The management of human talent is not a subject located in a study plan of a certain professional career, it is a human and social commitment inherent to each person from their interpersonal relationships in the different roles and environments in which they interact.
Looked at this way, human management compromises the individual conscience of the person and places it in a universal context.
It is due to this look that as a teacher in the area of human talent management I frequently question what I read in the books on Human Resource Management or Human Talent Management written by authors from other countries that are more advanced than other countries at the level of technological development. ours.
However, the contents of these texts do not meet the expectations of the reader who seeks in human management a means that contributes to the improvement of the person at an integral level, said contents indicate techniques and strategies for the improvement of a productive process focused on increasing capital and not to the improvement of the human being as such.
Faced with this concern is the observation of another reality, the reality that exists in many companies in the environment, which try to implement existing work models in technologically more advanced countries, with a culture and way of thinking very different from ours. in which these models work because they are their own and fit very well in those contexts.
The Latin American culture based on indigenous customs with a great variety of nuances, since it was violently intervened by other cultures, cannot continue to copy models far from their reality, it is necessary to produce their own models and create work methods that respond to the needs of the context our business.
It is necessary to become aware that our Latin American peoples in the midst of the situation of poverty, violence and other social scourges that occur in them, possess enormous wealth that must be defended and with which we must work until it is fully developed without lose your identity.
What good is it for a people to achieve technological development paying a high price? The weight that a dehumanized society carries with it.
Could it be that capital in abundance without goodness and solidarity will give integral development to the human being?
Human management cannot focus solely on the economic dimension, when doing the person, it has to respond to the integrality of the human being, that is, it must meet the expectations of man from his being, his knowledge and his doing.
If human management is focused on one of these dimensions more than the others, it may be that a great unidirectional development is achieved but the joint harmony of the totality that is the universe of the human being is lost.
To achieve a good management of human talent in Latin America, a joint effort is required for family, school and nation, entities that in one way or another have to do with the training process of the person.
If we take a look at each of these entities in our Latin American towns, we realize that there is a lack of teamwork, of well-articulated work among them.
The family is the nucleus of society in it, the individual is born, is born and is given the first bases of formation, in the families of our Latin peoples, we find all kinds of deficiencies, some of them are of economic origin, affective, cultural, social and political.
Thus, the human being begins his formative process according to particular living conditions but that are immersed in a collective social environment that in one way or another has an impact on the person, since the child passes from his family nucleus to the school and begins to interact with other children who have other living conditions, other customs and particular characteristics that interacting with theirs are influencing each other and recognizing themselves as members of the same social reality.
The nation as an integrating body of cultural diversity and the system that governs education and the destinies of its citizens must seek mechanisms that promote joint work and directed toward the same end, the common good.
What is the reality of the work that these three entities carry out in our environment?
The families of this new generation are a family of few members, the number of children is very small, one child or at most two, both parents work and the children from a very early age are under the care of people who work in the educational centers in charge of preschool education. In some cases, these institutions are in charge of giving the first training guidelines to children in the most favored social class situations, since there are cases in which the child is left alone at home or in the care of an older person belonging to a family member with no academic training or an older brother who is still immature.
In our midst, there are many mothers who are heads of families who have to go out to work in various trades in order to support their children and a large population of children who in order to survive must work on the street all day to earn their daily livelihood. In addition, there is the problem of domestic violence that is detrimental to the mental health of the person.
The school carries out its work independently, many times ignoring the reality of the people who attend its classrooms, it focuses more on the technical part, it is dedicated to transmitting information without real intervention of the problems existing in the environment.
The nation, for its part, dedicates more resources to social security than to the field of health and education.
As we can see and is indicated in previous paragraphs between these three entities (family, school and state) there is no teamwork that jointly deals with providing a continuous and permanent solution to the situations of social problems in our Latin American countries.
Human management must focus on the integrality of the human being so that it can fulfill its purpose, which is to achieve the harmonious development of the person as a whole.
Being, knowing and doing are three dimensions belonging to the same reality, the human person, and from that integrating perspective, the management of human talent must be worked on.
How to integrate the being, knowing and doing of people in a fragmented society?
A collective effort is required from families, the school and the state, each one from its functionality aiming at the creation of a new culture, the culture of integrality, the culture of holism, the culture of respect for the dignity of man., the culture of equity, the culture of social, economic and political solidarity… a culture where values are promoted from the beginning of life until it ends.
How to achieve such an ambitious dream?
It is a process that never ends, it is a continuous and permanent work that is carried out little by little and whose results will never be appreciated jointly but in an isolated way since the law of the evolution of the universe always operates in all historical events of the humanity and it is she herself that marches inexorably in a unique and unrepeatable way in each being that is part of the grand universe.
What then to do in the face of the complexity of the work to achieve the integrality of the human being?
Diversity and the rhythm of the human development of each individual must be respected, promoting conditions of social equality in terms of housing, health, education, work, recreation and sports.
We must not regret the situation of the Latin American countries, we must intervene with concrete actions from what each one as a person or organization can contribute for the common good.
