The functions of human resources in management processes are of great importance since they are in charge of, through interrelation and cooperation processes, improving the productivity of a certain organizational entity, in the case of educational entities this productivity will be given by the improvement of school learning, which affects the possibility of promoting the further development of any economic and / or productive area of society.
In the case of the human resources that take part in the training of educational professionals who will conduct pedagogical processes in schools in the future, it is of great importance that those who direct them are the most suitable personnel, who have the best training in management, psycho-pedagogical and technical methodological, thus guaranteeing the best results of the professionals under his command in conducting the training processes of future teachers.
It is necessary that all human processes have the guidance of either a natural or designated leader within a given organizational structure, who conducts the processes that take place in a given entity in order to make any action carried out in it more productive.
Given that the greatest strength that the Cuban nation has is the talent, intelligence, human quality and patriotic qualities of its men and women, the training and development of those who have the function of directing human resources towards the achievement of political, social and economic objectives, constitutes a task of vital importance. Our country needs its cadres and reserves to study tenaciously and systematically, so that they master the most modern instruments of leadership and the efficient use of technologies, applying them creatively, in correspondence with the interests of the nation.
The cadres have the responsibility of developing political leadership in such a way that with their word and action they are at the forefront of their groups, contributing with their permanent improvement to the reflection, analysis and evaluation of the main political-ideological, social and economic events. of Cuba and the world. Permanently strive to achieve the highest levels of excellence.
To achieve this suitability and maintain it permanently, continuous training is essential.
This should be conceived as a comprehensive, systematic and continuous process of training and development of the cadres and their reserves, in correspondence with the strategic objectives of each agency or territory and be part of the comprehensive management of human resources. The purposes pursued in this direction must be embodied in a projected strategy in the short and medium term and be concretized in specific action plans, reconciled to the base.
In the search for the achievement of these purposes in our country, the National Strategy for the Preparation and Overcoming of State and Government Tables (2006) constitutes the basis for each Organism of the Central State Administration, Provincial Administration Council, Municipal and other entities, prepare their branch and territorial strategies, as well as their annual plans and action programs.
In correspondence with the essential role that is given to the development of political leadership within the framework of this National Strategy, political-ideological preparation stands out as a fundamental element of the training of human resources for the leadership, based on which Established the Main Master Strategy through which the political-ideological bases, arguments and foundations of the Revolution are provided and the strengthening of the revolutionary convictions of cadres and reserves, in correspondence with the Party's guidelines.
In accordance with the ideological and political foundations that sustain the current economic-social system of the country, the formation of leadership arises from the very development of the masses. This concept is present in the training of human resources for educational management and is expressed in the establishment of ways to ensure that the educational cadres are formed and developed from the very pool of professionals in the sector, in a continuous process of detection and selection of the most capable professionals as cadre reserves in a first stage of executive training and its consolidation and permanent development as cadre by assuming the full exercise of its management functions once its preliminary preparation phase is completed.
This process has reached in recent years in the educational sector a greater concretion in the movement of the Special Pedagogical Reserve, which foresees the early detection of those future professionals with leadership potential already expressed in their initial formation stage in the Higher Pedagogical Institutes and its follow-up, formation and continuous training, from that moment, as a pre-reservation, passing through the condition of reservation when joining the professional-labor activity and reaching the promotion as a management box to those who successfully transit all the process.
Although this is not the only way of training human resources for educational management, it is a strategic and systemic way to achieve that objective.
These complex processes of continuous training and development of the human resources in charge of conducting education in Cuba take place within the framework of the development of the System of Work with the MINED Tables; the subsystems that make up this system are the ones in charge of the whole final formation of the knowledge, habits and skills that the cadre requires for its management, it should not be forgotten that an important element to be developed by these subsystems are those that make up the axiological sphere, so necessary and analyzed by the central organisms of the state and the government in Cuba.
The pedagogical nature of these processes is evident, so any study that addresses the training of human resources in the System of Work with the Tables in the Ministry of Education requires the analysis of their subsystems from a pedagogical perspective to achieve the best understanding of these processes and delve into those elements that favor the integral development of the cadres and human resources that have been selected to occupy those management positions in the future and called in the National Strategy of Work with the State Chairs as: reserves squared.
With this objective, the following considerations are exposed in relation to some of the subsystems that make up the Work System with the Tables already explained in the previous section:
• In the Selection Subsystem, which has the purpose of detecting and selecting those professionals in whom potentialities are manifested to integrate the reserve of pictures, requires the implementation of the pedagogical diagnosis procedures from the principle of educability of all individuals, and the determination of their level of potential development on the basis of the psychological approach to the zone of proximal development and its pedagogical consequence.
• In the Training Subsystem, based on the guidelines outlined that specify the main dimensions that the training process must address, a pedagogical projection of the training is required that combines the level of development of the reserves and cadres, the training requirements and purposes attending to the specific conditions in which it develops on the basis of the consistent application of the main laws, principles and pedagogical and didactic categories.
• The Evaluation Subsystem addresses various items that the comprehensive evaluation of the table requires; Some of them demand the treatment of the evaluation with a pedagogical character, since they correspond to results of the formative process of the table through which the level of development reached in the stage must be expressed; in aspects related to her professionalization within the management activity and to the consolidation of values that strengthen her personal qualities as an educational leader. It is a subsystem for which the requirements of the systematic and summative evaluation characteristic of pedagogical processes are valid.
• The Attention and Stimulation Subsystem reinforces the extrinsic motivations that develop the interests of the cadres and promote their actions in the execution of their managerial functions and in their own personal, professional and managerial development. The psychological mechanisms that underlie the pedagogical processes that take place in the process of formation and development of such cadres as human resources must be taken into consideration.
• Finally, the Information Subsystem is the one that guarantees the effective and efficient operation of the rest of the subsystems insofar as it is capable of providing the necessary, sufficient and updated information in response to the demands of said subsystems, in particular, it has a decisive incidence in the basic processes that characterize the training of human resources in the context of working with the cadres: diagnosis, characterization, projection, training and evaluation, which require permanent collection and systematic and updated data processing for their transformation into useful information for decision-making in the framework of these processes.
In summary, it can be affirmed that in the operation of the different subsystems of the Work System with the Tables as institutional concretion of the processes of formation of human resources in the educational sector, the laws, principles and pedagogical categories are expressed whose demands and conditions guide and they lead the necessary pedagogical action that contributes to the achievement of their purposes.
This expression can be synthesized in the manifestations of the first and second Education Laws formulated by Dr. Carlos Álvarez de Zayas (1999) through the materialization of the principles of the direction of the pedagogical process (Addine, 2002) in the functioning of the System of Work with the Tables:
1. Principle of the unity of the scientific and ideological character of the pedagogical process. It is manifested in the actions of training and development of the cadres that are carried out within the different subsystems on the basis of the postulates of the pedagogical sciences for the achievement of excellence in the professional, axiological and managerial development of the cadres.
2. Principle of linking education with life, the social environment and work, in the personality education process. It is manifested in the orientation of training and development actions that are not only aimed at providing knowledge and technical preparation to the cadres and reserves, but also to the development of the axiological sphere based on its link and responsibility with social reality. in which its actions are contextualized as a table.
3. Principle of the unity of the instructive, the educational and the developer, in the process of the education of the personality. The design and conception of the training and development actions consider the integration of the instructional, educational and developer elements based on their adequacy based on the diagnosis of the participants, their projection of development and the demands of the content of the preparation. not only in terms of its instructional components, but also in its ideological intent and the consolidation of the required values.
4. Principle of the unity of the affective and the cognitive, in the process of education of the personality. All the training and / or development actions carried out with the teams and reserves will take into account the preparation needs, the context in which it takes place and the particularities that, in relation to the interests and motivations, characterize its participants.
5. Principle of the collective and individual character of education and respect for the student's personality. The training process will take into account the relationships that must be established between the actions carried out as a group, the individual performance of the reserves and cadres in that context, and the individual actions that can contribute to their development.
6. Principle of unity between activity, communication and personality. The training process must take into account the personality characteristics of each of the cadres and reserves in order to have an assertive and effective communication with each of them in the framework of the activities that are carried out.
These elements demonstrate that any analysis of the training of human resources in the framework of the System of Work with the Tables must consider the elements that are conditioned by the pedagogical basis of said process in order to effectively achieve the objectives to which it responds..
