The man in the primitive community, for his subsistence needed to unite, using elemental forms of organization. Karl Marx referred to the primitive community as the oldest form of social organization.
"From the division of society into classes, the need arose to structure certain ways to influence the dominated class, so that it is oriented towards achieving the objectives set by the subject of leadership." All of which allowed the appearance of the administration, deriving different theories and principles.
At the beginning of the 20th century, the Classical School of Administration emerged, headed by the American Frederick W. Taylor (1856-1915 and the French Henri Fayol (1814-1925). They developed different techniques to organize and rationalize work (job training, forms of payments and others) The conception about the determining role of economic motives on the behavior of man, begins to crack.
These techniques in the second decade of the 20th century were adapted and renewed by the School of Human Relations (Elton Mayo (1880-1949), whose primary interest was the individual and his motivations as being socio-psychological. But they sought to solve organizational problems, paying attention only to the individual in the group, without considering the organization as a whole.
Other theories and schools emerged that are taking the positive from the previous one, humanizing the work of man: Theory of bureaucracy (Max Weber 1864), Neoclassical approach (Drucker), Structuralist theory, Theory of Organizational Behavior and Systems Theory.
The origins of the personnel function are located during the second industrial revolution. In a way, it represented a response to the changes introduced by industrialization in the world of work (Dulebohn, Ferris and Stodd, 1995). Incident factors according to Cabrera (2005) are:
- From the concrete and repetitive tasks that the operators had to carry out in their jobs, one moves on to the design of multidimensional jobs in which the members of the organization share the responsibilities with the final results.The worker is no longer a controlled person and forced to abide by established rules to become a subject who makes his own decisions, self-controls and develops his own rules. He goes from on-the-job training to training and development as processes that allow for higher performance, such as guarantee of competitiveness. Remuneration systems become more complex. Organizational structures are becoming flatter and communication is improved; as well as leadership, motivation and joint participation in decision-making.Rapid transformation of technology that causes innumerable changes in an organization. Changes in the size of an organization that conditions its complexity. Increasing labor regulations that led to its systematization in Labor Law and with it the presence of specialized personnel
Chiavenato (2002) and Baggeni (2003) state that the Human Resources Administration (ARH), arises with the growth of organizations and with the complexity of occupational tasks and carries implicit conceptions of Industrial Psychology, Labor Law, Safety Engineering, Occupational Medicine, Systems Engineering and Cybernetics.
González (2002) refers to the evolution of the personnel function based on two criteria: «On the one hand, the underlying conception of the employee and, on the other, the predominant systems in each historical moment of business management. There is no doubt that both criteria are deeply interrelated and that the way of managing the human factor in an organization depends, to a large extent, on how that human factor is conceived; in the same way that the conception of said human factor cannot be separated from the management systems used. Based on these two criteria, four major heuristic periods can be defined in the evolution of human factor management in organizations:
- period of onset -from the appearance of Taylorism until the end of the Second World War-, period of development -from the end of the Second World War to the decade of the 1970s-, period of change -from the beginning of the decade of the 1970s 1980s to the mid-1990s-, and strategic period - from the mid-1990s to the present
As the different authors have highlighted, the changes that occurred in the function of the personnel determined the dimensions that make up the current human resources management. Presently, in any organization, Human Resources Management is an essential part of its operation, since the personnel are in continuous interaction with the internal and external environment of the organization. This phenomenon makes it possible to achieve the proposed objectives and a high level of competitiveness. This is verified when conceptualizing the organization as a system. Chiavenato states that: «The systems theory approach brought a fantastic expansion in the vision of the problems of the organization as opposed to the old closed system approach.Its integrating and abstract nature and the possibility of understanding the synergistic effects of the organization are really surprising ». It also presents three levels of analysis:
- «Level of social behavior (society as a microsystem). It allows to visualize the complex and intricate society of organizations and the web of interactions between them. The social level is taken as an environmental category in the study of organizational behavior. Level of organizational behavior (organization as a system). It views the organization as a whole that interacts with the environment within which its components also interact with each other and with the relevant parts of the environment. The organizational level is taken as an environmental category of individual behavior. The level of individual behavior (the individual as a microsystem). It allows to synthesize various concepts about behavior, motivation, learning and to better understand human nature »
In Capó's opinion (2004) the general principles that govern the human resources management system are:
- « Systemic character: Interrelation of the subsystems that make up the human resources management system, with the rest of those that make up the organization. Orientation towards the future strategy: The main objectives must guarantee the successful fulfillment of the mission and the strategic objectives of the organization in search of excellence and competitiveness. Scientific-technical nature: Consistent application of scientific research methods that allow arguing the proposals for modification and necessary development, to evaluate the effectiveness of the methods. Flexibility and dynamics: Adequacy of demands and needs, taking into account the time and environment. Educational character: Integrally train man. Decentralization of functions and powers: That they be developed at all institutional levels. Participation of the workers: Real and effective participation of the workers in all those activities that allow to achieve an adequate labor climate »
As Zarragoilía Alonso (2003) explains, «the Strategic Management of Human Resources generates, in the development of each of its functions, coordination relationships and information flows that maintain an integration of all activity and allow obtaining an added value recognized by The entire organization and for this the professional preparation that not only the managers linked to the activity, but everyone in general, needs ”. Some of the most important functions of Human Resource Management are summarized below:
- The planning is intended to foresee the necessary workforce, understood as the skills that the organization will need at any time and place. The planning of human resources must have as its premise the analysis and description of the jobs, based on the competences required by the position. Recruitment is an activity of outreach, attention, and must achieve a quantity and quality of candidates that guarantee a good selection; This is influenced by the experience of the recruiter, the accuracy of the information provided by the organization, requested by the candidate, and the chosen source of recruitment, whether internal or external. The selection of personnel aims to provide the organization of a workforce with the necessary skills to ensure good performance;This is a process of comparison and decision, which is supported by various techniques to achieve a quality result. Induction are actions aimed at achieving the installation and adaptation of new workers to their work group and, therefore, to the culture The training and career development are permanent, systematic and planned processes, based on the current needs and perspectives of organizations, groups and individuals, oriented to changes in the knowledge, skills, attitudes and capacities of men to increase the effectiveness of your work and the effectiveness of your organization. Performance management is closely linked to the evaluation of competences, potential and the results obtained,This allows us to have an estimate of how the work is being carried out while constituting a motivating entity for it and its performance in relation to new demands, which manages to increase motivation with new forms of stimulation and contributes to matching needs. of the individuals who work in the organization with its mission and objectives, responding in terms of efficiency, effectiveness and effectiveness. Remuneration starts from the valuation of jobs and is based on the results obtained individually and collective, so it will tend to be a variable component favoring the effectiveness that must prevail in organizations. Promotions are increasingly based on the competence of individuals, so the concept of performance evaluation,potential assessment and career development plans foresee the future evolution of human resources within the organization. Organizational structures that are increasingly flat and flexible lead to lower intermediate levels, leading to greater decentralization, greater autonomy in decision-making, which requires greater skills and more responsibility from all workers. Work systems are made up of the content of the job, the technology of the job, the people, the management style, the policies and practices of the organization. We must bear in mind that the direct link of the worker with the organization is their job, hence it is the starting point for the entire process of human resource management.
The primary objective of Human Resource Management is to create, maintain, and develop human resources with the skills and motivation to achieve individual and organizational objectives with a systemic approach as stated by Cuesta. This author states that:
- Human Resources will become the most important competitive resource at the beginning of the 21st century. Human resources, and in particular their training, are an investment and not a cost. Human Resources Management is not done from any department, area or plot of the organization, but as an integral function of the company; and also in a proactive way. Human Resources Management demands to conceive it with a technical scientific nature, and it has its technological bases in the analysis and design of positions and work areas (continuous design of work systems), included in the name of technology The efficient Human Resources Management has surpassed Taylorism, and demands the enrichment of work (versatility) as well as the participation or involvement of employees in all their activities.The computer support of Human Resources Management is an imperative for its effective development in business management.The increase in work productivity and job satisfaction, linked to working conditions, are fundamental immediate objectives of Resource Management Sustainability of human development together with economic growth is essential to Human Resources Management strategies together with ecological preservation. The fundamental challenge of Human Resources Management is to achieve effectiveness and efficiency in organizationsare fundamental immediate objectives of Resource Management Contributing to the sustainability of human development along with economic growth is essential to Human Resource Management strategies along with ecological preservation. The fundamental challenge of Human Resource Management is to achieve effectiveness and efficiency in organizationsare fundamental immediate objectives of Resource Management Contributing to the sustainability of human development along with economic growth is essential to Human Resource Management strategies along with ecological preservation. The fundamental challenge of Human Resource Management is to achieve effectiveness and efficiency in organizations
«Human Resources Management is presented as an important source of competitive advantage, through the development of the competences, skills and motivation of the people in the company. A company can methodically identify where its HR strengths lie and launch its HR policies and business strategies using and developing those benefits. Human Resources competencies, which may be key to the future in your industry, can be identified, and steps can be taken in order to acquire them.
To conclude this section, the insightful summary carried out by González Fernández (2000) on the emergence and evolution of human resources is taken
Table 1: Emergence and evolution of human resources
Emergence and evolution of human resources
Source: Taken from González Fernández, L: The Directorate of Human Resources in the horizon of 2000, p: 129
Human resources in Cuba. Human resources subsystems
In the previous section, the current principles, role, functions, objectives and features of Human Resources Management were conceptualized, given by the authors Capó, González Fernández, Zarragoilia Alonso and Cuesta, which are applied to the Cuban context. What characteristics do human resources have in Cuba. Firstly, the Management of Human Resources in Cuba is a concern, the Human Resource in Cuba was forged in the struggles for independence. Its true value was conceived as a result of the profound political, economic and social changes that occurred when the Revolution triumphed on January 1, 1959.
Carbona (2000) explains that «the inexperience of the construction of socialism in a country like Cuba and the need to shorten testing and experimentation periods led to the uncritical copying of some models imported from the European socialist countries of that time, specifically from the USSR. Although the intention and progress that this provided are not negligible, the results were not as expected. However, the foundations of a theory of socialist leadership began to be laid, a starting point on which leadership must necessarily be sustained in our country.
«The reflections and orientations of Fidel and Che throughout this process represented significant contributions to the socialist leadership, both within the entire Cuban society and for the socialist state company. Important milestones in the corrections were the "fight against bureaucratism", already mentioned, the errors of idealism, the process of rectifying errors and negative tendencies, and business restructuring and resizing. And even today, in the last five years, in the special period, significant contributions to the socialist administration have continued, under a new internal scenario of combination of socialist companies, legally private state companies, mixed companies, foreign companies, cooperatives and self-employed,and with an external scenario without a history of strong economic integration and globalization »
Figure 1 shows the Cuban model of strategic management of human resources endorsed by the Ministry of Labor and Social Security.
Cuban model of strategic management of human resources
These subsystems perform functions such as:
- Personnel inventory Potential assessment Job analysis and description Job valuation Human resource planning Personnel selection Training and development Performance evaluation Compensation Salary benefits Hygiene and security Human Resource Audit.
As it has been exposed, although the consulted authors do not describe or give equal importance to the elements that must integrate the human resources management system, most of them do give an important role to the existence of a system made up of a group of subsystems that have to do fundamentally with the development of the personnel.
Training subsystem
Taking into account the subsystems that make up the Cuban model (figure 1), the training and development or training subsystem is described below, which is the object of study of this work. This subsystem provides the necessary theoretical and practical knowledge to the worker to carry out his work with greater efficiency, therefore for the success of the organization. The study of this subsystem constitutes an urgent need to guarantee not only the development of the personnel, since it is considered a link that favors systematically improving the performance that for our institution is of vital importance, but also the care of the Environment.
The development of people's knowledge goes through three stages:
- 1) Traditional Capabilities: Theoretical, practical training and skills training programs are carried out to ensure that human resources conform to the profile of the jobs they perform. 2) Learning: Human resources are trained for future skills (new occupations), through interactive technologies that strengthen learning, one step beyond training. 3) Human Growth: Human resources are trained in their dimensions of creativity, innovation and personal leadership.
The International Labor Organization (ILO) uses another term: vocational training and defines it as “activities that tend to provide the practical capacity, knowledge and attitudes necessary for work in an occupation or group of occupations in any branch of economic activity ». It is a systematic and planned effort to modify or develop knowledge, techniques and attitudes through the learning experience and achieve the appropriate performance.
Gili, M. Jara T. «Occupational Training in the Company» specifies that training is a systematic, planned and permanent activity whose general purpose is to prepare, develop and integrate Human Resources into the production process, through the delivery of knowledge, skills development and skills necessary for the best performance of all workers in their current and future positions and adapt them to the changing demands of the environment.
The Cuban Standard 3000: 2007 defines training as: «A set of continuous and planned preparation actions, conceived as an investment, developed by organizations aimed at improving the skills and qualifications of workers, in order to fulfill the functions of the position with quality, ensure its successful performance and achieve maximum production or service results »
The training covers two personal elements: trainer and training.
- Trainer: It is the person specialized in the field in which the training is going to be given and is in charge of teaching the employee the new techniques to use within the organization. Training: It is the person who will learn not only the basic knowledge, but also to handle different situations as well as correct your own mistakes.
The author of this work assumes the terminology given López, J. Carlos, participant and facilitator. These dimensions mark the turn in the rethinking of the position that subjects must assume within a training program that is generated with the participation of Adults.
For the training and development of Human Resources to be effective, it must:
- 1) Draw concrete and measurable objectives, taking into account the real needs for improvement of each of the members of the organization 2) Have a prepared and competent staff 3) Function defensively against the environment, that is, it must be a dynamic and continuous process of technological, organizational and service improvement4) You must anticipate the changes that occur inside and outside the organization, with a permanent innovative character.5) Assume the training not as an expense, but as an investment.6) Diagnose the skills required by human resources.
Deepening the first point cited above, to determine training needs it is necessary to carry out an inventory of human resources. This inventory is a very useful tool for personnel administration and strategic planning. This inventory provides and records the necessary information that human resources have; such as: qualities, aptitudes and experiences to carry out their work. Different methods can be used to apply this inventory:
- Performance evaluation: Systematic measurement of the degree of effectiveness and efficiency with which workers carry out their activities during a certain period of time and their potential development, and constitutes the basis for preparing and executing the individual training and development plan. Observation: Obtaining information through direct or participant observation, that is, being part of the studied group, to verify where there is evidence of inefficient work. Questionnaires: With the application of the questionnaires, the training needs are diagnosed and defined. Supervisor and manager requests:When the need for training points to a higher level, managers and supervisors themselves are likely to request training for their staff. Interviews with supervisors and managers: Conversation with supervisors and managers in order to obtain information about solvable problems through training. Interdepartmental meetings: Discussions about matters concerning organizational objectives, operational problems, plans for certain objectives and other administrative matters. Employee exam: Results of the employee selection exams that perform certain functions or tasks. Modification of the work:When partial or total modifications are made to work routines, it is necessary to previously train employees in new work methods and processes. Exit Interviews: When the employee is leaving the company, it is the most appropriate time to find out their sincere opinion about the company and the reasons that motivated their departure. It is possible that deficiencies in the organization may emerge, subject to correction.
If the training is conducted as an investment, which promotes well-being for the personnel and the organization, its benefit will allow for higher profitability and more positive attitudes, improvement of knowledge of the position at all levels, streamlining of decision-making and problem solving, achieving individual goals, assists the individual in decision making and problem solving.
1.3.1 Training techniques and methods
For training to be successful, among other factors, it must be flexible and use learning methods or techniques according to the place, time or complexity of the position.
Training methods:
- Training for special purposes: Train employees to carry out specific activities within the organization. Literacy training: This training method is divided into two parts, the first is represented by the basic skills test, which indicates whether workers are rejected or accepted at work. The second is part of responding to this problem by instructing basic literacy programs. Training for customer service: Train employees of a company to improve the way they address the customer, in such a way that they are courteous and hospitable, so that the customer feels comfortable. Training for teamwork:Improve the performance and efficiency of the activities they carry out. Training in diversity: Create greater sensitivity in workers to promote a more stable and pleasant working relationship among people who work in the organization.
Aspects that influence their performance:
- a) How their own education influences their assumptions and behavior. b) People of different cultures react differently in the workplace. Values training: Educate employees about the company's values, so that they develop personal values.
Training techniques:
- On-the-job training: The employee receives on-the-job training from an experienced worker or supervisor himself, while producing; therefore you learn by actually doing the job and get quick feedback on the correctness of your performance. Training by position instruction: A list of all the necessary steps in the position is made, each in its appropriate sequence. Next to each step, a corresponding key point (if any) is also listed. Conferences:Through talks or conferences, knowledge is provided to large groups of people in training. Printed materials such as books and manuals can be used, this could represent considerable printing costs and not allow the exchange of information of the questions that arise during the conferences. Audiovisual techniques: It is trained through films, closed circuit television, audio or video tapes. Audiovisuals are more expensive than conventional conferences. Scheduled learning: Questions are asked or facts are presented to provide immediate feedback on the accuracy of employee responses. Vestibular training by drills:Employees learn on real or simulated equipment that they will use at their position, but are actually instructed outside of it. This technique is almost a necessity in positions where it is too costly or dangerous to train employees directly on the job.
Analyzing the criteria obtained in the consulted literature, in the case of the training of the operators of Generator Sets, it is recommended to use the training in the workplace. Creating awareness among workers to promote a stable and pleasant working relationship (Training in diversity) and (Training in values). That is why there is a need for a rethinking of the dimension of the educational system, as expressed by Soto and Leiva 2001modern teachings have been slow to join this dizzying movement, and it is through them that they seek to transform and conceive a new worker. They also add «… that we are committed to a reflection of the educational task. It is not possible to continue teaching with methodologies of the past, since the truth is that despite the multiple efforts we are still facing the educational dilemma of connecting the training processes with the constant and systematic changes in the production system »
These notes conclude that training and development must encompass more than the simple transmission of knowledge and skills. In other words, it must generate competencies, which are synonymous with sustainable competitive advantage; which means: productivity, competitiveness, motivation, projection and promotion and professionalism. It must also achieve better company management and job development. In this same direction, the adequate environmental training of human resources must be guaranteed so that they perform for the sake of sustainable development and achieve responsible and respectful attitudes towards the environment. It is required to promote, organize and develop environmental education programs
The characteristics of these competitions are the following:
- Adequate to the business, consistent with the nature and purpose of the business. Adequate to the current and future reality of the organization as well as the business plan, with a view to future adaptations. All competence must be measurable and classified, which can be obtained in a clear and simple way. It must consider all relevant aspects of both the organization and the person. It must have a language and concepts known to all, that all people know what is expected of them, and the performance evaluation system. Competences should be easy to identify.
The competencies are identified as labor and organizational:
- Work competencies: «synergistic set of knowledge, skills, experiences, feelings, attitudes, motivations, personal characteristics and values, based on demonstrated suitability, associated with superior performance of the worker and the organization, in accordance with technical, productive demands and services. In essential requirement that these competences are observable, measurable and that they contribute to the achievement of the objectives of the organization. "Organizational competences:" set of characteristics of the organization, fundamentally linked to its human capital, especially its knowledge, values and acquired experiences associated with its essential work processes, which as a trend are causally related to successful performance of that organization,in correspondence with a certain organizational culture ».
Both competencies make it possible to improve and facilitate the integrated management of Human Resources, in addition to generating a process of continuous improvement in the quality and allocation of Human Resources and contributing to the professional development of people and the organization in a highly competitive and changing environment.
According to Morales Cartaya: In Cuba, as in no other country in the world, are the conditions to affirm that competences are the factor that will make such integration possible, because we have the human capital capable of making the essential contribution required and being able to continue developing, in terms of cultivating their talents and values to the highest levels, developing technological innovation, raising productivity including that of knowledge workers, all in the direction of satisfying the needs of the people and external clients. Morales Cartaya, shares with Maurice Bommensath when he defines the competence of individuals as something that always comprises three characteristics:
- Knowledge: it is a set of latest knowledge from the various branches, a mix of technical and management knowledge. Fruit of experience and learning: knowing how to be (knowing how to live): expression of the potential synergy of individuals when they know how to work in groups.
Two more characteristics appear in the consulted bibliography:
- Want to do
Training impact
As has been reiterated in previous sections, training must be a primary investment and not an expense. To achieve this objective, its results must be tangible and even measurable that justify the processes and budgets of the training department.
Formal (school) education differs greatly from adult teaching-learning processes. Adults do not learn what they feel they will not use and do not demonstrate everything they learn; their learning occurs when they achieve the application, that is, when they go out to work and generate changes, these are lasting and modify some of their behavioral patterns. These elements demonstrate how difficult it is to measure the learning that the adult obtains through training. In other words, learning can only be measured through the behavior change (s) generated by the individual in his / her work context.
About Adult Education or as Andragogy is often called, it has been said that it is «a discipline defined at the same time as a science and as an art; a science that deals with the historical, philosophical, sociological, psychological and organizational aspects of adult education; an art practiced in a social practice that is evident thanks to all the educational activities organized especially for the adult »(Bernard, 1985)
According to Beillerot, 1996, what would be the fundamental characteristics of adults that manifest in a training process and that distinguish it from other processes ?:
- a) The self-concept: psychological need to be self-directed. b) The experience: The accumulated experience serves as a learning resource and as a reference to relate new learning. Using their previous experiences, the participant can exploit and / or discover their talent and abilities.
Coupled with the experience, the adult tries to preserve experiences, knowledge, beliefs, paradigms that were useful to them at one time; but they are no longer and, therefore, they become a source of internal resistance of the individual. Given these circumstances, a basic requirement for learning is "unlearning".
- c) The readiness to learn: Adults are ready to learn what they need to know or be able to do to fulfill their role in society. They see training as a process to improve their ability to solve problems and face today's world; in this way they can develop models of behavior in given situations that facilitate their adaptation to particular circumstances in which they may find themselves at a given moment. d) The orientation for learning: The orientation of adults for learning tends to seek the solution to the problems that present themselves in real life; with a perspective of seeking immediacy for the application of the acquired knowledge; whose objectives respond to your needs and expectations.
There are two ways to evaluate the results of the training: one is by designing the evaluation study and controlled experimentation, and the second form of evaluation studies which effect of the training should be measured, among these effects we find:
- Reaction: Employee response to the program Learning: The way the employee understands principles and skills Behavior: Assessing whether behavior changed due to training Results: It is important to ask how much training influenced in the results obtained?
It is concluded that to achieve excellent training, actions must be carried out that provide a development of the skills, knowledge, attitudes and aptitudes that the staff requires to carry out their position. The primary means of professionally training human resources are courses, events, conferences, readings, scheduled instruction, educational software, scholarships, and other forms of distance education.
Training should be delivered as job demands change, skills must be modified and updated using the four basic steps in training:
Environmental Training
The use of technological advances fosters greater competitiveness in organizations, which is why their human resources must be trained in this changing world, but this advance has fostered inevitable human-environment conflicts and threatens the ecological balance. It is the interest of this work to delve into the subject of environmental education or training, although it is not the purpose to state the emergence and evolution of concepts and terms on environmental education. Briefly, some definitions are presented to introduce the theme of environmental training
The UNESCO Program, "Educating for the Sustainable Future" defines Environmental Education as the "Process aimed at developing a world population that is aware of a total environment and its problems, that cares about them and that has the knowledge, the skills, attitudes, motivation and commitment to work individually and collectively towards solving current problems and preventing future problems. "
Cuban researchers define it as the «continuous and permanent process, which constitutes a dimension of the Integral Education of all citizens, oriented towards the acquisition of knowledge, development of habits, skills, abilities and attitudes, and in the formation of values, the relations are harmonized, between human beings and theirs with the rest of society and nature, to promote the orientation of economic, social and cultural processes towards sustainable development ».
Calvo S. and Corraliza J. A state that: «Environmental Education tries to propose new information that increases knowledge about the environment and that a reflection arises from this expansion that allows us to improve the quality of life, improving environmental quality and that leads us necessarily to an action in favor of the environment »
These definitions involve the human being in the environment since the individual cannot conceive of himself independent of the environment; they also provoke in him the need to prevent environmental problems. They also demand an immediate development of values, knowledge, skills and motivations and encourage the use of informal and non-formal education, because formal education is not enough at the moment.
Arthur Lucas (1992), (SEEK REFERENCES FROM THIS AUTHOR), describes three types of Environmental Education: about the environment, in the environment and for the environment.
- Environment education: the environment is made up of curricular content. It includes educational activities that are intended to provide information about the environment and its relationships. Its objectives include training in skills or cognitive understanding of the environment and human interactions with their environment. For example, a study of the influence of domestic activities in a city on the quality of groundwater. Education in the environment: it is the one that arises or takes place in the environment, taking it as a didactic resource. It includes activities carried out outside the classroom such as field trips. Education for the environment: it is defined as that specifically directed to the conservation and improvement of the environment.It is the final objective of Environmental Education that aims to achieve changes in attitudes, although these will not be effective if they are not accompanied by behavioral changes.
Gaudiano González (México, 1998) defines education as:
- Formal: developed curricularly in educational institutions. Informal: developed outside of school institutions, spontaneous, unstructured, which is promoted in daily life. Non-formal: transmission of knowledge, skills and environmental values outside the institutional educational system, involving adoption of positive attitudes towards the natural and social environment, which translate into actions of care and respect for biological and cultural diversity and that promote intra and intergenerational solidarity, through informed and proactive citizen participation. It is recognized that environmental education is not neutral, but is ideological, since it is based on values for social transformation.
For the case at hand, environmental and formal education is adjusted, based on the fact that it is developed in a structured way within the organization, defining the organization as an educational institution; with the aim of achieving changes in attitudes and developing values, knowledge, skills and motivations.
Environmental problems can be classified according to the scale of magnitude they cover, in global, regional and local.
- A global problem is one that affects the entire planet. A regional problem is one that affects two or more delimited and differentiated populations. A local problem is one that affects a certain population, delimited in its members (limits) and in time and space.
In Cuba, the local problem is carried out at the community or neighborhood level, through the Popular Council. To achieve the solution or mitigation of the problem, there needs to be a solid interaction between community-local leaders-companies-social organizations and environmental education.
According to Serrano Méndez and other authors »the social nature of the Cuban Revolution has made it possible, from its earliest moments, to act on the solution of the main environmental problem of underdeveloped countries: extreme poverty, as its essential objective is to raise the quality of life of all the people ».
"However, we still face problems, some inherited and others arising from the economic development that has taken place in the last decades, due to a lack of environmental knowledge and insufficient incorporation of the environmental dimension in urban management, in which the non-impact -availability of all financial and material resources for their solution ».
The following table shows the efforts made in Cuba to improve environmental management and therefore raise the level and quality of life of the population, based on the specific conditions of an underdeveloped country.
Table 2: Progress of Environmental Management in Cuba
| Date | Actions done |
| 1959-1979 | · National sovereignty over the country's environment and natural resources was established
· The protection of the environment was organized and institutionalized. · Creation of the National Commission for the Protection of the Environment and Conservation of Natural Resources in 1976. |
| 1980-1989 | · The first law on environmental protection is enacted
(Law 33 of 1981: Protection of the Environment and the Rational Use of Natural Resources) · |
| 1990-1999 | · Organization and operation of the environmental management system.
· Modification of article 27 of the Constitution of the Republic on environmental matters, to integrate the relationship between the environment and sustainable economic and social development. · Enactment of a new environmental law. · Approval of the National Environment and Development Program, Cuban adaptation of Agenda 21. · Creation of the Ministry of Science, Technology and Environment · Approval of the Environment Law (Law 81), · Approval of the National Environmental Strategy · Identification of the main environmental problems. · Definition of goals and objectives to be achieved. |
| 2000-2009 | · Implementation of instruments for environmental management.
· Development of environmental programs. · Incorporation of the environmental dimension in economic development programs. |
Source: self made
Despite the achievements, there are still deficiencies in order to achieve more efficient environmental management in the country. The main deficiencies appear in the strategy. Many authors conclude that insufficient environmental culture sometimes does not allow or does not contribute at other times to the mitigation and solution of many of these problems.
It is valued by the author of this work, that in the Fuel Oil Generating Sets of Guiñes it is necessary to add environmental education or training to the training of operators. As it is recognized that there is an interdependence between environment, development and education, which leads to the need to reorient environmental education not only towards the rational use of resources, but also how to use them and modify the development models that guide their use.. It also points out that, in its current conception, environmental education does not represent a conjunctural response, it goes beyond the technological perspective to constitute an essential element within general and permanent education that provides a new educational paradigm and involves a deep cultural innovation »
TRISTÁ PÉREZ, Boris. The man, the work and the influence of the leader, Editorial de Ciencias Sociales, Havana, 1990.
Quoted by González Fernández Luis. Knowledge management and human resource management: a necessary convergence. Journal of Psychology of Work and Organizations 2-3 (18), 2002.
CABRERA, JA 2005. Human Resources Management System., Typed Material, Havana. p. one.
GONZÁLEZ FERNÁNDEZ, Luis. Knowledge management and human resource management: a necessary convergence, Journal of Psychology of Work and Organizations 2-3 (18), 2002. PWWWW
CHIAVENATO, I. Introduction to the general theory of administration, Mc Graw-Hill Publishing 1989, p. 572
Ibid.
CAPÓ, JR Human Resources Management, Master in Management UNAH, Material Typed 2004, p. 8.
ZARRAGOILIA ALONSO, María. Training in Human Resource Management: Key factor in business improvement, Management Brochures, Year VII No.1. January 2003.
CUESTA, A. Human Resources Management Technology, Havana, Editorial Academia, 1997, p.12.
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