The great changes in technology, in management systems and processes require learning and development of new knowledge, which leads us to determine the fundamental competences that guarantee the effectiveness, adaptation and change of the organization in the environment. This work designs a model of competences for teachers, which allows a systemic and integrative approach to human resources management and its methodology for a possible practical implementation in the Faculty of Management for Science and Technology (FAGES) belonging to the Higher Institute of Technologies and Applied Science (INSTEC).
Introduction
In this new century we have been able to observe how all nations, although at different levels of progress, tend towards a new form of society. Technology moves by leaps and bounds and becomes more complex, international markets become more demanding, globalization, globalization involves a cultural opening of societies and a greater perception of human cultural plurality. It is a global phenomenon that also affects the economies of countries and particularly those of the third world, since it associates the management of organizations with their ability to compete in open markets. These changes in the environment force organizations to reformulate their strategies and demand higher quality human resources in the labor markets.This reality strongly pressures for the realization of important changes in the competences of the teachers of our universities.
The creation of a profile of competencies in teachers is one of the responses to these new needs that the academic community must implement.
The competency profiles imply the adoption of an approach that goes beyond the traditional approach of the personality trait, and allows solving the problems that careers face in such a way that the training processes respond more pertinently to social and economic demands. and productive in the country, and this creates the need for teachers to develop skills that contribute to
that students in training demonstrate more effectively the result of their learning; For this, it is necessary to include in the competences the development of knowledge, abilities, qualities, capacities, and aptitudes that allow to discuss, consult and decide on what concerns the pedagogical-investigative work.
The purpose of this work is to create the competences that teachers belonging to the Faculty of Management for Science and Technology (FAGES) of the Higher Institute of Applied Sciences and Technologies (INSTEC) must possess in the different teaching categories: instructor, assistant, assistant and holder, in order to ensure the quality of the graduate and its greater relevance and impact on organizations.
Management by Competences is a comprehensive Human Resources Management model that contributes to HR management, with a new approach, detecting, acquiring, enhancing and developing the competences that give added value to the organization and that differentiates it from other organizations.
Development
There are multiple concepts elaborated by different authors that define competences, however we can take the criterion of Mertens (1997), which states that it is the “Aptitude of an individual to carry out the same productive function in different contexts and based on the requirements of quality expected by the productive sector. These skills are achieved through the acquisition and development of knowledge, skills and abilities that are expressed in knowing, doing, and knowing how "
Analyzing this concept, it can be said that Competency Management encompasses the set of knowledge, abilities, skills and attitudes that an organization must develop to carry out a whole set of activities with quality, efficiency and effectiveness, now this requires us to have a Competent personnel, and this can be considered as a necessary condition, although not sufficient to help organizations achieve their objectives and goals. Therefore, other criteria about competencies are provided by Carlos Mora Vanegas (2001), stating that they may consist of motives, character traits, self-concepts, attitudes or values, content of knowledge, or cognitive or behavioral capacities: any individual characteristic that can be reliably measured, and can be demonstrated,that differentiates significantly between workers who maintain excellent performance from adequate ones or between effective and ineffective workers.
Another block of competences is related to what has been characterized as emotional intelligence. These include self-awareness, self-regulation, motivation, empathy, and social skills (Goleman, 1997).
At this level of social relations, a series of competencies are required regarding teamwork, development, network and contact management, and conflict management. Finally, we will mention the skills related to self-development: the ability to learn, the ability to innovate, the ability to learn from mistakes and the skills related to the development of one's own career.
On the other hand, Competency Management will achieve:
Detect the skills required by a job so that the person who develops it maintains an above-average performance.
- Determine the person who meets these competencies. Promote the development of competencies aimed at further improving superior (above average) performance in the workplace. Allow the organization's human resources to become a central and the development of which will obtain a competitive advantage for the company.
The truth is that when competency management is installed, people are prevented from wasting time in training and development programs that do not have to do with the needs of the organization or the particular needs of each job.
Competencies are a list of behaviors that certain people have more than others, and that make them more effective for a given situation.
These behaviors are observable in the daily reality of work and also in evaluation situations. They are comprehensive indications of skills, personality traits, and acquired knowledge.
Competencies represent a connecting feature between individual characteristics and the qualities required to conduct predetermined professional missions.
Competition is structured on the basis of three fundamental components: knowing how to act, wanting to act and being able to act (Le Boterf, 1996).
The know how to act is the set of factors that define the inherent ability of the person to perform the actions defined by the organization. It has to do with their technical preparation, their formal studies, the knowledge and good management of their cognitive resources placed at the service of their responsibilities. This component is the one that has been most traditionally used when defining the suitability of a person for a specific position and allows contextualizing the emphasis that many companies make in the training of their personnel.
The desire to act is another essential component of competition. It refers not only to the motivation factor of intrinsic achievement to the person, but also to the more subjective and situational condition that makes the individual effectively decide to take a specific action. They strongly influence the perception of meaning that the action has for the person, the image that it has formed of itself with respect to its degree of effectiveness, the recognition for the action and the confidence that it possesses in order to carry it out.
The third component of competition is power to act. In many cases the person knows how to act and has the desire to do it, but the conditions do not exist for him to really be able to do it. The conditions of the context as well as the means and resources available to the individual, strongly condition the effectiveness in the exercise of their functions.
Key Competences and Typologies: (Mertens 1997)
According to Leonard Mertens the types of competitions can be divided into:
Generic competences: they are related to the work behaviors and attitudes typical of different production areas, such as, for example, the capacity for teamwork, negotiation skills, Planning, etc.
Basic competences: those that are related to training and that allow entry to work: reading and writing skills, oral communication, calculation, among others.
Specific competences: they are related to the technical aspects directly related to the occupation and are not so easily transferable to other labor contexts such as: the operation of specialized machinery, the formulation of infrastructure projects, etc.
Competencies are first and foremost a tool that can contribute significantly to human resource management, but which must be studied, analyzed, implemented and evaluated by human resources specialists who have the procedures and techniques for proper management of human resources and that they can easily use this new tool optimizing all its attributes and advantages, counteracting the possible disadvantages for the organization along the way.
Development of the methodology
Stages of the competency management model:
Application of the method:
Initial stage. Sensitization
To achieve success, the people of the group were sensitized, which were structured by doctors, masters and graduates, fundamentally to achieve greater cohesion among the people who manage the faculty's teaching areas.
The teachers who will make up the work team were identified, who are teachers with the longest teaching time, they are in an interval between 10 and 25 years of work in higher education, the amount of material resources for work such as: brochures, sheets, materials, acrylic board, markers, cardstock, chalk, etc. A collection was made of the data prior to the teachers such as the names of the teachers in the teaching category they perform, etc.
An initial conference was held where the selected teaching staff were informed about the activity to be carried out. Multiple meetings were held to present and discuss the model, for the development and acquisition of new skills, the space used was that of the methodological meeting of the departments.
Second stage. Job analysis
In this second stage, once the adherence and commitment of senior management and key people has been achieved, two fundamental actions are carried out:
- Verify if the mission or strategic plans of the area are compatible with the Mission of the Institution. Make a complete description of the fundamental functions of the different teaching categories, listing them.
On the first aspect, we must point out that there is a correct compatibility between both missions and strategic plans. The mission is recognized as the supreme objective of the organization (Drucker 1973); in this case the mission of the management faculty is totally coherent with the mission of the institution; since it is the supreme objective of the faculty without becoming the supreme objective of the institution and responds to the demands of the latter.
The strategic plans are well organized, the faculty strategies being a derivation of the institution's strategic plans, as well as that each strategy has its respective action plans, with their indicators to be able to measure the final result.
On the second aspect, the different functions will be listed by teacher category, based on the teacher's regulations.
According to resolution 166/97 article 5: The general functions of university professors are as follows:
- educate for the formation of personal convictions and behavior habits, for the achievement of fully developed personalities who think and act creatively, capable of building the new society and defending the conquests of the revolution; carry out the planning, execution and control of the teaching process of Pre and postgraduate in all its forms, according to their teaching category, develop methodological and improvement activities inherent to the undergraduate and postgraduate teaching process, up to the level of updating required for the successful development of the functions corresponding to their category; constantly raise their pedagogical, scientific-technical and cultural knowledge;carry out scientific research and application work that contributes to the development of the productive forces of society and the improvement of social life as a whole; and comply with the regulations established for university professors.
According to article 6, in addition to those expressed in the preceding article, the functions of OWNER TEACHERS are:
- develop undergraduate teaching in subjects of the discipline in which it exercises its functions, as well as postgraduate teaching at the highest level of complexity and integrity in the same discipline; direct and develop methodological work in the field of functions assigned to the teaching department in professional training and postgraduate education; direct and develop methodological work inherent to undergraduate and graduate teaching defined in the previous function; direct and participate in scientific research and application work that contribute significantly to the development of its sphere of action; contribute to the efficient introduction of results, direct and participate in the scientific-methodological training of personnel with previous teaching categories;and perform teaching and scientific management functions.
According to article 7, in addition to those expressed in article 5 of these Regulations, the functions of AUXILIARY TEACHERS are:
- develop undergraduate and postgraduate teaching in the contents defined in the discipline in which it exercises its functions; direct and develop methodological work inherent in the undergraduate and graduate teaching defined in the previous function; direct and participate in scientific research and application work; contribute to the efficient introduction of results, direct and participate in the scientific-methodological training of personnel with previous teaching categories; and perform teaching and scientific management functions.
According to article 8, in addition to those established in article 5, they are functions of
ASSISTING TEACHERS:
- develop undergraduate as well as postgraduate teaching in the subjects in which he exercises his duties, direct and develop methodological work in the undergraduate and graduate degrees in the field of the subjects in which he exercises his duties, participate in scientific research and development work; contribute to the efficient introduction of results; and direct and participate in the scientific-methodological training of personnel with previous teaching categories.
According to article 9, the functions of INSTRUCTING TEACHERS, in addition to those included in article 5 of these Regulations, are as follows:
- develop undergraduate teaching in the contents defined in the subjects in which it exercises its functions; develop methodological work inherent in the undergraduate teaching defined in the previous paragraph; participate in scientific research and development work, as well as contribute to the introduction of its results; and participate in the scientific-methodological training of staff with complementary teaching status and selected students.
Third stage. Definition of the profile of required competences for the area of the professors of the management faculty.
The third stage consists of:
- Determine the inventory of competencies required for teachers, based on the criteria of the selected group of experts. List the competences required for each teaching category and outline the profiles based on it.
Competency inventory
In the inventory of competences, multidisciplinary groups from the faculty's teaching areas were organized, they were explained about the competences and they were asked to list in general terms the labor competences that a teacher oriented to the management of science and technology should own.
Labor competences:
- Projection of necessary resources in your organization. Control, planning, organization, management, development of projects in your organization. Management of information from and for the institutions of the territory. Management of all processes of the Science, technology and environment system. to a high capacity for proactive and active thinking. Evaluation of processes, systems (design their own indicators). Preparation of procedures and reports. Advice to the senior management of the territory on issues of science, technology and the environment. Oriented to promote and adapt to change Strategic projection in decision making Motivation, leadership, empathy Knowledge of the environment (both internal and external) DelegationSelf-confidenceDependabilityCreativity Oriented to a high pedagogical capacityMaintaining a high labor disciplineOriented to a high preparation in their training as a professionalCommunication facilitiesAssessment of work on doctorates and postgraduate activitiesMaintaining good interpersonal relationships with their students, teachers, managers-teachers, parents and development-oriented community of people Teamwork Control of teaching activityparents and community Oriented to the development of people Teamwork Control of teaching activityparents and community Oriented to the development of people Teamwork Control of teaching activity
List of competences
Delphi method application by rounds.
First round
In this first stage a multidisciplinary group of teachers from different areas of the faculty was organized and the Delphi method was explained to them in rounds with the aim of training them in the subject of competency management, explaining the importance, the objective of the work and the way of proceed in the expert method.
Question: What are the competences that you believe should conform the work content of the different teaching categories (Instructor, Assistants, Assistant, Titular), for the different areas of the faculty?
Table. Matrix of competencies expressed by experts for the Instructor teaching category.
| Competences | E1 | E2 | E3 | E4 | E5 | E6 | E7 |
| Oriented to a high pedagogical capacity | x | x | x | x | x | X | x |
| Delegation. | x | - | - | - | - | - | x |
| Self-confidence | x | - | - | - | - | - | x |
| Maintaining high work discipline | x | - | x | x | x | X | x |
| Oriented to a high preparation in your professional training | x | x | - | x | x | - | x |
| Reliability | - | - | - | - | - | - | - |
| Teamwork | - | x | x | x | x | X | - |
| Creativity | - | - | - | - | - | X | - |
| Communication facilities | x | x | x | x | x | X | x |
| Strategic projection in decision making | - | - | x | x | - | X | - |
| Maintaining good interpersonal relationships with their students, teachers, administrators-teachers, parents and the community | x | x | x | x | x | X | x |
| Preparation of procedures and reports. | x | x | x | - | - | X | - |
| Advice to the senior management of the territory on science, technology and environment issues. | - | x | x | - | - | - | x |
| Oriented to promote and adapt to change. | x | - | - | x | x | - | - |
| Control of teaching activity | x | x | x | x | - | x | x |
| Projection of necessary resources in your organization. | x | x | x | x | x | x | x |
| Control, planning, organization, management, and development of projects in your organization. | x | x | x | x | x | x | x |
| Information management of and for the institutions of the territory. | x | x | x | x | x | - | x |
| Management of all the processes of the Science, technology and environment system. | x | x | - | x | x | - | x |
| Process evaluation, systems (design your own indicators). | x | x | - | x | x | x | x |
Second round
Each expert was given a document showing all the competencies listed above, which were 20 in total. Then came the second question.
Question: Do you agree that these are truly the competencies that a teacher should possess according to their instructor category. ?
If you do not agree with any, mark it with an N.
In this round the agreement that the criteria of the experts had was determined through the following expression already known:
C = (1 - Vn / Vt) * 100
Empirically, criterion C ≥ 60% was used to consider an adequate or admissible agreement. As can be seen in the table resulting from this round, 13 possible functions were eliminated because in them C <60%.
Skills refined by categories
Table No.12 Competency matrix with concordance level for the Instructor teaching category.
| Competences | E1 | E2 | E3 | E4 | E5 | E6 | E7 | C% |
| Oriented to a high pedagogical capacity. | x | x | x | x | x | x | x | 100 |
| Delegation | x | N | N | N | N | N | x | 28.6 |
| Self-confidence | x | N | N | N | N | N | x | 28.6 |
| Maintaining high work discipline | x | N | x | x | x | x | x | 85.7 |
| Oriented to a high preparation in your professional training | x | x | N | x | x | N | x | 71.4 |
| Reliability | N | N | N | N | N | N | N | - |
| Teamwork | N | x | x | x | x | x | N | 71.4 |
| Creativity | N | N | N | N | N | x | N | 14.3 |
| Communication facilities | x | x | x | x | x | x | x | 100 |
| Strategic projection in decision making | N | N | x | x | N | x | N | 42.6 |
| Maintaining good interpersonal relationships with their students, teachers, teachers, parents and community | x | x | x | x | x | x | x | 100 |
| Preparation of procedures and reports. | x | x | x | N | N | x | N | 57.1 |
| Advice to the senior management of the territory on science, technology and environment issues. | N | x | x | N | N | N | x | 42.6 |
| Oriented to promote and adapt to change. | x | N | N | x | x | N | N | 42.6 |
| Activity control | x | x | x | x | N | x | x | 85.7 |
| Projection of necessary resources in your organization. | N | N | N | N | N | N | N | - |
| Control, planning, organization, management, development of projects in your organization. | N | N | N | N | N | N | N | - |
| Information management of and for the institutions of the territory. | x | N | N | N | N | N | x | 28.6 |
| Management of all the processes of the | N | N | N | x | N | N | N | 14.3 |
| Science, technology and environment system. | ||||||||
| Process evaluation, systems (design your own indicators). | x | x | N | x | N | N | N | 42.6 |
Competencies 1, 4, 5, 7, 9, 11, and 15 were found to have a level of agreement for the Cc instructor teaching category> 60%, so they were accepted as having high agreement or greater consensus among experts, remaining competencies 2, 3, 6.8, 10,12,13, 14,16,17,18,19 and 20 with a Cc <60%, which are considered eliminated for this category since there is no agreement between the experts, so it can be seen that of 20 competences 7 remained.
Third round
Question: What weight would you give each of the criteria in order to order them according to the level of importance in which they will be carried out by a teacher with instructor status? Number 1 should be the most important to you, followed by number 2 in importance, and so on until number 7, which will be the least important.
The end result was as follows:
Assignment of importance ranges to the competencies for the Instructor teaching category
| Competences | E1 | E2 | E3 | E4 | E5 | E6 | E7 | Rj |
| High capacity oriented
pedagogical |
one | one | one | one | one | one | one | 7 |
| Maintenance to a high
work discipline |
7 | 3 | 3 | 3 | 4 | 3 | 6 | 29 |
| Communication facilities | 5 | 5 | 5 | 7 | 5 | two | 3 | 32 |
| Maintaining good interpersonal relationships with their students, teachers,
managers-teachers, parents and community |
4 | 4 | 6 | 6 | 7 | 5 | 4 | 36 |
| Teamwork | 6 | 6 | 4 | 4 | 6 | 4 | 5 | 35 |
| Oriented to a high preparation in their training as
professional |
two | two | two | two | two | two | two | 14 |
| Activity control | 3 | 7 | 7 | 7 | 3 | 5 | 7 | 39 |
For the rest of the teaching categories, an analysis was also carried out of assigning importance ranges to the assistant, assistant and tenured competencies.
Table. Order of importance of the competences for the Instructor teaching category.
| Competences | Rj | Order of importance |
| Oriented to a high pedagogical capacity | 7 | one |
| Oriented to a high preparation in your professional training | 14 | two |
| Maintaining high work discipline | 29 | 3 |
| Communication facilities | 32 | 4 |
| Teamwork | 35 | 5 |
| Maintaining good interpersonal relationships with their students, teachers, teachers, parents and community | 36 | 6 |
| Activity control | 39 | 7 |
For the rest of the categories, the competencies were also determined in order of importance.
Next, the requirements that the instructor's teaching category must present are developed and organized based on the expert criteria carried out in the different teaching areas of the faculty; therefore, the knowledge, abilities and skills that were determined to form part of the competencies by teaching category will be formulated. The rest of the categories will remain for later analysis.
| Name of position or post: Instructor Professor | |
| Faculty to which it belongs: Faculty of Management | |
| Teaching category: Instructor | Salary: |
| Mission of the position or post: To develop undergraduate teaching in the contents defined in the subjects in which he exercises his functions. Develop methodological work inherent to undergraduate teaching. Participate in scientific research and development work, as well as contribute to the introduction of its results; and participate in the scientific-methodological training of personnel with a complementary teaching category and selected students. | |
| Competencies of the position or position: Dimensions: | |
| 1. Oriented to a high pedagogical capacity | • Ability to adequately plan the educational-teaching process.
• He teaches his classes well, he masters the contents he teaches, of the theory of education, of didactics in general, and of didactics of the specialty. • He manages to make his subject interesting. • Contributes to the formation of national and universal values and the development of evaluative capacities. |
| 2. Aimed at high preparation in your professional training | • Deftly handles basic techniques and instruments.
• Ability to read and interpret technical literature in another language. • Ability to use computing in your professional sphere. |
| 3. Maintenance of high labor discipline | • Maintains good attendance and punctuality at the university and its classes.
• Participate in methodological sessions or reflection sessions among teachers. • Complies with regulations. |
| 4. Communication facilities | • Has fluency and ease in oral communication.
• It transmits clearly and consistently. • Knows how to listen to the various criteria. • Write reports clearly and accurately. |
| 5. Teamwork | • Participate in teamwork and in the joint analysis of
problems. • Share with your group the challenges • Look for joint work opportunities that promote cohesion and team spirit. |
| 6. Maintaining good interpersonal relationships with students, teachers, principals-teachers, parents and the community | • Maintains concern and understanding of the problems of students, teachers, others.
• Flexibility to accept the diversity of opinion and feelings of your students and colleagues. • Respect for the difference in gender, race, and socioeconomic situation. |
| 7. Activity control | • Know the activity in depth.
• Controls compliance with regulations and legal norms. |
Fourth stage
The evaluation of competencies is a complex process, in which there is still no great experience in the nation; but it is intended in the organization once the profiles by teaching categories have been defined, and approved after analysis, the instruments that demonstrate and demonstrate each of these competencies are established.
These instruments will be carried out through tests, surveys and observation guidelines in which the evaluated person and those who interact with him during his work are involved, such as, for example, the students. In addition, it is necessary for the teacher to demonstrate the behavioral competencies related fundamentally to the functions and tasks that he performs as an investigative teaching process.
On the other hand, the evaluation of the competences will follow a comparative orientation between the competences that the teacher possesses and those required to properly execute the functions and tasks entrusted to the work.
Conclusions
Management by Competencies shows us that it constitutes an important and at the same time superior element in the work of the faculty, taking into account that it could be managed, by the professors, superior characteristics in teaching performance.
Training and development that takes these elements of competency management into account represents a superiority in the daily actions of teachers, seeking alternatives to develop the competences that are possessed and enhance those needed in the category, especially starting from the basis of offering what is necessary.
- Teachers form the basis for the proper functioning of the faculty. Competency profiles form the basis of the Faculty Human Resources Management system, since it offers the information required for the development of the other activities of said system. of a category proficiency profile affects the quality of the teaching-educational process.
Bibliographic reference
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