The administration has great weaknesses, one of them is the deficiency with which many business schools present in the training and education of professionals. Likewise, the practice of Human Resources Management emerges as one of the most relevant strategies in organizations.
The characteristics of the current economic scenarios show highly competitive organizations, where for each strategy, actions to conquer clients, penetrate new markets or remain in those already conquered, require a Management that is not only updated with modern knowledge of the administrative science and managerial topics, but know how to use them according to your requirements.
Furthermore, new research shows that outstanding performance is due more to several years of deliberate practice and training than to any innate skills or talents. This moves organizations to rethink coaching strategy mechanisms and training techniques to boost the skills of people within the company.
KEY WORDS: Management, Management, Business Schools, Talent, Management, Executive Leaders, Human Resources, Expertise.
INTRODUCTION
To monopolize talent at the managerial level, it is no longer highly recommended to resort to looking for it in prestigious business schools, which according to Management specialists, today the role of teaching is debatable, mainly focused on scientific research, which moves away of the real practice of Management and its problems. There have also been some studies on the origin of talent and skills where its innate origin is questioned and the idea of practice and training to achieve it is strengthened. The practice of Human Resources Management also resurfaces as a fundamental strategy for the search and retention of executive talent. Three approaches that organizations can lean on to bring talented leaders together,The decision to bet on any of them can be key to achieving your organizational objectives.
HR MANAGEMENT, TALENT AND BUSINESS SCHOOLS
Bennis, WG and O'Toole, J., (2005) stated that in the last decades business schools in the United States have adopted a model of academic excellence that is counterproductive, since it makes them lose relevance: «today it is possible to find professors who they have never set foot in a real company except as clients "or" business people are discovering that professors know more about the academic publishing world than about real problems in the workplace. " To this can be added comments, such as that "Schools are falling prey to the great dangers that preach so much about short-termism." It is no coincidence that schools like Harvard and Warthon have moved away from these rankings. And it is not so much that practice has been lost, but rather that the different rankings published by magazines such as Business Week and U.S. News & World Report make schools obsessed with immediate results, which leads them to implement short-term strategies that compromise the quality of education. Interesting is the comment that also indicates that in recent decades, business schools, particularly in the United States paradigm of managerial education, have enjoyed a reputation that any private company would envy. The exaggerated costs of an MBA in that country show the confidence that is placed in them.particularly in the US paradigm of managerial education, they have enjoyed a reputation that any private company would envy. The exaggerated costs of an MBA in that country show the confidence that is placed in them.particularly in the US paradigm of managerial education, they have enjoyed a reputation that any private company would envy. The exaggerated costs of an MBA in that country show the confidence that is placed in them.
Kaplan, RS (2008), a Harvard Business School professor, comments that many successful executives feel unsatisfied and unprofessional, despite their ostentatious positions and impressive salaries. They turn to the past and think they should have accomplished more or even chosen another career. They often feel trapped in their jobs. Kaplan probes why people find themselves in that dilemma and offers guidance to overcome it and reach its full potential: The goal is not to reach the goal, but rather to think about how an executive defines success within himself, and then find the way to achieve it. To find that path, you need to step back and reevaluate your career, and recognize that it is your responsibility to manage it properly.
If Management were a profession, says Baker, R. (2010), business schools would be professional schools. This idea has caused great controversy during this economic crisis, since it is considered that business schools have not been able to form socially responsible leaders. According to Joel Podolny, former dean of the Yale Business School: “A trade earns a profession only when it instills in people certain values, such as being impartial, doing good or acting in favor of the majority. Similarly, a school becomes professional only when it instills these values in its students. ” It is similar to what Rakesh Khurana and Nitin Nohria, professors at the Harvard Business School, argue: "The time has come for Management to become a true profession."The big problem is whether management can really become a profession.
For Bennis, WG and O'Toole, J. (2005), Business schools today face strong criticism for failing in the process of imparting practical and useful skills, preparing new leaders, instilling standards of ethical behavior, and even for not getting good corporate jobs for their graduates. Too focused on "scientific" research, business schools hire faculty who have limited real-world experience and award degrees to students who are not sufficiently trained to deal with complex issues that cannot be measured; and that precisely shape the task of management. These criticisms aimed at reorienting the direction of administration teaching come not only from students, employers or the media,but also from the deans of some of the most prestigious management schools in the United States.
Baker, R. (2010) points out that in the case of Management, there is no consensus regarding the limits of the discipline or regarding the existing body of knowledge. There is no group in charge of controlling professionals, there are no mandatory certifications, there are no ethical standards or mechanisms to sanction any malpractice. In other words, management is not a profession. The manager constantly depends on other professionals. The lawyer handles the contracts, the finance accountant, the project expenses engineer. Instead, the manager is responsible for bringing all of these professionals together.
Anders Ericsson, K. et al. (2007) comment that new research shows that outstanding performance is due more to several years of deliberate practice and training than to any innate skill or talent. Thirty years ago, two Hungarian educators, Laszlo and Klara Polgar, whose goal was to demonstrate the power of education, debunked the assumption that women cannot succeed in areas that require spatial thinking, such as chess. The Polgars raised their three daughters at home and, as part of their education, the girls began to play chess with their parents. With systematic training and daily practice, by the year 2000, the three daughters were among the top ten players in the world.It is not just the assumptions about gender differences and expertise that are beginning to crumble. In 1985 Benjamin Bloom, a professor of education at the University of Chicago, wrote the book "Developing Talent in Young People," where he examines the critical factors that contribute to talent.
On the other hand, Groysberg, B. (2008) and his colleagues at Harvard Business School studied about the risks that organizations run by "hacking" star employees from competitors. After studying the fortunes of over a thousand business analysts, they found that when a "star" switched to another company, not only did its performance collapse, but also the performance of the group it joined collapsed, as well as the market value of the new company. However, they discovered a class of analysts who managed to maintain performance, women. "Star" women - unlike men who moved to another company - generally maintained their performance at levels similar to those that remained. The 189 women in the sample (18% of all stars studied),they achieved better results than men. The reason was, first, that women had built their success around external and "portable" relationships with the clients and companies they covered in their analyzes, rather than internal relationships within their own organizations; men, on the other hand, developed more human capital within their companies and teams, investing more in internal networks, skills and resources. Second, women were more careful in selecting their new employer.They developed more human capital within their companies and teams, investing more in internal networks, skills and resources. Second, women were more careful in selecting their new employer.They developed more human capital within their companies and teams, investing more in internal networks, skills and resources. Second, women were more careful in selecting their new employer.
Kaplan, RS, (2008) tells us that regarding professional dissatisfaction, many feel victims despite the fact that many of their professional injuries are self-inflicted. For him, taking control starts with understanding yourself: looking for honest feedback on the strengths and weaknesses of colleagues higher and lower in the hierarchy, and discovering what it is we really like to do. Understanding that no matter what others understand by success should guide our career decisions and goals. Then, we must identify the three or four core tasks in the business and make sure to excel at them; if you don't, success probably won't come. Once the right thing has been chosen, we must demonstrate strength and leadership.Great executives put the interests of the company and others ahead of their own. They are willing to raise their voices, even to express not very popular opinions. Many executives stagnate because they are safe. But those who know what their dreams are, develop the skills to achieve them, and if they show courage, they will achieve fulfillment; even if they encounter obstacles along the way.
Anders Ericsson, K. et al. (2007), he tells us that Bloom conducted a deep retrospective examination of the childhood of 120 elite competitors who had won international competitions in various fields, from art and music to mathematics and neurology. To her surprise, Bloom did not find early indicators in her study that could predict the success of these experts. Subsequent studies have confirmed their findings, showing that there is no parallel between IQ and outstanding performance in fields such as chess, music, sports, and medicine. So what does correlate with success? The conclusions of Bloom's work is that all the outstanding competitors he investigated practiced intensively,They studied with dedicated coaches and had the enthusiastic support of their families throughout their development years. Subsequent research has expanded Bloom's pioneering work and has shown that individual differences in the level of expertise are related to differences in the degree and quality of practice.
Returning to the subject of management education, Bennis, WG and O'Toole, J. (2005), point out that the cause of the current crisis in business schools is that Management education has adopted an inappropriate model of academic excellence and, in an extreme case, counterproductive. Rather than self-measure by the competence of their graduates or the ability of their professors to understand the triggers of business performance, they are measured almost exclusively by the results of their scientific research. In this way, their scientific model is based on the mistaken assumption that business is an academic discipline, as is chemistry or geology. But business is actually a profession, and business schools are professional schools, or should be.Chancellors are likely to ensure that their schools remain focused on practice; however, they hire and promote research-oriented teachers. But they have not worked in companies and are more comfortable teaching methodology than addressing the uncertain and disorderly issues that are precisely the core of management. And for business schools to regain relevance, they must rediscover business practice and find a model of balance in their dual mission of educating professionals and generating knowledge through research.But they have not worked in companies and are more comfortable teaching methodology than addressing the uncertain and disorderly issues that are precisely the core of management. And for business schools to regain relevance, they must rediscover business practice and find a model of balance in their dual mission of educating professionals and generating knowledge through research.But they have not worked in companies and are more comfortable teaching methodology than addressing the uncertain and disorderly issues that are precisely the core of management. And for business schools to regain relevance, they must rediscover business practice and find a model of balance in their dual mission of educating professionals and generating knowledge through research.
In our days, the practice of Human Resources Management is one of the most important strategic factors in organizations, since the productivity of the company will depend on it if a good process of recruitment, selection and especially of training in the use of new technologies. For the proper functioning of an organization, it must have an adequate organizational structure at all levels, from the lowest level to the highest. We know that there are three important elements in any economic organization: Material resources (tangible goods that the company has, to offer a better service to its clients and in the shortest possible time), Financial resources (company resources, own or others',fundamental for the proper functioning and development of the company) and Human Resources (the engine of the company, responsible for the good management and operation of other resources (Priego, HH, et al. (2013).
Breitfelder, M. and Dowling, DW (2008) are two recent MBA graduates from Harvard Business School, who worked in the areas that are usually chosen by graduates from the most sought-after business schools: Strategic Consulting, Investment Banking, and others Similar. However, these promising executives did something unexpected and entered Human Resources. They did it not to strike a balance between life and work or to avoid difficult challenges but to get to a promising field sooner, as any smart investor would. According to these executives, RH is in the middle of the most important battlefield in business. Finding and retaining the best talent has become an increasingly important competitive advantage, making HR Management a strategic function for all companies today.
For Martin, RL (2011) is a new challenge for business schools: how to teach managers to look beyond the data and to use elements such as empathy and confidence to make important decisions. It is undeniable that organizations love numbers. No strategy proposal is complete without a detailed spreadsheet that translates recommended actions into benefits. The ability to handle spreadsheets is one reason for bright young managers to enter business schools like Harvard and Stanford. They come out with finely honed quantitative skills to get to work on your application. In the last couple of decades, this number management game has gained a lot of fans.The sheer amount of data captured by IT and the increasing sophistication of econometric models encouraged almost everyone to believe that a company's success is due to the amount of its data and its ability to model it. However, that model appears to be going downhill, forcing educators to rethink how they are empowering tomorrow's business leaders.
There is a popular belief that genius is born not made. However, Anders Ericsson, K. et al. (2007), documented otherwise, recent studies revealed that true experience basically depends on years of intense practice and training. Although practice alone is not enough, to reach higher levels of performance, you must constantly improve your skills and leave the comfort zone. This discipline is the key to becoming an expert in any area, including management and leadership. These are the conclusions reached by Anders Ericsson and collaborators, who studied the information collected by more than one hundred scientists. What always distinguishes the best surgeons, chess players, writers, athletes, pianists, and other experts is a "deliberate" habit of practicing; that is to say,trying to do things that they couldn't do before or improve things that they did wrong. Experts constantly review what they did wrong, make adjustments to their techniques, and work hard to correct such mistakes. Even charisma can be developed through this technique. Through deliberate practice, leaders can improve their ability to win in meetings with employees, colleagues, or managers. Those who are not patient and disciplined cannot walk the path of experts. This lasts at least a decade and requires the guidance of a demanding and honest teacher. Furthermore, it assumes that future experts will develop their "internal coach" in practice, which will eventually allow them to provide feedback on their own progress.Experts constantly review what they did wrong, make adjustments to their techniques, and work hard to correct such mistakes. Even charisma can be developed through this technique. Through deliberate practice, leaders can improve their ability to win in meetings with employees, colleagues, or managers. Those who are not patient and disciplined cannot walk the path of experts. This lasts at least a decade and requires the guidance of a demanding and honest teacher. In addition, it assumes that future experts will develop their "internal coach" in practice, which will eventually allow them to provide feedback on their own progress.Experts constantly review what they did wrong, make adjustments to their techniques, and work hard to correct such mistakes. Even charisma can be developed through this technique. Through deliberate practice, leaders can improve their ability to win in meetings with employees, colleagues, or managers. Those who are not patient and disciplined cannot walk the path of experts. This lasts at least a decade and requires the guidance of a demanding and honest teacher. In addition, it assumes that future experts will develop their "internal coach" in practice, which will eventually allow them to provide feedback on their own progress.Through deliberate practice, leaders can improve their ability to win in meetings with employees, colleagues, or managers. Those who are not patient and disciplined cannot walk the path of experts. This lasts at least a decade and requires the guidance of a demanding and honest teacher. In addition, it assumes that future experts will develop their "internal coach" in practice, which will eventually allow them to provide feedback on their own progress.Through deliberate practice, leaders can improve their ability to win in meetings with employees, colleagues, or managers. Those who are not patient and disciplined cannot walk the path of experts. This lasts at least a decade and requires the guidance of a demanding and honest teacher. In addition, it assumes that future experts will develop their "internal coach" in practice, which will eventually allow them to provide feedback on their own progress.which will eventually allow them to feed back on their own progress.which will eventually allow them to feed back on their own progress.
Breitfelder, M. and Dowling, DW (2008), have verified the change represented by seeking and retaining the best talent in their jobs at Goldman Sachs, Lehman Brothers, PricewaterhouseCoopers and MasterCard, and they have verified this with former colleagues and colleagues from other firms. important. Those companies recognize the real value of motivated and excellent employees and are investing time and energy for the same; in the process, they are defining what the authors call the “new HR”. This RH of the future has five characteristics: like business schools, it promotes active learning; serves as an engine for cost savings and income; generates and harvests ideas across organizational boundaries; it makes great places small by connecting people frequently and intimately; and it focuses on the positive,going beyond solving problems and enforcing rules to raise employee engagement and capitalize on people's strengths. If RH is becoming this, there is no reason to stay out.
Increasingly we are getting to the point of seeing that strategy is as much about interpreting as it is about analyzing. When we look at the prospects of a car like the Mini Cooper, we not only have to measure its fuel consumption and interior space, but also take into account the beauty of its design and the thrill of driving it. Although factors like design and confidence cannot be reduced to numbers, they can be interpreted and understood. In fact, only by understanding them can we make meaningful distinctions between alternative strategies or predict clients' emotional responses to a change of direction. The best executives understand this reality too (Martin, RL, 2011).
According to Dessler (2009), Human Resources Management must integrate four stages in its administrative process: Planning, Organization, Integration, Direction and control of human resources. The planning establishes the goals in the short, medium or long term, as well as the norms that are carried out within it. The Organization designates the specific task of each of the subordinates so that they can perform them as well as possible, where each department has a function, the functions that correspond to each one are delegated and the work of the subordinates is coordinated. In the integration, the recruitment process is taken into account. The recruiter must meet the requirements of the position, setting standards,remuneration (gratification for their good performance and performance of their tasks) and training (at least once a year (Priego, HH, et al. (2013).
The lawyer always deals with legal issues while the manager's work can change suddenly every day, says Baker, R. (2010). Generally speaking, the professional is an expert. Instead, the manager does everything and is master of nothing. It is, therefore, the antithesis of the professional. All of this fits in, of course, with the fact that there is no professional association of managers. Although no one is expecting an unskilled person to successfully perform brain surgery, it is very common for businesses to be run by people who do not have an MBA. It is unthinkable that society allows a person without medical training to carry out surgery; but no one seriously proposes that managers are required to have an MBA.The difference between an MBA and a vocational training is that the former improves the performance of the individual while the latter certifies the ability of the individual.
BIBLIOGRAPHIC REFERENCE
- Anders Ericsson, K. et al. (2007). The Making of an Expert. Harvard Business Review, JulyAugust 2007, 115-121. Baker, R. (2010). No, Management is Not a Profession. Harvard Business Review, JulyAugust 2010, 54-57, 59-60. Bennis, WG and O'Toole, J. (2005). HOW BUSINESS SCHOOLS LOST THEIR WAY. Harvard Business Review, May 2005, 96, 98-104. Breitfelder, and Dowling DW, (2008). Why Did We Ever Go Into HR? Harvard Business Review, July-August 2008, 39-43. Groysberg, B. (2008). How STAR WOMEN Build Portable Skills. Harvard Business Review, February 2008, 74, 76-78. Kaplan, S., (2008). Managing Yourself. Reaching Your Potential.. Harvard Business Review, July-August 2008, 45-49. Martin, RL (2011). Don't get Blinded by the Numbers. Harvard Business Review, March 2011, 38. Priego, HH, et al. (2013).ANALYSIS OF THE MANAGEMENT OF HUMAN RESOURCES APPLIED BY SMALL AND MEDIUM SERVICE COMPANIES. Global Conference on Business and Finance Proceedings, volume 8, Number 1, 2013, 594,595.
