Summary
The Cuban Ministry of Agriculture has among its general objectives, to develop an integral training system, in correspondence with the structural changes that are taking place in the country, as a result of the Implementation of the Guidelines of the Economic and Social Policy of the Party and Government. This plan is aimed at training and requalification in Agronomy, Veterinary, Industrial and Food Technology, Economics, Administration and Management, including aspects related to cooperative and environmental management. To this end, considerable resources are allocated to the training of mid-level professionals who, once graduated, join the job training in organizations belonging to said Ministry, occupying positions related to their profile.
For high school graduates, training constitutes a form of training that makes it possible for them to adapt to the organization and their complementary preparation to consolidate and develop the knowledge acquired and the development of practical skills that allow them to be prepared to assume a certain position in the organization to which they were assigned.
For this reason, the present work carries out a study on the theoretical bases that influence the labor fluctuation of mid-level adolescents in Cuban companies in the agricultural sector.
Introduction
In the VI Congress of the Communist Party of Cuba, the Guidelines for the Economic and Social Policy of the Party and the Government were drawn up, particularly in section VII referring to the Agroindustrial Policy, special attention is devoted to the replacement of the labor force in the sector, proposing measures to stimulate the incorporation, permanence and stability of new workers and their definitive family settlement, as well as the handing over of land in usufruct to young people, as one more way of employment.
The Cuban Ministry of Agriculture has among its general objectives, to develop a comprehensive training system, in correspondence with the structural changes that are taking place in the country, aimed at training and requalification in the field of Agronomy, Veterinary, Industrial Technology and Food, Economy, Administration and Management, including aspects related to cooperative and environmental management.
To this end, considerable resources are allocated to the training of mid-level professionals who, once graduated, join the job training in organizations belonging to said Ministry, occupying positions related to their profile. At the end of this stage, they may or may not continue in organizations depending on the needs of the existing workforce. While their training as professionals responds to the demand made, so if they are abandoned once trained, the resources invested, together with the knowledge and experiences acquired during the training stage, will be lost.
This makes organizations belonging to this sector look for mechanisms that motivate and retain their workforce to guarantee an effective and efficient human capital that contributes to the achievement of food security.
The study of adolescent labor fluctuation must be based on theoretical bases that include the study of organizational culture, values, motivation and change, elements that influence men's behavior in organizations in order to reveal the possible causes that may influence this attitude of the same.
I- Theoretical bases for the study of labor fluctuation.
I.1 The culture.
As stated (Davis, 1985) Culture is the conventional conduct of society and influences all its actions.
For his part (Carballal del Río, 2006), he considers it as the social or normative glue that holds an organization together. It expresses the values or social ideals and beliefs that the members of the organization come to share, manifested in symbolic elements, such as myths, rituals, stories, legends and a specialized language.
In turn (Robbins, 1993) expresses that culture refers to a system of shared meanings among its members, and that distinguishes one organization from the others. Upon closer examination of this shared meaning system, we see a set of key characteristics that the organization holds in high regard.
For his part, Shein considers it as a model of basic assumptions invented, discovered or developed by a given group, as he learns to face his problems of external adaptation and internal integration. These assumptions must exert sufficient influence to be considered valid and, consequently, be taught to new members of the company as the correct way to perceive, think and feel these problems ”(Shein, 1986)
The definitions given by different authors of Organizational Culture share common aspects. Underlining the importance of shared values and beliefs and their effect on behavior. Successful organizations have strong cultures that attract, retain, and reward people for playing roles and meeting goals. One of the most important roles of senior management is to shape the culture which with personality will have a major effect on philosophy and management style.
The definitions provided by different authors of organizational culture share common elements, underline the system of shared meanings, patterns, values and symbols that have evolved over time and its effect on the behavior of members of organizations. Successful organizations have strong cultures that attract, retain, and reward people for playing roles and meeting goals. The dominant values are accepted, firmly held and widely shared so that the consistent behavior of its members increases.
Culture is a hallmark that distinguishes organizations from each other; it constitutes a support for the organization's strategy. It is the managers who most influence the culture, both positively and negatively, it is appreciated when its members are seen to work together to achieve goals and objectives deploying all their energies, hence their study is very useful since the more you understand It will become a tool to attract organizations to the new people who integrate them, those who bring their own culture and values, whether from home or from the institutions through which they have traveled, therefore, the importance of carrying out joint work to ensure that they are inserted into the culture and make the values of the organization their own.
1.2 The values.
They are relatively stable strategic learnings in the time that a way of acting is better than its opposite to achieve our ends or, what is the same, to ensure that things turn out well for us. (Argyris, 1978)
For (Robbins, 1993) values are important for the study of organizational behavior because they establish the bases for the understanding of attitudes and motivation, influencing our perceptions.
According to Gung Ho (1998) "values are the true bosses, they guide all plans, actions and decisions, goals are for the future, values for now, goals are established, values are what live, goals change, values are the rocks we can build on, a leader's job is to make sure that values must be respected all the time within the organization. ”
Professor Díaz Llorca, (2001) defines that: values are a humanized reality that gives positive meaning to man. In organizations they are the driving forces in the way we do our work. Its existence is objective and opens the possibility that the human being, beyond being materially satiated, enjoys spiritual satisfactions. Joy, love and other positive feelings. Your assessment will be the ability that allows you to subjectively accept that value.
The professor (Díaz Llorca 2009) in his book: How to use a value strategy in organizations. The hidden side of management teams refers to three theories of values:
- The theory that values are formed The theory that values are designed The theory that values complement each other
The first of them highlights and reaffirms the leading role of parents and the family in general in the formation of the first values, which are, of course, those that they possess in a dominant way. Later on, the important role that primary teachers have in these early ages is highlighted, in addition to the social environment where the child or adolescent develops.
In the second theory it already refers to the young man who brings with him the values that are spoken of in the first theory but who already becomes part of an organization in which other members who also bring their own converge, resulting in a product with a system of values, and beliefs that are going to be those that distinguish that organization from the others.
In the third theory it is emphasized that values are formed and are also designed, and that both theories complement each other, either in individual or group performance. And it is called by its author as: "The theory of complementarity".
Seeding values that become part of the beliefs of all those who work in an organization is a titanic task, whose main promoter is those who hold leadership positions and who come to lead the organization. That is, not only those who have the authority that gives them a position, but also have the real authority that their subordinates and collaborators recognize, it is these hands that will lead the new individuals who join the organization, those who have under their responsibility to achieve their insertion into this new culture, making them to endorse the values of the organization in which they have inserted themselves, to seek effective ways of motivation that will achieve their permanence, etc.
1.3 The Motivation.
For (Robbins, 1993) it is the willingness to make great efforts to achieve organizational goals, conditioned by the capacity of the effort to satisfy some individual need
Motivation is also defined as: «a term that designates the determinants of:
- The decision to start the effort to perform a certain task. (direction) The decision to make a certain level of effort. (breadth) The decision to persist in the development of that effort for a certain period of time. (persistence). (García, 1997)
Other authors such as (Núñez de Villavicencio, 2001) estimate that it is the result of the interaction of the individual with the situation.
Also during school life motivation is present and it is a general process by which a behavior is initiated and directed towards the achievement of a goal. This process involves both cognitive and affective variables: cognitive in terms of thinking skills and instrumental behaviors to achieve the proposed goals; affective, insofar as it includes elements such as self-assessment, self-concept, and both variables act in interaction in order to complement and make motivation efficient, a process that goes hand in hand with another essential one within the school environment: learning.
But, this process does not end in the first years of incorporation into working life, it could be said that it is complicated because now you will have to apply what you have learned in addition to integrating new knowledge related to the studies you completed.
In the past 1950s, three specific theories of motivation were formulated and have received strong criticism but were the first explanations given about worker motivation. They are the theory of the hierarchy of needs, the theories X and Y, and the theory of motivation-hygiene.
Abraham Maslow's Theory of the Hierarchy of Needs is of special interest as it deals with the study of job fluctuation in adolescents.
The mentioned author presents the hypothesis that within every human being there is a hierarchy of five needs:
- Physiological: includes food, rest, breathing, sex, homeostasis. Security: Includes physical security, employment, resource, moral, family, health, privately owned. Affiliation: includes affection, friendship, sexual intimacy. Recognition: includes trust, respect, success and self-recognition. Self-actualization: the impulse to be what one is capable of being; It includes growth, reaching one's potential and self-satisfaction, creativity, spontaneity and lack of prejudice.
Later, other students of motivation emerged with other theories that we relate below.
Adams' Theory of Equity; maintains that in the workplace, individuals make comparisons between the contributions they make to the company (inputs) and the compensation they receive from the company (outputs).
(Skinner's) Theory of Effort, Goal Setting Theory. (Gene Broadwater) and the Theory of the two factors of (Frederick Herzberg) relate important elements that brought to the investigation are clearly appreciated, the trainee needs to be stimulated by all the aspects that have been previously indicated and it is important that he knows what the organization expects him, needs due to his characteristics, a correct and motivating environment that retains him and commits him to continue in the organization in which he carried out his training and that role can be achieved by career development.
ERC Theory Clayton Alderfer
There are three groups of primary needs: existence, relationship, and growth.
Knowing the causes of motivation is as complex as man is complex, work motivation is one of the very useful tools in organizations, hence the efforts made to properly stimulate workers.
If we analyze the reasons why a person works or contributes his effort to an organization, we will find that there are many factors. From wanting to have money that allows you to at least cover your basic needs, to higher aspirations like self-realization. (Robbins, 1993).
The criticisms made of Maslow's theory of motivation all converge on the human being and his needs, which act as a driving motor to achieve individual and organizational goals; But wouldn't it be human if, when one of them is reached, the individual feels calm and gains emotional balance by having fewer worries that will allow him to give himself more to the work activity he carries out in his position?
On the other hand, they allude that self-realization is not possible in the face of spiritual deficiencies and it is that the achievement of dreams in which work and professionals may or may not be contained do not provide spiritual tranquility, especially at a stage so important and recognized by all as difficult: adolescence, in which any setback provides bitterness and unhappiness, behavior that they transfer to their work in the organization and in many cases if they recognize this need, and do not see the way to achieve it, they migrate to another in which they think that it will succeed.
Organizations today face turbulent environments and new technologies with increasingly shorter life cycles, when they are barely adapting to one, a more sophisticated one has already emerged in the market and with conceptual leaps so high that they do not always admit retraining. Therefore, the motivation of the personnel is important and in this case of the trained, who constitute an excellent own capital, that is to say that it is beneficial not only for the organization, but also from the personal point of view, since they retain the knowledge acquired. even if they change their job, sector or company.
On the other hand, knowledge of the trends and characteristics of motivational profiles contributes to the enrichment of positions and the creation of motivational conditions that meet the expectations of those who enter organizations with the desire and the conviction that they are part of them and that together they can achieve their development. (Martín, 2005)
It can be said that a motivated staff is better prepared for the changes they face on a day-to-day basis and those that organizations face with their environment.
1.4 The change.
For (Davis, 1985) change is a way of life. It is around people, in their ecological environment and in their social environment, and also in their biological processes. From the beginning of life, an individual learns to know the change to adapt to his livelihood. From the moment someone is born, their ability to adapt to changing from one environment to another depends.
The resistance to change of organizations and their members brings discomfort and time to adapt, so it is of great importance to know that adolescents in the change from school to work life need to be guided as well as in their rotation by the different jobs they have to go through when they join an organization. The personnel in charge of guiding and tutoring them must coordinate attending to the diverse reactions produced by changes in individuals, collective learning and the development of different skills and basic capacities important for their performance within it.
It is also important that people working with adolescents bear in mind that at this stage a transition is made from the state of total social and economic dependency to a state of relative independence. Furthermore, according to studies carried out by psychologists, the period of adolescence is lengthening and it is a critical period of development, rich in potential for change and transformation: which should lead to the understanding that this generation of adolescents represented the adult of tomorrow at that the work carried out with them must be careful.
As expressed (Núñez de Villavicencio, 2001) Adolescents seek independence; but they need emotional and physical support, they feel lonely and they need to establish strong affective bonds with other adolescents, they demonstrate fascination with group meetings, their behavior is strongly influenced by the group norms, at this stage abstract thinking begins which It allows to develop a system of own values with real vocational goals. The adolescent establishes a personal and social identity but faces challenges such as:
- Adaptation to anatomical and physiological changes. Integration of sexual maturity into the personal model of behavior. Separation of family tutelage. Establishment of individual identity, through relationships with peers. Adaptation of skills and abilities acquired for occupational activities. and recreation.
Adults must create a context within which their development is favored and act with them in a way that allows them to preserve their dignity, stimulate their sense of self-esteem and provide useful guidelines that enable greater social maturity.
Following Kurt Lewin's model of change and applying it in organizations.
Change as a modification of the forces that maintain the behavior of a stable system. But such behavior is the product of two types of forces: Those that help the change to take place (driving forces) and those that resist the change. (Restrictive forces), who want to maintain Quo status. When both are balanced, current levels of behavior are maintained and, according to Lewin, an almost stationary balance is achieved. (Terán, 2003)
Change Model
Fig. 1 Model of Change
Source: Taken from Terán, 2003.
In carrying out and extrapolating Lewin's model of change to an organization, we think that the driving forces for change in this case would be the Transition of change from high school to working life, in turn acting as an agent of change, the organization, the Intervention strategies would be given by those people who integrate and direct the organization who must be prepared and knowledgeable in order to positively influence these trainees who arrive at the organization, it is also important that there is correspondence between the positions and the structure, hence the importance of working with trainees in career development,finally we find the tactics that are not more than all those methods and means that are used based on the strategies that the organization draws up to achieve the fulfillment of its objectives or identifiable Units or sequences of behavior that are used to carry out a strategy.
The study of the independent needs of each adolescent that constitute motivating elements to achieve their permanence in the organizations that started them in working life is as indispensable as it is indispensable to know what their hierarchy of needs is and which they hope to solve through the organization.
II- Importance of the analysis of the conceptual theoretical bases.
The study of the theoretical bases studied is important, because it facilitates the understanding of the causes that can lead adolescents to leave the organizations in which they have been located to develop their training, allowing corrective actions to be put in place to curb the problem.
This analysis constitutes a theoretical framework of reference on the labor fluctuation and a reference material for subsequent investigations that deal with the subject.
Conclusions
The theoretical elements studied provided the scientific basis for understanding the behavior that adolescents in training assume when they move from student life to working life.
The study of the theoretical bases provided important elements to be taken into account by organizations in the work to be carried out with adolescents who begin their working life.
If the organizations take into account the referenced theoretical elements, they may be able to identify the motives, interests and aspirations that guide the life of the adolescents in training that are inserted into them.
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