The training of managers is a priority at the international level and in our country it is developed as a state function assigned to the Ministry of Higher Education.
Managing training is in itself a management process in which the functions of planning, organization, coordination, leadership and control are present, which in turn are evident in the committed learning of the participants.
Empirical work carried out over several years has made it possible to appreciate the role of the manager and the impact of his learning on the results of the organizations. This learning is observable in the transfer of knowledge and / or the manifestation of their skills in work actions.
Ordering the way to evaluate managerial learning in Cuban conditions is the objective of this work, which starts from the theoretical analysis of learning models and the leading role of managers in their management to propose an analysis and evaluation methodology.
The application is presented through the case of a Senior Management Diploma, for which the stages of Definition of the Indicators, Preparation of Instruments, Selection of the Sample, Application of Instruments and the Processing and Analysis of Results are described.
Introduction:
The training of the cadres and reserves of the State in Cuba has taken place as a process of continuous improvement since the revolutionary triumph.
To this end, a second version of the National Strategy for Preparation and Improvement was approved, which declares the need for mastery of the system of skills and knowledge necessary, in a comprehensive manner, for the successful execution of the missions entrusted to their organizations.
Therefore, it is an imperative to continually complement the training of Cuban managers, through the critical assimilation of international business and the use of techniques provided by different Schools, under national conditions.
The Ministry of Higher Education has the responsibility for the fulfillment of state functions, of which correspond to the Direction of Training of Tables and Studies of Direction, the following:
- Direct and control the Preparation and Overcoming of the Tables and their Reserves, in coordination with the Organisms of the Central Administration of the State and the Territorial Governments, in accordance with the policy outlined by the Government. Promote and control the introduction of Advanced Management Techniques in the Bodies of the Central State Administration and the Provincial Administration Councils, in accordance with the policy established by the Government.
Achieving compliance is only possible as long as each table and reserve feel that they are part of a learning process that generates commitment to their organization, to themselves and their impact on the fulfillment of organizational objectives can be evaluated.
Development:
The investment made by society in training is constantly increasing and increasingly has a strategic focus, making it accountable - like any other investment - to demonstrate its relevance and impact. Evaluating the learning of the cadres as the maximum responsible for the training of their organization and their own, is an imperative to solve.
The evaluation of the training has been treated by different authors who have generated models for its treatment (Kirkpatrick, Phillips, Wade, Pineda), and all agree that the evaluation methods must include components such as:
Training program. If the program has met the expectations of the participants, which, in the author's opinion, does not yield information about changes in the organizations.
Learning. Evaluate to what extent participants have learned what they have been taught. If the knowledge and skills set as objectives of the teaching program have been acquired. It does not focus, according to the author, from the active role of the cadre that is trained, is responsible and must be committed to its learning.
Behavior. What behavioral changes have occurred on the job as a result of having completed the training program, what can those who have received training do now that they could not do before. The analysis of this aspect does not contemplate that the program explains the desired behaviors, in order to meet specific objectives.
Results. Verification of the tangible effects that have occurred in the organization, in the indicators associated with its functions and objectives. Consider the transfer and / or impact.
The evaluation of learning produced by training currently presents a set of barriers such as:
- The evaluation of the results only from the pedagogical point of view, in the traditional learning teaching process. The executors of the training do not conceive the evaluation comprehensively, because they are not properly prepared in the use of the techniques for it. Difficulties to achieve Isolation of the specific benefits of learning in the organizational context. Measurement of learning outcomes and their expression in economic terms. Lack of records that constitute databases for the processing of learning outcomes and ensuring their follow-up. Lack of preparation of training professionals to face the complexity that training evaluation presents. The carrying out of training programs not associated with the objectives of the organization.
The analysis of the international context, considering the criteria of the International Labor Organization (ILO), presents a group of indicators of quality in learning, among others:
- Lifelong learning strategies. Participation in lifelong learning. Ability to learn to learn.
In the Cuban context, the National Strategy for the Preparation and Overcoming of Charts and Reserves, guides lifelong learning for all the Organizations and Institutions of the Cuban State and Government, so this indicator is met. Such guidelines and the achievements achieved since its first version, allow having managers and professors who have the theoretical basis required to carry out their functions and join training actions as needed.
For its part, lifelong learning refers to the following objectives: empowering citizens to move freely in learning environments, maximizing their knowledge and skills, covering the entire spectrum of formal, non-formal and informal learning. Participation in lifelong learning includes active citizenship, personal fulfillment and social integration, which can be associated with the contribution it offers as a multiplier of knowledge through research, publications and other forms.
If we define the ability to learn to learn, taking into account that managers, as adults, are willing to learn –according to the andragogic model- what they feel they need to know and allow them to do, it is possible to associate this indicator with a performance capacity higher.
To put into practice the analysis of these indicators and their measurement patterns, in the national context, a Learning Impact Analysis Methodology was conceived and applied, which was applied to a Senior Management Diploma.
Impact analysis methodology
The Methodology includes for its application the statement of premises and five stages of work, which are described below.
Premises:
- Voluntary nature of the participants. Commitment to truthfulness.
Stage 1. Definition of indicators .
Participation in lifelong learning:
- Employability: referred to the ability of the graduate to develop in their job or achieve another, not only taking into account their knowledge and skills but the strategic requirements of their organization and personal development. Adaptability: referred to the ability of the graduate to adapt to new technologies, new conditions and job opportunities, generating a proactive approach to personal and organizational change.
Ability to learn to learn:
- Social Integration: referred to the possibility of the graduate to participate fully in the economic, political and social life that Cuban society offers him, with greater technical rigor regarding the strategic and proactive approach of his integral performance and the contribution to his organization.
Stage 2. Preparation of instruments.
- Graduate Questionnaire: Describe the Thematic Plans of each subject, breaking down the specific contents. Filling is requested taking into account whether from the Diploma you have managed to expand and / or apply knowledge, make publications, participate in events or research. Each of these aspects should describe the practical way in which the application or participation referred to is revealed.
The content of the questionnaire is based on the consideration of the graduates regarding the level of development achieved in specific topics of the Thematic Plans.
- Structured and unstructured interviews for graduates.
They are used when it is necessary to deepen or specify information offered in the questionnaire.
Stage 3. Selection of the sample.
We worked with a sample that includes 35 graduates that include managers and professors, constituting 10% of the graduate population.
In the case of managers, the selection took into account different sectors of the National Economy. And in the case of the professors, it included both the Universities and the graduates of the Branch Schools of the Ministries and National entities.
Complementary interviews were conducted at discretion.
Stage 4. Application of instruments.
Questionnaire sent by email to graduates of the Diploma.
Questionnaire delivered personally to graduates.
Personal interviews with graduates and representatives of organizations.
For the Employability indicator, it is verified in the interview if there have been changes in employment that involve expansion or enrichment of work in aspects related to responsibility and / or hierarchy. In this aspect, it is also considered if you have worked to achieve, if you have obtained a higher academic or scientific level, from the Diploma and associated with its contents.
For the Adaptability indicator, it is analyzed by means of the questionnaire, if an expansion of knowledge is achieved from the Program that demonstrates the application of results in the topics analyzed.
Regarding the analysis of Social Integration, it is verified by means of the questionnaire how the intervention effect has been achieved, whether it has published, participated in events or researches on the topics learned.
Stage 5. Processing and analysis of results.
The data of the questionnaire is compiled, where the content of each of the topics developed is described.
When processing the results, the criteria are obtained on the application of knowledge by subject and percent of responses.
The highest incidence appears in:
- Strategy formulation (generic strategies, strategic objectives, change planning). (86%) Strategic reflection (vision, mission, identity). (83%) Strategic analysis (competitive position, SWOT, value chain, critical success factors). (79%) Analysis of management skills. (79%)
This is in compliance with the introduction of advanced management techniques in organizations.
Some examples of significant applications are as follows:
- Diagnostics of Business Improvement. Definition of Strategic Projections in Cuban and mixed institutions. Update of the strategic designs of the organizations, which is subject to periodic analysis by government indications. Implementation of changes in structures. Preparation of charts on issues of managerial skills. Annual work balances. Teachers generally apply it to the teaching they teach.
Analysis of the selected indicators.
Employability: expansion or enrichment of work in aspects related to responsibility and / or hierarchy. In this aspect, it is also considered if you have worked to achieve, if you have obtained a higher academic or scientific level, from the Program.
Participants in the study stay or advance in the work they do.
In the cases that maintain the previous position, progress is seen, which is evidenced in the recognition of a qualitatively superior personal development, a better use of managerial skills, a strategic approach and proactive action. In all of them, there has been enrichment of the work because they are assigned new leadership responsibilities, among which are advising on strategic planning issues and in the case of teachers, the consulting work is expanded.
It can also be observed that interest is shown towards orientation at higher academic levels in this way, which is manifested in the completion of Master's Theses.
However, it is considered that this is an aspect that must be worked with more intensity, so that thought is oriented to research from and for the work itself.
Adaptability:
Below are some of the results recognized by graduates that reflect applications of the topics analyzed:
Request, presentation and defense of nomenclature changes and product assortments.
Budgetary control through permanent use in operational purchasing management and warehouse management.
OVAR project applied to companies
Diagnosis of managerial skills.
Motivational diagnoses.
Design of strategic objectives.
Evaluation system.
Strategic reflection in the elaboration of Strategy until 2006.
Implementation of structure changes.
Responsibility map design.
Development of strategic guidelines for Human Resources.
Development of Quality Management System.
Organizational design with a strategic focus.
Market analysis and tone and marketing mix applied.
Preparation of annual marketing plans.
Application of management process innovation topics to Business Improvement.
Improve work teams in different entities.
Practical coherence between strategy, objectives, vision and mission.
Investment evaluation.
Social Integration: it is verified through the questionnaire how the intervention effect has been achieved, whether publications have been made, participated in events or researches on the topics learned.
Publications:
Preparation of brochures for teaching in the case of teachers.
I work on the websites.
Internal publications for the preparation of tables.
The subject of publications is still insufficient considering the amount of actions that managers and teachers carry out applying the acquired knowledge, so it is a necessity to stimulate and disseminate the writing of cases, the preparation of articles.
Participation in Events:
This is a pertinent aspect to publicize the ability of the graduate to show rigorously his theoretical conceptions and interventions in the organization, regarding the topics that he has applied and must be disclosed to put them at the service of society.
Discreet participations have been achieved in national and international events, such as the International University Congress, the International Metallic Convention, National and international Events of Business Management and Public Administration, International Symposium of Psychology applied to Management, Forum of Science and Technology, International Conferences of Universities, Territorial Workshops, Scientific Conferences of different branches of the economy, among others.
Research:
In this regard, the activity carried out is insufficient, as only one Research Project is concerned.
Using the crossing of techniques, interviews were carried out with study participants, in order to fundamentally confirm data from the questionnaire, as well as to collect general criteria on the learning results that originated from the Diploma.
The following statements were derived from them:
- Motivation is created to continue learning. It improves managerial skills. It allows a better personal organization. It gives an integrative vision to managerial work. It provides a more participative and collaborative approach. It facilitates strategic thinking that becomes a way of acting. It is thought with more technical rigor. It demonstrates the need for human resource management in all operational actions. It facilitates and teaches teamwork. It would be convenient for complete work teams to do it. For teachers it is a powerful didactic tool. economic aspect in decision-making The bibliography is useful for life.
As a criterion of the representatives of the organizations, it could be seen that:
Most of the graduates have been promoted and those who remain in their positions have significantly increased their professionalism.
Mastering a common language that facilitates communication, a proactive approach to operational work, strategic thinking and action is a relevant aspect.
Graduates serve as multipliers of what they have learned, participating in conferences on specific topics in their own organizations.
Conclusions:
The Impact Analysis procedure allows exhaustive verification of the benefits and insufficiencies of a Training Program, over time so that it can be continually improved.
The indicator of participation in lifelong learning is met from the very conception of continuous improvement of the cadres and reserves in Cuban conditions, from the point of view of Employability and Adaptability.
Employability is favored as the graduate reaches a greater capacity for recognized personal development, serving the requirements of the organization and society.
Adaptability is verified in the ability to adapt to new technologies from the course itself and over time to the present study with a proactive approach.
The ability to learn to learn has a positive behavior based on social integration that as a principle is present in Cuban society. In particular, it is verified with more than 200 interventions by graduates in their respective organizations.
The research activity constitutes a challenge for the current conditions of development of training in the country.
Recommendations:
Carry out checks on the impact of the training so that the continuous improvement of the actions can be guaranteed and their relevance for the best performance of the cadres and reserves is guaranteed.
Apply pilot experiences of training of work teams, to check the levels of introduction of learning and its relationship with the speed of change processes in organizations, associated with its strategic planning.
Introduce in the syllabi of the subjects the subject of development of the competences required for the work groups to which the training actions are offered.
Study the forms of motivation for research that allow it to be developed in support of the strategic design of the organizations of the participants.
Bibliography:
Garavaglia, P. (1998) The transfer of training: how to consolidate it ?, Barcelona, Epise.
Kirkpatrick, D. L (1998) Evaluating Training Programs, San Francisco, Berrett-Koehler Publishers.
Linares Borrell, MA, “From individual learning to organizational learning: An experience through Strategic Planning”, Management Brochures, CCED Editions, Havana, June 2003.
Phillips, J. (1994) Measuring return on investment, Virginia, ASTD.
Pineda, P. (1998) The challenge of evaluating training in the company ”, Capital Humano, 111, Madrid, pp 32-36.
Pineda, P. and others (1999) How is training in organizations evaluated? Human Capital, 126 and 127, October and November. Madrid.
Wade, P (1994) Measuring the Impact f Training, London, Bogan Page.
