Impact of training human capital in the hotel industry

Tourism as an economic activity continues its transformation influenced by information and communication technologies. It has been generalized to all regions of the world. Cuba has not been isolated from this phenomenon. Since the 70s it has been working on the organization of this important activity, which has become the locomotive of the country as it is its main economic line.

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The development of tourism has been one of the fundamental factors for the revival and modernization of national production, the introduction of new technologies and the transformation of business culture through the application of new concepts on the assessment of quality, customer service and compliance with delivery deadlines. It is expected that new levels could be reached in Cuban tourism: projections lead to the fact that in 2009 more than 2 million visitors will be received.

In hotel and restaurant companies, it is essential to give adequate treatment to the importance of the human component in the provision of services that includes all decisions and directive actions that affect the nature of the relationships between the organization and its workers, forming a system with structured integration of interrelated parts, so that all members of the company are motivated and strive to achieve effectiveness in the work they perform.

Competitiveness is based above all on the competencies that the organizations that represent them exhibit through their operation. The resulting organizational effectiveness is translated into the new value that is generated with the training process in order to meet the expectations of society as a whole.

It is obvious that in order to insert and maintain itself in an increasingly changing and competitive environment, the best thing is that the sources of advantages are inexhaustible. Associated with this statement, it is found that the only resource that is inexhaustible, that is capable of adding value and that from it can generate all the sources of advantages already mentioned, is the human component, since it provides organizations with the knowledge, the organizational dynamics itself, the capacity for analysis and decision-making that allows the constant search for durability and balance with the environment, which is why knowledge is the most precious asset of any organization.

This knowledge is generated through a learning process that needs to transcend the individual and group levels to become a learning that manifests not only the elements of the system, but its results.

The training and development of human talent guarantee the acquisition and evolution of their skills within organizations. Knowing how to be, knowing how to do and knowing how to say is the process that allows the transmission of knowledge, training of skills, development of attitudes of the members that comprise it. The supreme purpose of training is to contribute to the fulfillment of the global objectives of the companies.

It mainly requires a system of preparation and improvement of tourism workers that is effective, continuous and that leads to increasing their influence on the results of their companies.

For all these reasons, attention to the training strategy as a pillar that contributes to maintaining, solidifying and increasing the future results of the sector is becoming more important today.

In the tourism sector, special attention is being given to training, as the creation of values, strategies are drawn from the central level to the installation to achieve that the preparation of workers, allow to increase the performance based on the quality of the service that is provides. These strategies are periodically checked, from the point of view of compliance with the training plans developed, but the impact that training produces in the workplace has not yet been effectively measured. The impact of the training is an important aspect within the evaluation process and this must be permanent and continuous, so that the goals set can be achieved, thus it is necessary to evaluate and measure its impact, if the organizations provide attention to training,They also want to see the results in a tangible way.

In today's world there is frequent talk of evaluating training and even more so, of evaluating its impact. But this endeavor is not at all simple. When trying to evaluate the result of the training, many times relevant elements or information are missing, or the training action does not respond to specific needs and objectives. In other cases, it is simply evaluated through the quantification of courses taken and people trained. The issue of impact evaluation is a very new issue in the current problems of the business world.

There can be no training actions if psychological changes are not caused in human capital that result in economic changes, and with it, cause social changes.

In the tourism sector there have been several attempts to measure the impact of learning, several researchers have focused on the subject, however these efforts do not currently have a single methodology for this, nor with established indicators for this sector, there are studies in the tourist center of Varadero, a specific methodology to measure the impact of the training of the cadres and reserves of the Josone Park, which is not yet conclusive because the subject in question is so complex, so the need to continue researching the subject.

The Ministry of Tourism proposed in 2008 a methodology for evaluating the impact of training for cadres, reserves and workers in the sector, however, the author considers that it has not yet achieved the expected result in order to achieve the most accurate measurement of the impacts, focused on the performance of human capital within the organization.

The Hotel Bella Costa is urged to measure the impact of the learning of its workers, in order to achieve a better performance of them by drawing up specific strategies that allow multiplying the quantitative and qualitative results in the economic and social already achieved by the organization, thus responding to the needs of the Cubanacán Group, the Breezes chain and the country.

Based on the above, it is posed as a Scientific Problem:

How to measure the impact of training in Gastronomic Service Clerks at the Hotel Breezes Bella Costa?

From the Scientific Problem, the General Objective that is pursued is:

Develop a methodology to measure the impact of training in Gastronomic Service Clerks at the Hotel Breezes Bella Costa.

Hypothesis

If we elaborate a methodology to measure the Impact of Training in Gastronomic Service Dependents of the Hotel Breezes Bella Costa, then we would be able to propose training actions that contribute to the achievement of the proposed strategic objectives.

Specific objectives

Construct the theoretical referential framework of the research that enables a concrete approach to the conceptual bases of measuring the impact of training based on a broad bibliographic search. Impact indicators. Apply the methodology designed to measure the impact of training in dependents. Gastronomic Service.

Dependent Variable:

Training actions aimed at achieving strategic objectives.

Independent variables:

Methodology to measure the impact of the Customer Characteristics of the Gastronomic Service Dependents Training needs of the Gastronomic Service Dependents

Methodology to be used:

The procedure used is scientifically argued on the results of the development of the state of the art that consists of the theoretical bases of the methodology for measuring the impact of training.

To carry out this research it is necessary to study and / or apply different Methods, among which the following stand out:

Surveys: Data collection method through questions, whose answers are obtained in written or oral form with the aim of studying certain facts or phenomena through the expression of the subjects. Bibliographic review: It consists of detecting, obtaining and consulting the bibliography and other materials that may be useful for the purposes of the study, as well as in extracting and compiling the relevant and necessary information that concerns our Scientific Problem Analysis: It is an intellectual operation that makes it possible to mentally decompose a complex whole into its parts and qualities. It allows the mental division of the whole into its multiple relationships and components. Synthesis: It is the inverse operation of the analysis, which mentally establishes the union between the parts,previously analyzed and makes it possible to discover relationships and general characteristics between the elements of reality Induction: It can be defined as a form of reasoning by means of which one passes from knowledge of particular things to a more general knowledge that reflects what is in common in individual phenomena. Deduction: It is a form of reasoning, by means of which one passes from a general knowledge to another of a lower level of generality. Part of principles, laws and axioms that reflect the general, stable, necessary and fundamental relationships between objects and phenomena of reality. Observation: It is the empirical procedure par excellence, the oldest; it basically consists of using the senses to observe the facts, social realities and people in their daily context.

Procedures, techniques and tools:

Search and selection of the bibliography: review of the literature on the subject and Internet search, in addition to the theoretical methods such as analysis-synthesis and induction-deduction.Methods for obtaining the Training Needs: Surveys, Technique Soler Sampling (1990), Expert method, Brainstorming, Consensus Coefficient, Frequency table, Pareto chart, as well as the use of Microsoft Excel software and SPSS Software version 11.5. Method to obtain the weight of Training Needs: Hierarchical Analytical Process Method to measure the evaluation of training actions: Reaction Survey proposed by Kirkpatrick Method to evaluate the Impact of Training: Decision-making matrix W - X

Main expected results:

With this research, it is expected to define a methodology that allows measuring the impact of the training in Gastronomic Service Dependents of the Hotel Breezes Bella Costa belonging to the Cubanacán chain, applying it to determine the impacts of the training received and its reflection in the performance of each.

The practical value of the research will consist of offering steps to measure the impact of training in Gastronomic Service Dependents of a hotel facility, which translates into improvements in their work performance and in the Breezes Bella Costa product.

To achieve the proposed objectives, this research is structured in:

The Summary: synthesizes the basic ideas related to the investigation.

The Introduction: exposes the methodological design used, as well as a general characterization on the subject.

In Chapter I: reference is made to the conceptual aspects that make it possible to understand the proposed procedure. Reference is made to the concepts of learning and training, and the concept of measuring the Impact of training and the most important existing methodologies is addressed.

Chapter II: sets out the procedure to be followed in the investigation, exposing its different steps that allow the fulfillment of the proposed objectives. The proposal is based on the experience of applying the measurement of the impact of training in the world and the methodologies applied in them.

In Chapter III, on the basis of the proposed procedure, we proceed to the elaboration and application of measurement instruments in the Hotel Breezes Bella Costa, carrying out field work to search for information and empirical verification, as well as the data analysis. This stage runs from November 2008 to the present date.

A total of 4 Conclusions are reached and 3 Recommendations that are considered necessary are made. The Bibliography consulted and the Annexes that help to present the results and analyzes carried out are included.

The exposure method is supported by the graphical presentation mode, which allows clarity in the understanding of the information.

Chapter I. State of the Art and Practice on Measuring the Impact of Training

1.1.- Human capital in the organization

In the current economic order, the capacity of organizations is associated with their human capital, which is why they become valuable not for their physical assets, but for their intellectual capital.

The Management of the Human Component is seen with a strategic approach to acquire, develop, manage, motivate and achieve the commitment of the key resources of the organization: the men who work in it and for it. One of the basic aspects of modern management of the human component is aimed at recruiting, selecting, preparing, stimulating, retaining and retaining these high-performing workers.

A Human Capital Management system must be coherent, flexible, efficient, adaptable, animated, integrated and innovative. The most advanced and modern trend of leading companies is to see their staff as a true resource in which to invest.

In the author's opinion, the greatest competitive advantage that can differentiate one company from another is the ability of people within it to adapt to change. This is achieved through the strengthening of training and continuous learning in people so that education and experiences are measurable and even more, valued according to a system of competencies. It is not enough to manage knowledge, the most important thing is its application and practical measurement to provoke psycho-economic-social changes.

¨A proper planning of Human Resources requires a policy of permanent training of personnel¨

1.2.- The training of the human component. Essential factor for the development of tourism activity

It is essential to guarantee excellence in service as an essential factor in the development of tourism activity, through the employment of a duly qualified workforce that meets certain suitability and discipline requirements.

Training is an essential tool for positive change in organizations. Today it cannot be conceived only as training or instruction, it surpasses these and approaches and identifies with the concept of Education.

The task of the training function is to improve the present and help build a future in which the human component is trained and prepared to continually improve, it must be developed as a process, always in relation to the position and the organization's plans. Currently, the training of the human component "is the response to the need that companies or institutions have to have a qualified and productive staff, it is the development of tasks in order to improve productive performance, by raising the capacity of workers by improving skills, attitudes and knowledge "

For companies or organizations, the training of the human component must be of vital importance because "… it contributes to the personal and professional development of individuals at the same time that it results in benefits for the company"

The author considers that an adequate planning of the human component requires a policy of permanent training of personnel, since bosses must be the first interested in their own training and the first responsible for training their subordinates, each one must stimulate collaborators to that they constantly prepare to be up to the new changes, to continue contributing to the organization and to their own survival.

In relation to training, the following should be taken into account:

Total participation: identification of specific training needs, identification of alternatives to meet the specific training needs specified by each worker and their immediate boss Profitability: What is spent for training and development should produce improvements in individual performance, quality, productivity and services that represent more than what is spent Instrumentation: Training programs must provide effective training courses, validated for their usefulness and train competent instructors to optimize time, costs and training results

The development of the human component and training must be the launching pad for organizational change, for which a comprehensive, permanent and coherent training plan must be established, an essential part of the company's strategic planning process.

To successfully develop this plan, four basic factors must be considered:

From the outset, it must have the support and involvement of all the members of the company's management staff. It must be ensured that everyone shares the idea that the training process must be a fundamental part of the business of the company. business. The recipient of the training actions must be willing and motivated to participate in them. There must be a Training Department that develops an active and service role in the organization.

The Training Plan is a tool with enormous potential, it must be dynamic, flexible, allowing the inclusion of the necessary training actions at all times, even if they are not previously planned. They must be taken into account: the detection of the needs of the individual, the detection of the needs of the job and the detection of the needs of the organization.

The mission and vision of the organization help to set the training objectives, since they respond to what kind of company we are, what we do, what type of company we want to be… Diagnosis of needs is essential training, because its impact is strategic for any contemporary organization.

Training responds to the need to provide people with better skills, to adapt people to the changing requirements of their jobs, to technological changes, or simply to give a better, broader general training, all with the In order to increase the competencies of the human factor and consequently, the competitiveness of the company. There are several training or training methods:

The development of abilities and skills for particular conditions of the company requires trainers, generally internal. (This can be through on-the-job training and off-the-job training, in the company itself) Development of supervisors, managers and personnel of a certain hierarchical level within the organization and is ideal for imparting general knowledge on issues of Administration, personnel, technicians A combination of the previous two and of course, its application is wide and generally it is the one that yields the best results due to its flexibility.

The author agrees with the criteria found in the literature that the benefits derived from training in general are of two types: tangible and measurable, and non-tangible. " The non-tangibles come from the points of view of the participants and the trainers, they are subjective and the information is obtained from the training or follow-up reports. "

At present the knowledge of modern service trends and the needs of people have been changing, there is a greater sensitivity and interest in tourists for the environment and natural problems, history, culture. Every day the demands of customers are greater and there is a greater association of technology with service.

1.2.1.- The Impact of Training

One of the most interesting contradictions in the field of training in today's business world is that a significant amount of money is invested in shares whose profitability is not measured.

This contradiction is the product of the fact that at present very few organizations have made an introduction to the Impact Evaluation topic and consequently do not measure the results of the training specifically, which are incorporated at the level of knowledge learning.

The author considers that the need to directly relate the concept of Training and the Impact of Training is increasingly strong, to relate the two concepts the focus is on achieving effective and systematized learning.

In the 19th century, evaluation experienced a great boost due to economic development and social mobility, which required a more valid and effective selection.

Evaluating constitutes a systematic, methodical and neutral process that makes it possible to know the effects of a program, relating them to the proposed goals and the resources mobilized. Evaluation is a process that facilitates the identification, collection, and interpretation of useful information for decision-makers and those responsible for program execution and management.

The training guarantees that a person who is not competent and therefore not suitable for the company's policies, oriented towards results, to the satisfaction of workers and clients, becomes an efficient person with the Knowledge, Attitudes and Skills acquired with the formation.

The transfer of the contents learned to the job is what is known as Transfer of Training. By applying what has been learned and using it effectively and regularly in the workplace, there is transfer. This transfer of knowledge generates an impact which must be measured in order to maximize the positive effects and eliminate the negative ones. To do this, an evaluation or analysis of the impact that the training has had must be carried out.

Training must be fully or comprehensively understood in its three aspects:

Assimilation of Knowledge --- KNOWLEDGE. Skills Acquisition ---- SKILLS. Change of Attitudes ------– ATTITUDES.

The APTITUDE necessary for the optimal performance of the tasks of the job is the result of the combination of these three aspects: the people who have assimilated the knowledge have acquired the SKILLS and have (positively) changed their ATTITUDES, they are already able to effectively carry out the tasks assigned: they already have the necessary KNOWLEDGE.

The impact evaluation must contemplate the evaluation of these three components: Knowledge, Skills and Attitudes, and can manifest itself in the use of what has been learned in a new situation, the contextualization of memories and the association of what has been learned with similar things previously learned.

Impact measurement work has been carried out on:

Training of cadres and reserves in the territory of Ciego de Ávila, Master's degree at the Universidad de Oriente, Training actions in Higher Education Centers, Training for managers, Master's degree in Management, Industrial Property

The author considers that although contributions have been made in evaluating the impact of the training, there is still no defined methodology that allows evaluating the results of the training in the management of the company, that is, its benefits in the better performance of its workers.

The main concepts that are currently exposed are the following:

I.- The Impact Evaluation is the comparison of the changes produced between one initial situation and another, after the training intervention.

II.- The Impact Evaluation is defined as a system to provide statistically reliable information on the results of a training project or training program, which allows monitoring its process and measuring the incremental impact produced by the services it provides, on your sample to evaluate.

III.- By Impact Evaluation we mean the evaluative process aimed at measuring the results of the interventions, in quantity, quality and extension according to the pre-established rules and comparing the planning with the result of the execution

For decades, the prevailing idea was "to evaluate is to measure", giving weight only to quantitative dimensions and indicators. Currently, the Impact Evaluation is valued as a broad and global process, in which qualitative techniques are added to the quantitative approach. In this context, the Impact Evaluation seeks to measure the changes derived from the application of the training program, in the company, managers, workers and clients.

In the field of training, evaluation specifically refers to the process of obtaining and weighing all the evidence about the effects of training and processes such as identifying needs or setting objectives. This systematic collection and analysis of information is necessary to make effective decisions regarding the selection, adoption, design, modification and value of a training program. "The question about what to evaluate is crucial to the evaluation strategy, your answer will depend on the type of training program, the organization and the purposes of the evaluation"

1.3.- Measurement of the Impact of Training today

According to what is conceptually accepted, Model is an archetype or point of reference to imitate or reproduce it. In works of ingenuity and in moral actions, exemplary that for its perfection must be followed and imitated. Theoretical scheme, generally in mathematical form, of a complex system or reality, which is developed to facilitate its understanding and the study of its behavior. Exemplary that for its perfection should be followed or imitated.

Evaluation: It is an estimation of the knowledge, attitudes and performance of the students.

Impact: Footprint or mark left. Emotional blow produced by a disconcerting news. Effect produced on public opinion by an event, provisions of the authority, news, catastrophe.

Training: Activity planned and based on real needs of a company or organization and oriented towards a change in the knowledge, skills and attitudes of the collaborator.

Desired State: Structured on the basis of what is to be achieved, with a series of requirements that the individual object of research study must have for the successful development of their functions. Optimal state that is desired for the best performance of the individual. It is expressed in terms of objective, verifiable, achievable, measurable results in real time.

Impact of training: A situation that produces a set of significant and lasting changes, positive or negative, foreseen or unforeseen, in the lives of people, organizations and society. The impact evaluation is an evaluation judgment on the dynamics of the quantitative and qualitative changes operated in the people and organizations benefited by the training action, establishing a direct or indirect causal link.

Impact Indicators: Those on which we are going to measure the change that has occurred.

An Impact Evaluation Model (MEI) is a point of reference to imitate or reproduce it for the estimation of the knowledge, attitudes and performance of the students after the footprint or signal that the training has left (in this particular case of study).

The Impact Evaluation Models that have been created have been made with the objective of creating a particular path applicable to each case, to develop the Training Impact Evaluation process in a specific way. Some have made a separation of evaluation levels, others have organized the implementation process according to the dimensions and their correlations, but in general the objective of all is to be able to evaluate the impact that the application has had, whether of a program, training or other process that seeks to achieve improvement in any sector.

1.3.1.- Main Impact Evaluation Models currently used

Kirkpatrick Model (1959)

It is known as the pioneer model of evaluation. Since its inception it has been the most widely used for its simple, flexible and complete characteristics. It consists of four levels, arranged in a hierarchy in such a way that the evaluation always begins at level I and ends at level IV and each level serves as the basis for building the following.

These levels are: Level I: Evaluate Reaction.

To begin the evaluation, ask if the participants like the training program, their perception. To define what the reaction is, it is necessary to know, how favorably the participants react to the training ("Customer Satisfaction"). To do this, it is necessary to gather the reactions regarding the instructor, the course and the learning environment.

Level II: Assess Learning.

At this level, attention will be focused on the development of skills, knowledge or aptitudes of the students: have they achieved the purposes? Learning is the set of knowledge, skills and attitudes acquired after the training course and guarantees connection to other levels. The methods used to measure learning are: interviews, surveys, tests or tests (pre-post-) to check progress, observations, combinations. To perform the assessment of this level, a control group should be used, if possible; evaluate knowledge, skills, and / or attitudes before and after; obtain 100% participation or use a statistical sample; follow up appropriately.

Level III: Evaluate Behavior.

You must ask yourself. They use new skills, knowledge and aptitudes in their daily life. Behavior is the transfer of knowledge, skills and / or attitudes to the real world, which implies that for its verification a measurement of the fulfillment of the achievement objectives must be made. In the first place, it is necessary to observe the performer, monitor the key people who observe him, use checklists, questionnaires, interviews or combinations. To develop it, evaluate before and after the training, allow ample time before observing, monitor key people, consider costs versus benefits: 100% participation or a sample, repeated evaluations at appropriate intervals, make use of a group of control.

Level IV: Evaluate the Results.

This level is focused on the company: increase in production, improve quality, decrease costs, increase sales. From an organizational perspective, this is the main reason to carry out a training program and the evidence is in the daily work. The definition of the results must depend on the objectives of the training program, estimates of results can be given or final results can be reached. The results depend on the objectives of the training program, therefore the tests that are used must be concrete since the evidence can be malleable.

To measure results, use a control group, allow some time for the results to be performed, measure before and after the program, consider costs versus benefits, and be satisfied with the evidence when testing is not possible.

CIPP model (proposed by Stufflebeam and Shinkfield)

This model organizes the implementation process according to four dimensions and their correlations.

Context: This dimension is nourished by the data emphasized in the training and improvement courses that the staff receives. Input (Inputs): Identify and assess the available resources (human, material and financial) before the evaluation; the objectives and strategies proposed according to the available resources; the strategies implemented; the resources assigned and used, the normative support and the interventions carried out. Process: It includes the dynamic interrelation between the evaluation structures and the various actors, generating a linking system: “evaluation environment”.

It is especially evaluated by qualitative techniques.

Output: (results and impacts in relation to the objectives) The four dimensions of the CIPP model are related to four decision levels, which in turn correspond to four stages of the evaluation

Evaluation Model proposed by Stake, built on Tyler's contributions

Tyler stressed the notion that evaluation measures by comparing desired results and results found, later Stake picked up this concept and extended it to the antecedents and actions, emphasizing that both direct and indirect results, planned and accidental achievements should be recorded.. Likewise, data of merit and value must be collected and analyzed among all the actors: the evaluators must be familiar with the explicit and implicit language of those evaluated. The two main tasks are description and judgment; Thus, knowledge about the evaluated personnel allows the evaluator to understand the achievements and difficulties in depth. This evaluative practice is fundamentally based on qualitative techniques, although it does not rule out concrete data. On the other hand,considers internal evaluation and self-evaluations especially useful. ”The functional structure of the“ client-based ”model is presented by Stake in the form of a clock, showing how each step triggers the next, using the techniques described: close observation and open interviews, privileging bonding and empathy "

1.3.1.4.- GDOR model

The HEURES NETWORK team has developed a new technological tool, GDOR, a comprehensive development management model that implies a substantial change in approach with respect to the traditional models prevailing in organizations. The first step is to determine which are the management indicators that the daily work should influence, and based on them and, eventually, on related objectives, design a custom development model to manage the training activity and development in terms of expected impact and investment to be made, visualizing the training programs and their impact in terms of ROI (Return on Investment),accepting that this level of information will not always be achieved, but qualitative information will always be obtained much higher than that usual in traditional management models. In addition, it will allow, through the application of impact indicators and a cost management model, the continuous redefinition and rethinking of training actions, so that they are always focused on achieving the planned objectives with the highest level of investment. suitable.

CIRO Model (Context, Inputs, Reaction, Outputs)

Created by Peter War, Michael Bird and Neil Rackham (1970). It has a broader approach than Kirkpatrick and considers evaluation as a continuous process, which begins with the identification of needs and ends with the training process. Its central idea is that training should be a self-correcting system, whose goal is to cause change in people. For some specialists, it is better to focus on the lower levels of evaluation in terms of effort / reward, so that if a proper measurement of context, inputs, reaction and evaluation of immediate results is subsequently carried out, it will be very intermediate and ultimate results are likely to be successful. The measurement of learning (Level of immediate results of the model of Warr, Bird and Rackham;Kirkpatrick level II) provides more objective information: it determines if the employee acquired the knowledge that was transmitted to him. The level of knowledge, transformational operations and skills acquired in a certain activity are necessary but insufficient to ensure an effect on performance)

1.4.- Measurement of the Impact of Training in Cuba

In our country, a culture of evaluation of the results of training in companies is beginning, generally the profit of organizations is not evaluated as a result of the training received by managers and workers, although it is important for companies to achieve adequate effectiveness of training actions, since it is a capital formation.

Studies have been carried out on the impact of training in other sectors of the economy and in the tourism sector, and a methodology has been designed to evaluate the impact of training for cadres, reserves and workers in tourism companies.

At the Agrarian University of Havana, the Management Techniques Group has worked to define in the organizational sphere a Diagnosis, Improvement and Training System for leaders and their reserves that responds to the particularities of the organizations. The National Science and Technology Project (SIDISED) was developed with a main objective that is: To develop an evaluation and monitoring model of the training system, as well as the measurement of the impact on individual and organizational development. It has different stages:

- Investigation stage (external and internal diagnosis). - System Projection Stage (Planning and Organization). - Execution Stage (Development) Monitoring and Evaluation (Economic, cultural, social impact and others)

This model tries to offer an Integrated Diagnosis, Improvement and Training System for leaders that conceives that training meets individual and organizational needs, through an integrated model that provides a balance between the past (financial approach), present (financial approach). customer and process), future (renewal and development approach) and the impact on society.

The Technical University of Holguín «Oscar Lucero Moya» developed a methodology with the objective of evaluating Training Management.

Step 1: Evaluation of the degree of compliance with the stages of the Training Management Process Step 2: Evaluation of the level of satisfaction with the results obtained from the actions carried out, in two moments: at the end of the action and after a period of time defines in correspondence to the activity carried out and its objectives, meaning the level of satisfaction of the participants in the training actions and the level of satisfaction of the managers of the actions carried out Step 3: Comprehensive evaluation of the effect of the training (final impact)

At the University Branch of Isla de la Juventud, a methodological proposal was made to measure the impact of the training, consisting of:

Analysis with the applicants of the training, in order to define the real impact that the diploma has had, considering specific variables for each organization Application of a survey to the trainees Group work session to collect the opinion of the trainees regarding a: improvement of the diploma, possibility of applying the acquired knowledge and exchange of experiences on the "management" in your organization.

The proposed analysis considers three levels, the first focuses on the impact for the entire organization, the second for the trainees and the third focuses on the opinion of the trainees on the training process received.

At ISPJAE, Havana City, the CETDIR / CUJAE Research group proposes a first approach to the methodological approach to strategically manage training in organizations, through:

Definition of the impact to be achieved in line with the strategic projection of the organization and the associated necessary competencies, based on the analysis of the value chain and key processes Design of the necessary training program Execution of the training program and the performance of intermediate measurements; evaluation of the impact of the training program through previously defined indicators, and readjust the training program.

Five levels are proposed:

1st. Level: the satisfaction of the trainees. 2nd Level: Changes in the level of knowledge and skills of individuals. 3rd. Level: Application in their performance in the workplace. 4th. Level: Impact on productivity, effectiveness and efficiency of the organization. 5th. Level: Social impact.

The University of Matanzas has made progress in research on measuring the impact of training. A team of professors from this high school, led by the MSc. Manuel Zamora Bernal, has worked in the validation of a project to Measure the impact of training in the psycho-economic and social dimensions in the Central State Administration Bodies in the province and Incursions in basic units of Tourism services.

The model proposed by this team, to measure the impact on the training of managers, cadres, specialists and workers, starts from:

Diagnosis of the current state of the organization Determination of the desired state in terms of results and behavior of the workers according to the level of knowledge in which they are Determination of the gaps that hinder the comprehensive training of workers in terms of professional results and of behavioral behavior Formulation of psychosociocultural strategies differentiating the space for their improvement Analysis and assessment with institutional, political and social factors for the establishment of norms of conduct, contributors to the integral formation of the worker and its psychosociocultural impact in the environment where it is inserted Design and implementation of a monitoring and feedback system that facilitates the measurement of the worker's impact in terms of results and behaviors.

For the validation and proof of necessity of the project Measuring the impact of training implemented by the Department of Management Techniques of the Faculty of Industrial Engineering-Economics of the University of Matanzas ¨Camilo Cienfuegos¨ the implementation of the study has been diversified in a group of companies and organizations in the territory of Matanzas, which present different social objects.

1.5.- Criticism of the known Training Impact Assessment Models

The author considers that the internationally known models presented are not easily applicable in the labor system to evaluate the impact of training in a tourist facility.

It is not about evaluating only knowledge, the measurement of the impact of training should be directed to three fundamental dimensions:

Psychological (implies the individual change in behavior.) Economic (implies the change in the behavior of the competition, in the autonomy of management and confrontation in a preventive way and the change in the results appreciated in the indicators that measure efficiency in the framework where responsibility is performed) Social (refers to the change in cultural behavior, social demands, individual business image in terms of results and influence in the social environment and the social accreditation of this change)

Seen in a particular way in each model:

Kirkpatrick at level I) (Reaction) does not evaluate important indicators such as the individual's motivation for the activity, it only evaluates Satisfaction. It is basically quantitative and not qualitative. In this model it is significant “that each of the levels is of equal importance. None of them should be overlooked simply to go to the level that is considered most important. The information obtained at each level provides valuable data on the effectiveness and future of training programs. "

The GDOR model is not based on an initial diagnosis, the real state of the individual and the organization, this model focuses the vision on the output to be achieved as a key element that guides management, not on the process, nor does it develop a multifaceted analysis.

The customer-centric model does not have a multifactorial approach, but is based on customer expectations and perceptions only.

In the CIRO model, the limitation of evaluating reactions or judgments is that no correlation can be established between the degree of satisfaction with a learning experience and the actual use of skills at work.

In the model proposed by Amat, the impact of training can only be measured using quantitative indicators.

The author believes that in general, all the models studied do not offer a systemic, multifactorial analysis of the phenomenon of training and the measurement of its impact. Many do not start from the initial diagnosis of the individual and the organization.

In relation to the Cuban model proposals, the author concludes that impact assessment is always a difficult but necessary endeavor, in which the complexity of the relationship between the self-improvement action and the people who are affected by it must be considered. That is why it is necessary to distinguish what is significant to properly weigh the importance of the changes from a shared reference system. The diversity of approaches makes it possible to verify that impact measurement must be done from a perspective that integrates people, established objectives, individual needs for improvement, training actions and the importance of the changes that have taken place.It is considered that the ideal is to evaluate the results of the experimental group from the diagnosis to compare and finally determine at what level the desired state was reached and thus verify the effectiveness of the process. Throughout this, the results and the effects that together make up the impact produced by the training are evaluated. This is a dynamic and systematic way of approaching the problem and facilitates the constant reformulation of the existing gaps between the current state and the desired state of knowledge and skills in the subject, which allows adapting the strategies at each stage and favors the achievement of the call. positive impact expected from training in the transformations that take place in the individual, the organization and society.

It is not possible to speak of impact measurement from a single perspective, it must be seen as a multifactorial and multicausal process.

Impact assessment should be seen as a useful instrument from the beginning of the training process, with the use of appropriate tools that correlate with the model used.

1.6.- Evaluation of the impact of training in the Tourism System

In tourism, intensive training management has been developed with a view to achieving a preparation of human capital that gives the expected results in quality of customer service, but without being able to evaluate or measure the effects of this training on workers in improvement of their performance and in better results for the company.

In the tourism sector, an impact measurement was carried out in Santiago de Cuba, by FORMATUR professors, applied in the Santiago de Cuba Branch of Tiendas Caracol. This Methodology for evaluating the impact of Training Management consists of three steps:

Step I: Evaluation of the degree of compliance with the stages of the Training Management Process (PGC)

Step II: Assessment of the level of satisfaction of the actions carried out.

Step III: Comprehensive evaluation of the effect of the training (final impact)

A methodological procedure proposal was also made to measure the impact of training on cadres and managers in tourist facilities, prepared by a team of professors from the Central University of Las Villas:

Step 1. Creation of the reference framework

Determination of the composition of the system of actors (Beneficiaries or clients, Trainers, Managers and Specialists) Preparation of the system of actors (team) so that they can work in this process (Preparation of the team training plan.)

Step 2. Diagnostic Phase

Diagnosis of the Organization (all problems that can be solved with training) SWOT matrix of the Training and Development Subsystem Analysis of the learning needs determination process (DNC) and training plans Analysis of the training and development strategy (Mission, Vision and Strategic Objectives and Action Plans)

Step 3. Impact of training according to evaluation levels.

Level I: Reaction (Satisfaction with content, methods used, quality of teachers and development conditions)

Level II: Learning (Fulfillment of the objectives and usefulness of the HCA).

Level III: Behavior or conduct (Changes in the behaviors of the cadres (successes, failures, promotions, attitudes) and the review of the job descriptions to identify their primary responsibilities, the Evaluation of the performance of the cadre (definition of the fundamental elements performance) and Factors that favor or not the incorporation of what has been learned in work practice.

Level IV: Results (Evaluation of the cost of training by calculating the cost of the training action) and Analysis of the profitability of the training by calculating the profitability of the training action.

Step 4. Final report (Conclusions on the selected indicators in each of the levels analyzed)

Step 5. Prognosis and monitoring of the process (Action plan that guarantees the improvement of training, and work with the participants (training staff), trainers and administrators that ensure the mechanisms for improvement and feedback that support the participants trained in their positions of work.

In 2005, an evaluation of the impact of the training of the Josone park leaders was carried out, applying the methodology of Professor Zamora from the University of Matanzas, which consists of 6 stages

Chapter II. Research methodological design

2.1.- Introduction

After summarizing in the previous chapter the current theoretical basis about measuring the impact of training, this chapter has the specific objective of designing a methodology that allows measuring the impact of training on workers, proposed for use in service generating entities.

To achieve this objective, a methodological design is proposed that supports the measurement of the impact of training through a set of stages and steps.

The proposed methodology consists of 5 stages that are detailed throughout this chapter and that perfectly adjusts to the specific conditions of a tourist services company.

2.2.- General structure of the proposed methodology

A Brainstorming or Bramstorming was held with ten specialists from the Human Resources area of hotel facilities of the Cubanacán group and two outstanding gastronomy workers to seek creative and practical solutions to measure impact.

The objective of this methodology is to evaluate how the training actions carried out have influenced the performance of the workers and to carry out strategies based on the results obtained.

The methodological design of the research is supported by the Donald Kirkpatrick (1959) Model, since it presents most of the elements or stages of said model. The significant difference lies in the combination of different statistical methods to determine the Training Needs and the link in the research of Quantitative and Qualitative Analysis.

It is intended in this work, to measure the impact of the training, taking into account the most important Needs of it; thus satisfying the existing training deficiencies.

It is necessary to define the status in the training to be able to direct the training projections of the different workers from measuring the impact of it.

Based on this general logic, the different stages of the proposed methodology are defined, which are set out below.

2.3.1.- Stage 1: Obtaining Training Needs

One of the most important objectives within a company is to keep abreast of changes and to be the focal point for the development of the skills of workers, so that they learn how to do their jobs and be up to date in methods and techniques.

Like everything, training starts from the beginning. Newcomers arrive with knowledge they acquired in a school, not with experience. Of course it is a profit if the new member has already done similar work in another company, but that does not eliminate the need for training; Each company has its own way of doing certain work. To ensure uniformity and consistency, each new member should be trained to perform the basics of their work well.

New staff may need basic training, but training and development should not be limited to new recruits. All workers need continuous training. They must constantly acquire knowledge of new techniques and update those already acquired.

2.3.1.1.- Identification of the position under study

The first step is the definition of the position to which the impact of the training received will be measured.

The methodological proposal is based on focusing the analysis in a single direction, because in this way, the range of Training Needs to be analyzed does not expand too much.

2.3.1.2.- Obtaining the Training Needs according to the criteria of external clients

It is important to clarify two issues to consider in this step.

Exactly "what the client says" is taken, since obtaining the qualities and skills of the workers must be at the expense of expert translations who seek to adapt these to the training plans already completed.

In order to obtain information on the Training Needs of the workers, a survey will be carried out with external clients, trying to focus these questionnaires on the skills and qualities that my workers must meet to meet their expectations.

Two important issues to clarify are that the surveys should be applied in the area in which the selected workers work and that some of these verbalizations will not constitute Training Needs, since on many occasions clients will use this tool as a value to measure the degree of perception of what exists and not as a degree of importance to contribute to maximum satisfaction.

Naturally, only verbalizations that refer to Training Needs are of interest.

Another way to obtain the verbalizations of the clients is the study of the complaints and comments of the users. This technique studies the historical complaints that consumers have had, their dissatisfactions and suggestions. In order to develop it, the period to be analyzed is determined and then general information about the complaints and claims that are directly linked to unmet needs is collected.

2.3.1.3.- Obtaining Training Needs according to the criteria of internal clients

2.3.1.3.1.- Application of Soler's formula (1990) in determining the number of internal clients to study

The survey is the selected method to obtain the Training Needs according to the criteria of the internal clients, to save time and work, a sample number must be determined beforehand and stratified if necessary.

According to the proposal of this methodology, the sample number obtained will be the number of Individual Diagnosis Models to consult.

Referring a little more to the formula of Soler (1990) and trying to explain it, it is important to state that the size of the sample depends on:

Population variance Chosen confidence level Allowed sampling error Size of universe

If we do not have pilot tests carried out, it is not possible to know what the population variance is and in this case we must apply the assumption of "maximum determination", where:

p (Positive variance) = 0.5

q (Negative variance) = 0.5

The variance is defined by p and q (p + q = 1):

If p decreases, n decreases.

Before calculating the sample size, we must take into account whether we are faced with:

Infinite universe (> 100,000) Finite universe (<100,000)

After obtaining this sample number, the Training Needs will be obtained through a survey prepared by the researcher.

Based on the economy of work, it is proposed to obtain the Training Needs according to the criteria of the internal client the study of the historical data produced by the Individual Diagnosis Model of Training Needs.

This Model is a survey that is carried out annually to all workers where the courses received and the Training Needs are reflected according to their criteria. Thus a complete analysis can be carried out and evolutionary patterns can be established in terms of training.

2.3.1.4.- Obtaining the Training Needs according to the criteria of the immediate Superior Head

2.3.1.4.1.- Selection of research experts

In this methodological proposal, the Training Needs are determined through the criteria of the immediate superiors, that is, of the specialists who have direct contact with the service, and have sufficient knowledge about what their workers need to overcome.

These specialists are defined as such through the Expert Method (Annex No. 1).

This method, also known as Delphi (Goicoechea; Hansen and Duckstein, 1982; Molina, 1987) is used when the system under study is not sufficiently structured. The decisions that correspond to this type of system are more complex, due to the degree of difficulty that they present in their foundation and the absence of information sometimes hinders the development of the stages that must be followed. In its solution, experience, the capacity of the decision-maker, as well as qualified specialists and the entire group that participates in the process, are of great importance. This method is based on the systematic use of judgments, the opinion of a group and experts until an agreement is reached. This process tries to avoid the influences of dominant individuals or groups.There must be feedback at the same time so as to facilitate the final agreement.

2.3.1.4.2.- Obtaining the primary Training Needs through a Brainstorming

To identify these first Needs, a Brainstorming (Annex No. 2) will be held with the experts selected above. This session will be aimed at delving into the training deficiencies of the employees who occupy the position under study. It is important to induce Managers during the session to take into account the results of the Performance Evaluation.

2.3.1.4.3.- Determination of the most important Training Needs according to the criteria of the immediate Superior Head through a Consensus Coefficient

A Coefficient of Consensus (Annex No. 3) will be made to finally define the Training Needs that will be assumed as determinants according to the criteria of the immediate Superior Head or experts.

2.3.1.5.- Construction of a Summary Frequencies Table on Training Needs

This step is very simple. A Table of Frequencies must be constructed with the Training Needs obtained after the completion of the previous sub-sections. In this, the summary frequency of the incidence of each one of them must be reflected, of course.

2.3.1.6.- Application of the Pareto Chart for the reduction by frequencies of Training Needs

The Pareto Chart constitutes a structure of bars so that the length of each one represents the frequency of occurrence. This allows to visualize the group of most important elements within a meaningful whole.

The Graph is also known as 80 - 20 because it results in dividing the elements into two groups, the many trivial ones, which represent 80% and the few vital ones that contribute 20% of the total and are the truly important according to their frequency (Annex No. 4).

The application of this tool is very simple based on the analytical support provided by SPSS in version 11.5.

2.3.2.- Stage 2: Application of the Hierarchical Analytical Process in the calculation of the weight of the Training Needs

To obtain the weight of Training Needs, the Hierarchical Analytical Process (PAJ) will be applied. IT itself is designed to solve complex problems that have multiple criteria and requires the decision maker to provide subjective evaluations regarding the relative importance of each of the values to be studied.

The Hierarchical Analytical Process is based on the following axioms:

Axiom 1: Referring to the condition of reciprocal judgments: If A is a matrix of paired comparisons, it is true that aij = 1 / aji.

Axiom 2: Referred to the condition of homogeneity of the elements: The elements that are compared are of the same order of magnitude, or hierarchy.

Axiom 3: Referred to the condition of hierarchical structure or dependent structure: There is hierarchical dependence in the elements of two consecutive levels.

Axiom 4: Referred to the condition of expectations of rank order: Expectations must be represented in the structure in terms of criteria and alternatives.

The Method was designed in 1970 by Dr. Thomas Saaty, it is a tool to support decision making, through weighing priorities when both quantitative and qualitative aspects have to be considered in a decision.

Of all the weighting methods, it is one of the most complete, it not only establishes paired comparisons, but also determines a Consistency Index that determines the relationship of the criteria issued.

In the case of this methodology, we will use only the first part of the method and we will work with the experts selected in subsection 2.3.1.4.1

2.3.2.1.- Preparation of the Paired Comparisons Matrix

It begins with the construction of a Paired Comparison Matrix (C1 C2 C3… Cn

F1 X11 X12 X13… X1n

F2 X21 X22 X23… X2n

F3 X31 X32 X33… X3n

………………

Fn Xn1 Xn2 Xn3… Xnn

Table 2.1: Paired Comparison Matrix. Source: FRÍAS JIMÉNEZ, Roberto A.; CUÉTARA SÁNCHEZ, Leonardo. Support tools to solve unstructured problems in tourism companies.. Matanzas: 2007.

Where:

Xmn: degree of importance that one Training Need has over another

m = n = number of Training Needs

Now the comparisons must be made in an orderly manner. To facilitate the explanation, an F was added to the elements in the Rows and a C to the elements in Column, in those positions the Training Needs will go, both in the rows and in the columns.

Comparison 1: F1 vs. C1. This comparison is trivial (they are the same element) and the value was already officialized as 1.

Comparison 2: F1 vs. C2. In this comparison you must decide which element is more important. To facilitate this decision, the scale presented below should be used.

1 Elements F and C are of equal importance

3 Element F is slightly more important than element C

5 Element F is more important than element C

7 Element F is strongly more important than element C

9 Element F is very strongly more important than element C

Comparisons will always start "above" the main diagonal. When the element in the row is less important than the element in the column the inverse value.

2.3.2.2.- Preparation of the Standardization Matrix

Another step in the Hierarchical Analytical Process is the development of a Normalization Matrix. The format is the same as the Paired Comparison Matrix, adding a Row (Sum) to it. The Normalization Matrix for this example is shown in Table 2.2.

C1 C2 C3… Cn

F1 X11 X12 X13… X1n

F2 X21 X22 X23… X2n

F3 X31 X32 X33… X3n

………………

Fn Xn1 Xn2 Xn3… Xnn

∑ S1 S2 S3… Sn

C1 C2 C3… Cn

F1 X11 / S1 X12 / S2 X13 / S3… X1n / Sn

F2 X21 / S1 X22 / S2 X23 / S3… X2n / Sn

F3 X31 / S1 X32 / S2 X33 / S3… X3n / Sn

Fn Xn1 / S1 Xn2 / S2 Xn3 / S3… Xnn / Sn

Table 2.2: Normalization Matrix. Source: FRÍAS JIMÉNEZ, Roberto A.; CUÉTARA SÁNCHEZ, Leonardo. Support tools to solve unstructured problems in tourism companies.. Matanzas: 2007.

2.3.2.3.- Determination of the final weight

Finally, it is calculated from the weight in the last matrix of the process that maintains the same structure of the Normalization Matrix, adding a Column (W), as shown in Table 2.3.

C1 C2 C3… Cn W

F1 X11 / S1 X12 / S2 X13 / S3… X1n / Sn W1

F2 X21 / S1 X22 / S2 X23 / S3… X2n / Sn W2

F3 X31 / S1 X32 / S2 X33 / S3… X3n / Sn W3

…………………

Fn Xn1 / S1 Xn2 / S2 Xn3 / S3… Xnn / Sn W4

Table 2.3: Calculation of the Subjective Weight. Source: FRÍAS JIMÉNEZ, Roberto A.; CUÉTARA SÁNCHEZ, Leonardo. Support tools to solve unstructured problems in tourism companies.. Matanzas: 2007.

W = Weight = (X11 / S1 + X12 / S2 + X13 / S3 + X1n / Sn) / n

2.3.2.4.- Determination of the Consistency Ratio

Once the PAJ is finished, the Consistency Ratio is calculated, which is nothing more than the level of correspondence between the values with which it was worked.

CR (Consistency Ratio) = IC / IA

CI (Consistency Index) = (n max - n) / n-1

The value of n max is calculated from observing that the i-th equation is:

AWj = n max Wj

∑aWj = n max Wj = 1,2,….., n

Given the:

∑Wj = 1; we obtain:

∑ (∑aWj) = n max ∑Wj

This means that the value of n max is determined by first calculating the column A vector and then adding its elements.

IA is the random consistency index of A, it is the consistency index of a randomly generated matrix of paired comparisons. It can be shown that the AI depends on the number of elements that are compared and assumes the values shown in Table 2.4.

IA (Random Consistency Index) 0 0 0.58 0.89 1.11 1.24 1.32 1.40 1.45 1.49

No. of items that are compared 1 2 3 4 5 6 7 8 9 10

Table 2.4: Random Consistency Index. Source: Frías Jiménez, Roberto A.; CUÉTARA SÁNCHEZ, Leonardo. Support tools to solve unstructured problems in tourism companies.. Matanzas: 2007.

Some authors suggest the following estimate for AI:

IA = 1.98 (n - 2) / n

The consistency ratio (RC) or CR, The Consistency Ratio is calculated. This ratio or quotient is designed so that values that exceed 0.10 are a sign of inconsistent judgments; It is likely that in these cases the decision maker will want to reconsider and modify the original values of the paired comparison matrix. Values of 0.10 or less are assumed to signal a reasonable level of consistency in paired comparisons.

RC ≤ 0.10: Reasonable Consistency.

CR ≥ 0.10: Inconsistency.

2.3.3.- Stage 3: Assessment of the training actions based on the determined Training Needs

To carry out the systematic evaluation of the impact of the training carried out, each entity establishes its specific indicators, based on the general indicators shown below. Once these indicators have been established, they carry out a systematic control of their behavior, which allows them to establish comparisons, determine behaviors and trends and take decisions and actions to improve the process of training and development of human resources and ensure return on investment. they do in this activity.

The evaluation of the impact of the training of human resources is expressed both qualitatively and quantitatively, taking as a basis, among other indicators, the following:

Fulfillment of the projected objectives for the training actions carried out Application in the production or service process of the knowledge, skills and attitudes acquired by the participants in the training actions Multiplication of the knowledge, skills and attitudes acquired in the training, to the rest of the group of workers; and 4. transformations that originate in the production or service process.

However, at this point, we have already obtained the Training Needs of the position; We would then have to go on to analyze which of them were complied with from courses or trainings carried out.

For this, the study of the Training Plan for a year prior to the date of the study must be studied in depth.

2.3.3.1.- Application of the Reaction Survey proposed by Kirkpatrick

The survey will be applied to the number of internal clients obtained in sub-section 2.3.1.3.1 and one will be used, for each Course that matches a specific Training Need.

This survey (Annex No. 5) measures the reaction that workers have to training and if they overcome it, they would be in the first of 5 levels in training. Although there are others, this is the primary and therefore critical and is the one that needs to be evaluated when, for the first time, we measure the impact of training in an entity.

2.3.4.- Stage 4: Construction of the W - X Matrix for Measuring the Impact of Training

The W - X is nothing more than a timely variant of the BCG Matrix. The latter was developed by The Boston Consulting Group in the 1970s and is a tool for strategic analysis, specifically for corporate strategic planning. Its purpose is to help decide between different businesses or Strategic Business Units, that is, between companies or areas, those where: invest, divest or even abandon.

For its part, the Decision-making Matrix or Matrix W - X is a tool that combines values of importance or weight and values of perception. It allows you to view areas of strengths, weaknesses and opportunities.

In this specific case, using it to Measure the Impact of Training, it is a graphical method of analysis by quadrant that combines the results of the surveys carried out with external clients. This combines a variable previously studied in the methodology, the degree of importance and one that will be analyzed in the next section, the associated perception; obtaining from the combination of these variables a positioning of the determined Training Needs.

Thus, all Needs can be placed in one of the four strategic quadrants of the matrix to be able to define patterns and states in which each one finds itself.

As Figure 2.2 shows, the matrix is based on two evaluative dimensions:

W: what the client needs to satisfy their needs (degree of importance) X: what the client actually receives in the entity (associated perception).

Figure 2.2: W - X matrix. Source: FRÍAS JIMÉNEZ, Roberto A.; CUÉTARA SÁNCHEZ, Leonardo. Support tools to solve unstructured problems in tourism companies.. Matanzas: 2007.

This Matrix can be built simply by drawing it or using a computer tool (Microsoft Excel), which facilitates the work. In the latter case, the procedure to follow will be as follows:

Construct a data matrix in the spreadsheet where the characteristics to be measured are placed in rows and in the columns the values of the weight and perception variable with their corresponding identification. Use the graphic processor and select the scatter graph option that compares pairs of values. The midpoints (geometric mean) for both weight and perception are identified and the high and low zones are established on each axis. The points corresponding to the ordered pairs of each characteristic are identified and reported according to the agreed code.

As can be seen above, the Matrix is divided into four quadrants, which are listed in the opposite direction to clockwise movement.

Quadrant I:

High Perception and High Importance

Represents the strengths, area of good work or strong points, that is, the performance associated with those Training Needs is excellent. The greatest resources of the company are focused on these Needs, since they are valued with a high perception and have high weighting values. All efforts must be aimed at maintaining or providing added values that enrich these Training Needs.

Quadrant II:

Low Perception and High Importance

It focuses on representing opportunities for improvement in terms of Training, that is, those Needs that are very important and are perceived negatively, constituting the same weaknesses in performance, in these it is necessary to work to improve them, it means that if a More detailed study of them can obtain better results that allow them to move to a better position. The most sensible way to manage them is by giving specific and specialized courses that eradicate the Needs that affect performance.

Quadrant III:

Low Perception and Low Importance

It is called the wakefulness area, the Training Needs that have low importance are underlined and also the perception values are low, in them it is necessary to put effort to increase their importance.

In quadrant IV:

High Perception and Low Importance

Needs that have been tried to be eliminated with a large number of training actions, but which, however, are not important, are understood. In other words, a lot of work has been done on Needs that are not so important.

As can be seen, this is a tool that facilitates the design of the strategies to be followed in terms of Training.

2.3.4.1.- Obtaining the perception associated with each Training Need in external clients

First, the degree of importance was determined, an attempt was made to locate the Training Needs that are decisive for the good performance of the workers. Once these are defined, the degree of perception of them for the client must be obtained.

Perception, statistically speaking, is nothing more than the way something is appreciated or behaved. In the business sense, we would be talking about how an attribute of the company feels in direct service.

Thus, we enter what the Training Needs are, and we need to obtain from them a quantitative value that indicates the state of compliance with them.

To obtain this degree of perception from external clients, the researcher proposes the preparation of a survey where basically the consumer is asked to give a value of 1 to 5 (Likert Scale) to each of the previously determined Training Needs, giving 5 to Training Needs whose performance is optimal and 1 those that, from their position as client, are identified as deficient or underperforming.

The results obtained by this survey must be tabulated, looking for quantitative gender associations and thus obtaining mean values with which to work.

Another important detail is that the questionnaires must be applied in the areas in which the workers who belong to the job to be analyzed work.

Finally, the data obtained must be incorporated into the W - X Matrix that was explained extensively in the first part of the sub-section.

2.3.5.- Stage 5: Preparation of the Training Plan

Having concluded the previous section, we can define the moments in which each of the Training Needs studied are found.

However, the work does not end here, the measurement carried out must be incorporated into the establishment of guidelines and strategies regarding Training in the hotel. In other words, the development of the learning process must be ensured, which is nothing more than the continuous and simultaneous process of training aimed at overcoming the needs established in the research, which allows carrying out broad-profile jobs, with the competencies for satisfactory performance. This process ensures the training of the worker during their working life, which enables them to promote to higher category positions, as well as to be more prepared to assume the changes and transformations that occur in the entity.

Consecutively, this development is achieved with the establishment of training actions that describe in a descriptive way the final objective to be achieved with the workers, based on the needs identified in the diagnosis or determination of the Training Needs carried out.

Finally, once all these guidelines have been defined, one can then speak of the elaboration in the installation of a Training Plan, incorporating the results of the W - X Matrix previously constructed. To this end, the company management defines the objectives, scope, goals and results that they intend to achieve with this plan, in terms of training and development of their Human Resources.

For the preparation of this Plan, the fundamental principles on which the training and development of Human Resources are based must be taken into account:

It is a planned, continuous, permanent, flexible and dynamic process, which allows workers to acquire knowledge and skills during their working life.The direct boss of the worker is the maximum responsible for planning, organizing, executing and controlling these activities. an environment conducive to learning, with a work organization based on broad and enriched functions, as well as the effective participation of those involved. Actions necessary to equip workers with knowledge and skills in the short term, as well as those that It enables them to anticipate the changes that occur in entities. It is based on a close relationship between theory and practice, oriented towards effective performance in the organization.

They are derived from the diagnosis or determination of the training needs, to guarantee the full integration of the worker to the entity, their adequate adaptation or readjustment to the job, the updating of their skills and their continuous development.

The Training Plan must include, as a minimum, the following:

Type of training action to be carried out; Training mode to be used to carry out the action; Start and end date of each action; Amount of participants.

The training actions are aimed at providing a prioritized solution to the following needs:

Train new workers to fill vacant positions; Train workers to perform multi-profession and broad profile; Exceed workers to meet formal qualification requirement, based on suitability; Raise the qualification of workers within the position.

Train workers to assimilate new technologies, procedures and work systems.

Finally, to carry out the actions that are planned in the training and development plans of the entities, the entity's management, through the Human Resources area and with the participation of the area to which the training will be training action, selects, among the most qualified and with qualities to communicate and teach, the workers who perform as instructors. These workers may or may not belong to the entity, but they must meet the qualification and preparation requirements necessary to perform these functions, as well as possess prestige and authority before the group of workers and be able to communicate knowledge, skills and ideas to the employees. the rest.