the process that comprises the decomposition of the occupation into its constituent parts, thus allowing to determine the skills, knowledge and personal qualities, or responsibilities that are required of a worker to perform the functions efficiently. Here the focus is on the task and not on the personnel who carry it out.

For any of the three (3) levels mentioned, the investigated needs must be addressed according to an order of priority or urgency for your satisfaction or solution. (see table 2)

Table 2

Analysis levels

Level of Analysis	System Included	Basic information
Organizational Analysis	Organizational System	Organizational objectives and training philosophy
Analysis of Human Resources	Training System	Analysis of the workforce (analysis of people)
Operations and Tasks Analysis	Skills Acquisition System	Analysis of skills, capacities, attitudes, behaviors and personal characteristics required by the positions (analysis of the positions)

Taken from Idalberto Chiavenato Human Resources Administration, 1995, (p. 422)

Smith and Delahaye (1990) establish another procedure for the detection of training needs which consists of four (4) steps:

Data collection: This stage consists of regularly reviewing the essential data of the organization, in order to have a broad and updated image of what is happening in the company as a whole, being able to first observe the areas of performance problems. The attitudes and behaviors of the workers must be constantly evaluated, as well as the current policies, objectives and norms related to the performance in the job, and must be investigated., or if management requests training for their supervisees. The purpose of the research is to gather more specific and detailed data in the relevant area. Analysis: It consists of a rigorous examination of the input data in order to,delete the information that is not valid, then group and summarize the rest of the data, to draw up the logical conclusions and prepare a detailed report of the situation. Training action: So it can be considered as the first step to implement a Adequate personnel development policy in an organization in order to achieve greater productivity within it and the integral development of individuals.to be able to achieve greater productivity within it and the integral development of individuals.to be able to achieve greater productivity within it and the integral development of individuals.

Means of Detecting Training Needs

The diagnosis of training needs can be made from some information gathering techniques, highlighting the following:

Observation. It is an instrument that allows you to perceive what is happening around you. It offers the advantages of obtaining information as it occurs, it is independent of the desire to inform, since it requires less active cooperation on the part of the subjects. However, it is limited by the duration of events and observation data is often difficult to quantify. It is a printed or written form used to gather information on training needs. It consists of a list of questions intended for one to more subjects. It has the advantages of being anonymous, it can also be administered to a group of individuals simultaneously, in addition, it ensures a certain uniformity in the measurement. It has the disadvantages of being impersonal, the questions can be interpreted in different ways.Method that allows obtaining verbal information from the subject. It offers the following advantages: it can be used in almost all sectors of the population, it is flexible (it allows asking the questions again), and the interviewer can observe not only what the interviewee says, but also how she says it. However, it requires personal form, the interviewer requires a lot of skill to carry out the interview. Performance evaluation. Through performance evaluation, it is possible to discover not only 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. Request for supervisors and managers. When the need for training points to a very high level,managers and supervisors themselves become prone to request training for their staff. Interdepartmental meetings. Interdepartmental discussions about matters concerning business objectives, operational problems, plans for certain objectives and other administrative matters. Job analysis. It is the procedure that studies the job through the direct activities of the worker, to reflect what she does, how she does it, what requirements the execution of the work demands and under what conditions it is carried out. Whenever total or partial modifications of the work routine are introduced, previous training of employees in new work methods and processes is necessary. Exit interview.When the employee is leaving the company, it is the most appropriate time to know not only his honest opinion about the company, but also the reasons that motivated his departure. It is possible that various deficiencies in the organization may emerge, subject to correction. Mixed method. It consists of the combination of the previous methods to obtain more precise and reliable information.

Importance of Detecting Training Needs

The detection of training needs is essential to develop any training action, so it can be considered as the first step to implement an adequate personnel development policy in an organization in order to achieve greater productivity within it. as well as the integral development of individuals.

Likewise, the detection of training needs allows gathering the necessary information to schedule training in a useful and effective way for both the individual and the organization, which will allow achieving:

Increased worker productivity as well as adapting them to progress. Define and solve the growth needs of each worker, through an adequate personnel development policy. Provide opportunities for staff to do a good job, wishing to do a good job and this It is only possible when the organization systematically determines the needs of the staff in order to improve their knowledge, skills and attitudes. Rationalize expenses, avoiding waste of money, time and effort, which occurs when training is not based on current needs. or future.

Because the present study deals with the analysis of the detection of training needs based on the competence model, in the next chapter the Competency Management Model and its impact on human resource management will be described.

The competition management model

In the development of this chapter the following aspects will be described: the background of the competition model, definition, types and procedure to develop a competition model. Likewise, the preparation of the competence profile, components of the competency model, and finally, the applications of the competence model in human resources management will be analyzed.

Having people with the right characteristics has become the guideline for human resource management. This approach, stops perceiving the positions as fixed units, destined to fulfill the functional responsibilities independently of the people who occupy them and tries to transform them into dynamic units that are part of the important processes directed to satisfy expectations and needs of both internal clients and from external clients, where the greatest emphasis is made on the characteristics of the person in charge.

One of the best ways to find out what it takes to achieve successful performance in a given job is by studying individuals who perform successfully in it and analyzing what they do to achieve it. This means making an assessment not of the job, but of the person doing the work. The results of this process provide information that can be used as an input in the different areas of human resources, since they create a common point of reference.

The competition model takes this approach. This is a model that seeks precisely to identify those characteristics that allow people to perform successfully, which have been called competencies. In the context of this chapter, emphasis will be placed on the competency management model.

Background

The movements dedicated to the study of competences began in the late 1960s and early 1970s, the product of a set of investigations carried out in the areas of Industrial and Organizational Psychology, among which are Ghiselli (1966), Mischel (1968), among others. At that time the works on personality and performance were poorly developed, since it had not been proven by traditional methods, aptitude test and content of knowledge or academic titles and merits that there was a direct relationship between one and another element.

This type of problem was the starting point to look for other methods through which a causal relationship between personality and performance was established. One of the first researchers who sought answers on this topic was David McClelland (1973), who formulated a set of variables through which the performance of the individual at work could be predicted and that were not limited by factors of race, sex or socioeconomic, with these variables he identified the principles on which his research was based and were the following:

Using representative samples: comparing people who have clearly succeeded in their work or in interesting aspects of life with other people who have not been successful, in order to identify those personal characteristics associated with success. Identify causal operational ideas and behaviors related to these favorable results. That is, the measurement of "competencies" must involve "open" situations, in which the individual must generate behavior; unlike “response” measures, such as the self-report or the multiple choice test, in which you must choose from among several alternative responses for a detailed structured situation. In real life and at work, such test conditions rarely occur. Usually,The best means of predicting what a person can and wants to do will be what that person spontaneously thinks and does in an unstructured situation, or what they have done in similar situations in the past. (Dalziel, MM, Cubeiro, JC and Fernández, G., 1996, pp. 26-27).

These studies focused on the qualities of individuals, their focus was focused on the evaluation of competencies, seeking to identify in people behaviors and characteristics that allow them to maintain successful performance at work, as opposed to the traditional approach that focused on the elements of work, for example measuring the time an employee spent executing a task.

Subsequently, research was carried out on the method of evaluating competencies, which led to defining the term of competencies.

Definition of Competition

To speak of competition it is necessary to speak of learning. Learning involves acquiring new knowledge and this leads to a change in behavior. Arguably, the goal of that change is to achieve new behaviors that are oriented to achieving goals that a person sets. Taking this to the organizational level, the person could contribute to its success, as long as those personal achievements are effectively coupled with the organizations. The shift to more effective behavior is actually a competition.

Nuñez, Jorge (1997) defines competencies "as the set of knowledge, abilities, skills and attitudes whose application at work translates into superior performance, which contributes to the achievement of key business objectives" (p. 22)

According to Boyatzis, (cited by Dalziel, MA, Cubeiro, JC and Fernández, G., 1996, p. 28) "competence is defined as an underlying characteristic in a person, which is causally related to a successful performance in a job job".

Competencies may consist of motives, character traits, self-concepts, attitudes or values, content of knowledge, or cognitive or behavioral abilities. It can be assumed that you are in the presence of a competition, when there are individual characteristics that can be measured reliably and whose presence can be demonstrated in a significant way among a group of workers.

Competencies can be related to the performance of a person in a position, and can be represented in a causal flow model (see figure 3) that indicates that the motives, character traits, self-concept and knowledge elicited by a situation, serve to predict behavior and an end result. Causal models offer company managers an easy way to assess the risks in choosing candidates for a position.

Figure 3. Model of causal flow of competences. Taken from "The Competences: Key to an Integrated Management of Human Resources" by Dalziel, MM, Cubeiro, JC and Fernández, G., 1996. (p.30)

Types of Competencies

Competences are characteristics that depending on certain situations can become evident in the individual as a representation of knowledge, character traits or attitudes. It is for this reason that whenever a specific positive behavior is manifested in the individual in the performance of her position, a competence will also be present that responds both to the demands of the position and to a specific organizational environment.

The aforementioned elements allow differences between the two groups that are taken to categorize the competences, these are:

Threshold or Essential Competencies. This type of competence refers to the knowledge, skills and abilities that a person needs to achieve a medium or minimally adequate performance. Differentiating Competences. Through these competencies, factors are obtained that distinguish a worker with successful performance from one with medium performance.

The union of the previously described competencies allow creating a pattern and establishing norms to carry out the processes of personnel selection, performance evaluation, career planning, among other areas that make up the human resources unit.

Competencies correspond to the skills that an individual is capable of developing in a given job. It can be assumed that I am in the presence of competition, when there are individual characteristics that can be measured reliably and whose presence can be demonstrated in a meaningful way among a group of workers.

Procedure to develop a Competency Model

As an activity prior to the development of the model or profile of competencies, the analysis of the strategic context should be carried out, which includes the following elements: strategic vision and purpose, processes / workflows, support systems / structures, individual and group competencies, the learning and the cultural context of the organization. Considering these six elements means adopting the competency model to the organization and equipping it with the necessary tools so that it becomes collective learning and organizational changes, that is, a new way of speaking about performance, satisfaction and efficiency in the organization. Each of these elements will be explained below:

Strategic vision and purpose: there must be a direct relationship between the model or profile of competencies and the vision, objectives and goals of the organization. This lays the foundations of the model and ensures the development of the activities that it implies. Processes / workflows: it is the detailed description of the processes, activities, functions and tasks of the people who successfully perform their jobs. Knowledge of the activities carried out in the workplace allows to detect the applications that the competency model may have in the human resources subsystems. Support systems / structures: refers to human, financial, technological, material and managerial resources with those that workers count to perform successfully in their job.In this aspect it also includes those systems or supports that the employee considers should exist to maintain high standards of efficiency at work. Individual and group competences: it is the key point to connect the entire theoretical-technical process that has led to carried out so far with the reality of the company, and the knowledge, abilities, skills, behaviors, attitude and behaviors that the individual possesses and applies to achieve a successful performance in their work. Learning: it is part of a cyclical process, where employees learn and the organization benefits from such learning. Cultural context: it is the factor that determines the environment of the organization, generating socio-cultural conditions that allow the development and application of the competency model or profile.

Considering these six elements allows us to understand what organization we are in, the advantages it has, the resources it has and the problems it faces, but also this information becomes the input to define the method to use to design a model or profile of competences.

Competency Profile

With competencies, individuals must reflect the behaviors required for the future success of the organization. Figure 4 presents the process used to know what are the behaviors and competencies required by people.

Figure 4. Process of defining competency models. Taken from "The Competences: Key to an Integrated Management of Human Resources" by Dalziel, MM, Cubeiro, JC and Fernández, G., 1996. (p.33)

Below is a brief explanation of the process of preparing the competency profile:

Expert Panel

The expert panel performs a current analysis of the challenges faced by the organization represented in the required behaviors. This panel includes a group of directors specialized in human resources who have sufficient knowledge on this subject and several senior and middle management employees, specialists in the various areas of the organization and with a clear vision of the future. To obtain this analysis, the following process is performed:

Find the strengths, weaknesses, opportunities, threats and key factors for the development and success of the organization. In this step, the organization's strategic goals and challenges for the immediate future are established. Once the strategic goals and challenges are obtained, the mission that each organization's job has to fulfill, studied by the panel of experts, is created. of the competencies and behaviors required by people, based on the results of the previous step. To identify the competencies, several techniques can be used, among which are: inventory of competences or a system of experts, among others. Identification of the employees of the organization who already present the competencies and required behaviors that have been obtained by the panel of experts.Critical Incident Interview (EIB)

The use of competence profiles is intended to publicize the behaviors that a person requires to be successful in his or her role. To define competences, it is necessary to take real-life examples of behavior. This is carried out through a series of incident interviews with a certain number of people, which will later become a representative sample, and which demonstrate the type of action that the panel of experts identified as important to the future success of the organization.

Critical incident interviews provide sufficient data and information to identify competencies, and accurate descriptions of critical work behaviors in specific situations.

Among the benefits of Critical Incident Interviews (BEIs) are the following:

Empirical identification of superior competences or different from those generated by the panels of experts. Accuracy about what the superior competences are and how they are expressed in specific jobs and organizations (for example, not only the use of influence, but also examples of how influence is used in a specific situation in the political environment of a specific organization.) No racial, gender, or cultural bias: in fact, the BEI assessment approach has been adopted by Many companies and organizations, because it is presumably valid without bias against minority candidates. (Dalziel, MM, Cubeiro, JC and Fernández, G., The Competences: Key to an Integrated Management of Human Resources, 1996, p. 35)

Analysis of data

All the data obtained from the interviews is analyzed in order to obtain a clear and precise understanding and description of the competences that will be used as the basis for the human resources applications.

Validation

The competency model can be valid through a second series of critical incident interviews, applied to a new group of people and checking if the identified competencies are related to the performance of the workers as identified by the panel of experts.

Application Planning

With the results obtained from the interviews of critical incidents, the analysis of the same and identified the competences, we proceed to create a series of policies and techniques of human resources to carry out the identified competences and thus be able to meet the objectives and goals strategies proposed by the organization.

Final report

As its name indicates, it is to make the final report of the competency profile of the analyzed positions, with all the specifications. (Dalziel, MM, Cubeiro, JC and Fernández, G., 1996)

Components of a Competency Model

The competency model consists of five components, which are the following:

Graphical representation: this graphically and schematically reflects the relationships of the model, the clusters or groups of competences and the names of the competences. Clusters or groups of competences: it is a systematically ordered representation of the competency model. Clusters group competencies according to criteria established in the development of the model; Each competence is grouped with others according to its nature. Name and definition of competences: to achieve an effective understanding of the competences, it is important that both the name and the definition of the competence are carried out clearly and precisely, so that it can be Understandable to anyone who reads it. Behavioral indicators: behavioral indicators or levels of complexity make competences observable or measurable;These help measure some of the ways in which competencies can be demonstrated. In certain competency models the behavioral indicators are generic, which allows their applicability to different functions within a particular family of positions. Behavioral indicators for specific job positions can also be identified. This type of behavioral indicators allow work groups to be developed, since they are easy to transform into assessment instruments, so information on training needs can be obtained. Example of behavior: even when behavioral indicators are a dimensioning element of the Competition, in many cases they are not enough to explain it and makes it simply understandable. When this happens, that is,When a behavioral indicator is not capable of being understood, it is necessary to appeal to the use of examples, translated into possible behaviors associated with that behavioral indicator.

For a further explanation of the components of a competency model, an example of this is given in Figure 5 below.

Cluters

Competency Group: Achievement and Action
Competences	Behavioral Indicators
Initiative. It involves fostering creativity, the ability to make proposals and create the right conditions so that they can be carried out.	- Ability to act in advance of others, to do, say or propose something - Drive towards innovation - Willingness to take action, improve results or create opportunities.
Flexibility. Ease to adapt to the changes that are necessary within the organizational dynamics	- Ability to adopt management processes that induce change, when necessary to implement the organization's change strategy - Ability to understand and adjust to the needs of change required by the organization, by the job and by oneself

Figure 5. Components of a competency model. Source: self made

Application of the Competence Model in Human Resources Management

As previously indicated, the competencies are those that a worker requires or needs to perform efficiently in his job.

As the general aspects of the competition model are not new, the same as the current style of human resource management provides a multi-faceted approach aimed at meeting business objectives and developing individual skills. Several key factors have highlighted the interest in this concept, which includes both strategic planning and the stimulation of high performances and the analysis of results, as well as career planning and the application of contingency plans.

The competition model has applications in all the subsystems that make up human resources and through it you can create human resources policies, standards, procedures and techniques. Figure 6 shows the different elements of integrated human resource management around the competency model.

Figure 6. Integrated human resource management around a clear understanding of core competencies. Taken from “The Competences: Key to an Integrated Management of Human Resources” by Dalziel, MM, Cubeiro, JC and Fernández, g., 1996, (p.36)

The following is a brief explanation of the incidences of the competency model in the different processes of human resource management.

Selection and Recruitment

Every selection system must have the following characteristics:

Select the most suitable personnel to carry out the vacant position Do not have any type of discrimination, for example: sex, race, religion, etc. The cost and effectiveness of the process is justified.

These three characteristics can be achieved through the design and implementation of a selection system based on the competency model. To carry out this system, you must have the necessary skills for a person to perform efficiently in the position to be filled.

Hay Group during its years of study in the various organizations worldwide, has selected 20 generic competences that must be taken into account in the selection process and are grouped into 6 groups. Table 3 details these competencies.

Table 3

Generic skills

Competency Group	Competition
to. Achievement and Action	- Motivation for achievement - Interest in order and quality - Initiative - Information search
b. Help and Service	- Interpersonal sensitivity - Customer service orientation
c. Influence	- Impact and influence - Organizational knowledge - Relationship building
d. Management	- People development - People management - Teamwork and cooperation - Leadership
and. Cognitive	- Analytical thinking - Conceptual thinking - Knowledge and experience
F. Personal efficacy	- Self-control - Self-confidence - Failure behavior - Commitment to the organization

Source: self made

Job Design and Evaluation.

It establishes the charges that will need to be covered and how much those charges will cost the organization, in such a way to obtain a workflow that guarantees the business objectives of the organization.

Performance evaluation.

Supervisors and managers are the people in charge of supplying information regarding the performance of workers in their jobs and indicating their potential and weaknesses.

Remuneration.

The organization will specifically analyze how they will pay people according to their profiles and competencies, based on internal equity and the external market, and taking into account the value of the position within the organization, the results obtained and the capacity and professional talent from the workers.

Potential Assessment.

It is a detailed study of the workers who have the highest potential for future positions, in addition to giving guidelines for the preparation of career plans, succession plans, etc.

Career plans.

They must be properly oriented to achieve an effective development of individuals in the organization. According to Dalziel, MM, Cubeiro, JC and Fernandez, G. (1996) “the career plan is a method of developing future skills, which is based on the placement of the person in carefully studied jobs to provide them with the opportunity to develop the skills necessary for higher positions "(p. 54)

Succession plans.

Whether they are formal in nature based on extensive data analysis, or informal in the simple perception of future needs, they provide key elements for making decisions about business development, reorientation of the organizational structure and investment plans. of material and financial resources. According to Dalziel, MM, Cubeiro, JC and Fernandez, G. (1996) “the plans of succession based on competencies allow an organization to determine the current critical competences, necessary to succeed in key positions, as well as the strategic competencies necessary for the future success ”. (p. 63)

With succession plans it will be avoided that when a senior executive leaves the organization, it will meet its objectives and goals, because it has trained personnel to fill the vacant position, because succession plans have been put into practice.

Formation and development.

With training and development programs, they ensure “the updating and development of people's skills to promote technical knowledge, as well as awareness and professional commitment to the standards set by the company” (Dalziel, MM, Cubeiro, JC and Fernandez, G., 1996, p. 49).

The objectives pursued by training based on the competency model are visualized from two points of view:

From the point of view of the individual: training aims to provide people with the opportunity to develop adequate skills for optimal performance of the tasks and responsibilities inherent in their position, which implies:

Facilitate the adaptation of the individual to their activities and work environment in specific situations and in situations that warrant adaptation to new technologies through the development of the group of cognitive and managerial competences. Develop positive attitudes for the successful performance of individuals in their position of work through the development of competencies such as self-confidence, self-control and motivation to achieve. Allow greater mobility of the human resource in terms of promotions and transfers, applying the training profile to develop competencies required for future jobs or development of career plans. Meet the demand of the staff regarding self-development and training through the development of skills such as initiative, organizational knowledge,technical knowledge, experience, etc. Prepare the person to participate proactively and responsibly in the continuous improvement of work systems and processes, through the development of competencies related to achievement motivation, initiative, commitment to the organization, technical knowledge.

From the organization's point of view, training aims to reduce costs, which implies that:

Reduce labor costs by matching the skills of the worker with the time required for the effective execution of a task.Reduce material costs since when training or training using a training profile prepared on the basis of the competency model, It prevents the individual from executing the task twice, since the model allows to locate those deficiencies that the individual must truly strengthen. Reduce general administration costs by creating a psychological climate that guides the activities of each employee towards achieving objectives of the organization, since the development of the training profile based on competencies, must take into account the organizational environment, to adapt the training to the environment and real needs of the organization.

Human resources management will benefit from the competency model, since it improves the development of human resources, allowing the identification of those employees who have the greatest potential, and in turn serving as an instrument for career and succession plans in the organization. In addition to producing a notable impact on productivity and motivating staff, which is reflected in the profits of organizations.

Today, human resources management is expected to actively participate in change processes and to be in charge of communicating openly and clearly what is happening in the organization, helping to build a flexible organization with adaptability and ensuring the necessary behaviors. to strengthen the organizational culture.

The competition model gives human resources management a managerial role, a more active role, operational efficiency, oriented to transformation and change, dedicated to developing the talent of the members of the organization and capable of facilitating communication between the various levels.

From the aforementioned, the proposal for a training needs detection instrument based on the competency model is presented in the next chapter.

Proposal

In this chapter, the proposal of an instrument for detecting training needs based on the competency model will be presented, and it will consist of the title, descriptive synthesis, objectives, design of the instrument and proposed goals.

Title

Design of a Training Needs Detection Instrument based on the Competency Model for staff working in the Association of Professors of the Central University of Venezuela (APUCV) and the Institute of Prevision of Teachers of the Central University of Venezuela (IPP of the UCV).

Descriptive Synthesis

An organization is a system of social action that meets social needs and is made up of technological, material, financial, and human resources that interact to provide goods or services. The first three (3) types of resources are, to some extent, easily predictable, detectable, or measurable, but the same is not the case with resources or the human factor.

It would be very difficult to find a person who exactly fits the needs, requirements or profile of a job, and who has the experience, knowledge, skills and attitudes that the job requires in quantity and quality.

It is precisely from this premise that the need arises to adapt or complement, on a small or large scale, the knowledge, skills and attitudes that a person possesses in order to efficiently and productively develop the job assigned in a organization.

All the mentioned factors are of utmost importance to detect training needs that are carried out in the organization, since they provide us with the indications or symptoms to identify the differences that may exist between what people in an organization should do and what in reality make.

From this point of view, the competition model becomes the ideal means to link the assumptions described with training. The competition model provides training with a series of methods and techniques that allow the individual to strengthen those key competencies to achieve excellent performance. The comparison between the competency model and the competences that the individual really possesses reveals the resulting gap between current performance and what it should be, thus managing to identify the training needs to be covered.

goals

The Training Needs Detection Instrument based on the Competency Model has the following objectives:

Determine the training needs presented by the staff of the Association of Professors of the Central University of Venezuela and the Institute of Prevision of the Teaching Staff of the Central University of Venezuela, to develop knowledge and skills required to improve their level of performance. Consolidate this information to design an Annual Training Plan for staff working in the Association of Teachers of the Central University of Venezuela and the Institute for Social Security of the Teaching Staff of the Central University of Venezuela.

Instrument Design

The instrument designed to detect training needs has two (2) sections; The first section requests data from the supervisor and the second data from the employee.

In the Supervisor Data section, the following information is requested:

Company. Indicate the company to which this Division or Department is attached. Indicate the Division or Department under your surname and First names. Indicate your first surname and initial of the second and your first name and initial of the second Indicate the name of your position Frequency with which you evaluate the worker. Mark with an (x) in the corresponding box: F = Frequently, R = Regular, E = Sporadically, N = Never

In the Employee Data section, the following information is requested:

Last name and name. Enter the first last name and the first name of the employee to evaluate Identity Card. Write down the number of the Identity Card of the employee's job. Indicate the position held by the employee Level of the Position. Mark with an (x) in the corresponding box: Adm. = Administrative, Assis. = Assistance, Doc. = Teacher Entry Date. Enter the day, month and year corresponding to the date of admission to the institution Seniority in office. Indicate the time the employee has in the current position, Educational Level. Mark with one (x) the finished educational level, title obtained and / or have obtained and indicate if the employee is currently studying Efficiency Assessment. Mark with an (x) if your supervisee has undergone efficiency evaluation. If so,indicate the date of the last evaluation and the result thereof, E = Excellent, MB = Very Good, B = Good, R = Regular, D = Poor Knowledge about the Provident Institute and / or Teachers Association. Mark with an (x) the degree of information that the employee has on the structure, policies, rules, procedures, etc., of the Institution and / or Association. Justify your answer in the Observations box, if you have indicated (Little) or (No). Training received since entering the institution. Indicate the name of the training activities received by the employee in the institution, instructor and / or institution responsible for it, date and duration of the training activity Main functions or tasks performed by the employee.List the most important functions or tasks performed by your supervisee and mark with one (x) the level of mastery of it, E = Excellent, B = Good, R = Regular, D = Poor According to the specifications of the position of your supervisee, mark with one (x) the level of performance, E = Excellent, B = Good, R = Regular, D = Poor, NA = Not Applicable Detected Training Needs. Please indicate the detected training needs according to the competences Suggested training. Please indicate the suggested training based on the detected training needs. Mark with one (x) the priority 1st = First Trimester, 2nd = Second Trimester, 3rd = Third Trimester, 4th = Fourth Trimester. Mark with one (x) the hours of the same, HT = Working Hours, FT = Outside Hours,M = Mixed Please indicate any observations Employee Signature. Stamp your signature to show the truthfulness of the data provided and indicate the date Signature of the Supervisor. Stamp your signature as a sign of approval and enter the date Human Resources Office Signature. Stamp your signature as a sign of approval and indicate the date

Proposed Goals

Among the goals pursued with the following proposal are the following:

Improve communication between supervisor and supervised, through the exchange of information related to the detected needs. Apply the Training Needs Detection instrument based on the Competency Model, to obtain accurate and truthful information on the needs of each employee, with in order to prepare the Annual Training Plan. Stimulate the comprehensive professional development of the personnel that make up the institutions. Guarantee that the personnel expand their level of knowledge, abilities and skills, thus increasing the level of productivity of the institutions. Guarantee that the personnel count with the competencies required to efficiently carry out its functions and meet the objectives and goals of the organization.

In the next chapter the importance of detecting training needs based on the competition model will be exposed.

Highlight the importance of detecting training needs with the focus on competencies

The importance of training has been verified by the worker and by the organization, experiencing both advantages. In the worker, training is constant improvement and for the organization it acquires a significant character when it is transformed into improvements, growth, innovation, changes, quality and productivity.

Theoretically, this process could be described as a cycle in which the organization receives these benefits as it creates opportunities for its employees to receive the training they need. In fact, factors such as the constant development of technology, globalization, instability in the world market, in short, the changes that a hectic environment currently shows us have modified the criteria under which the training-worker exchange has been developing, training - organization.

These changes require the organization to take knowledge as a competitive advantage and as the true resource to the worker, transforming what he thinks, his expectations and needs into an inexhaustible source of information about the environment and the prevailing environment in the company.

On the other hand, the individual must adopt an active role within the organization, leaving the passive role that he had been representing in the teaching-learning process. The worker must be involved in this process considering an increased responsibility in their work to opt for higher levels of innovation and creation in it; all this in function of personal growth and the reach of higher-level positions in the organization.

The training needs make up the group of knowledge, abilities, aptitudes and skills that the individual does not possess, and that must be learned by him in order to achieve a successful performance in his position.

The detection of these needs constitutes the first and most important phase of the training process based on competence, since it is at this stage where the diagnosis is made, which consists of identifying the present and future deficiencies in the worker according to expectations. of the organization, as well as its potential; essential data for the creation and development of any plan that the organization initiates for these purposes.

It should be borne in mind that compliance and effectiveness of this phase basically depend on the correlation that exists between individual needs and the organization's policies, vision, mission, objectives and goals.

Knowing what those needs are through competence theory gives the company the opportunity to establish clearer concepts about specific aspects of knowledge, behavior, attitudes, abilities, motivations, character traits, and skills directly involved in functions. and tasks that the individual performs in his work. This will allow the training plans that are developed to pursue more specific purposes, obtaining results in the short and medium term, preventing the objectives of said plan from being diverted to areas that are difficult to develop, thus losing resources.

Beyond the benefits that the recognition of competences and their application in the training process may have for the organization, is the understanding of them by the worker who must perceive and identify them as a part of himself, and relate them to the performance and enrichment of their work. In this process, training acts as a facilitator, aimed at training the individual towards specific situations that require the presence of certain skills; When this occurs, both parties - worker and organization - unite and benefit from the same process.

Conclusions

Based on the analysis of the bibliography consulted, the following conclusions are derived:

The importance of an efficient training system is that it allows company personnel to carry out their activities with the level of efficiency required by their jobs, which consequently contributes to their self-realization and the achievement of organizational objectives.

Before preparing and executing a training plan, it is an essential requirement to carry out an effective detection of training needs, so that it is possible to obtain accurate and truthful information about who should be trained and in which aspects or areas.

The competition model, despite being a topic that has been on the table in recent years, there was already a current interested in this aspect since 1960, and it was not until 1973 with Douglas McClelland that it managed to materialize. This model is based on a series of characteristics that are related to superior performance in a job, and just as knowledge, skills and experience are important, there are also other characteristics such as traits, motives, and aptitudes that, although they are difficult to detect they are also necessary to achieve such performance.

The human resources competencies model is susceptible of being applied in any of the activities of the human resources administration, and due to the interrelationship between these activities, the benefits of the model when applied in some of the subsystems from the human resources administration, it is added to the other subsystems, a kind of benefits chain is formed between them.

When applying the competition model in human resource training, an analysis of the requirements of the positions and an evaluation of the workforce should be carried out, in order to know what personnel the organization has and to be informed about which will be potential candidates for future promotions or transfers.

The application of the competence model in the detection of training needs allows the development of a training profile appropriate to the real needs of individuals in the performance of their job, but it is also possible to detect potentialities of workers with superior performance, which can be used by the organization in the development of plans.

recommendations

The following recommendations are presented from the conclusions obtained in this study:

In any organization, it will be beneficial, both for the worker and for the company, to plan and maintain actions aimed at the development of abilities and skills of the individual, with the purpose of increasing the demonstrated efficiency in the performance of their job and therefore compliance. of the goals and objectives of the organization.

Every organization must carry out the detection process, using for this a training needs detection instrument that adapts to the characteristics of the organization, this will allow knowing the training that each employee requires, in an objective and adapted way. to the reality of their performance and progress within the organization.

In a very evident way, it has been demonstrated that the changes have begun to have an impact on the organizations, in view of this reality the need arises to adopt new approaches that contribute to business success and especially in the management of human resources management, incorporating the competition process as a model of organizational transformation that allows organizations to survive in this changing world.

The competition model must be conceived within organizations as a key tool that will facilitate the overall management of human resource management. The idea is that competencies become a vehicle of communication about the organization's values, which can contribute to achieving a culture in which people are appreciated and positively valued, which represents the most valuable resource of all Business.

Organizations to compete successfully in this world, it is necessary that they see the training of their workforce in a different way, where the individual assumes greater responsibility for their own development, becoming an actor in their learning process and the definition of their own needs based on the requirements of their position within organizations.

Carrying out the training needs detection process based on the competency model, with the comparison between said model and the competences that the individual really possesses, reveals the resulting gap between current performance and what it should be, achieving this way, identify the training needs to be covered and therefore both the worker and the organization benefit from this process.

Bibliography

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