Organizations today require individuals with the capacity for commitment, open to learning, flexible, who share information as quickly as it changes, with a global vision that allows them to make timely decisions. Faced with this situation, we wonder if the organizational values of the staff of the Chiapas University of Sciences and Arts (UNICACH), are aligned to the needs of this century; The values proposed by the University are described in the Institutional Development Program (PDI) such as: solidarity, loyalty, responsibility, respect and equity, these values serve as instrumental connectors between human needs and the specific objectives that drive the choice and to action. In this sense, the objective of this descriptive research was to determine the presence of the aforementioned values in the individuals that make up the Central Administration of UNICACH. It is concluded that university personnel do not feel the change processes as their own due to ignorance, mistrust and little sense of belonging. The above prevents commitment, which could explain the successive problems in the transformation process.
Introduction
The main activity of the university is the production and transmission of knowledge. No university transformation makes sense if it does not address centrally, as the main axis, the issue of knowledge, its organization of its assumptions. The university transformation requires being framed in the management of knowledge and information, in order to face the demands of a globalized environment. These aspects question the frames of reference that had once identified universities since the emergence of the modern university model. Albornoz (1998) argues that a change of focus is needed in the institution, since now it is not only a question of producing knowledge, but of dedicating the entire institution intensively to increasing productivity in the production of knowledge; According to the author, the essential concept is to manage knowledge, therefore it is good to recognize the need for changesand reflection that leads us to make a commitment on the part of all of us who make up the University and thus we can help to achieve transformation, since evaluations, proposals, strategies and programs focused on change have been made years ago and yet they pass the years and, fundamentally, everything remains the same; that is to say, that the change or transformation in the institution must be voluntary, timely, constructive, collective and not imposed, it is the university that must become aware of the need and possibility of change.
In the case of the University of Sciences and Arts of Chiapas, the transformation process begins in a first stage integrated in the Institutional Development Program 2006 - 2010 (PDI: UNICACH, 2006); The second stage of replanting is currently under development in the Institution Development Program 2010 - 2025 (UNICACH 2010), where the values, vision and mission that sustain the development of the university in the coming years are reconsidered. Despite these formal efforts, hoping that with the changes or modifications and the indicated times, the transformation process can give the integration of the values to the daily or institutional work in order to obtain significant advances. It is public knowledge that our house of studies remains with its excessive bureaucracy, patronage,slow response and anachronism of many systems. And it is clear that most of the time the attempts have been unsuccessful. Because they are more related to the individuals that make up the organization, than to strictly technological or structural situations (Annicchiarico, Díaz and Primera, 2003 and Díaz, Annicchiarico and Borjas, 2004). For example, in the technological aspect, there is theoretical support for modernization but in practice there is anarchy, disarticulation and lack of planning.in the technological aspect, there is theoretical support for modernization but in practice there is anarchy, disarticulation and lack of planning.in the technological aspect, there is theoretical support for modernization but in practice there is anarchy, disarticulation and lack of planning.
As for the structural changes, those who have quotas of power resist losing them and obstruct the processes. The situations described, rather than posing technological and structural problems, pose conflicts in the organizational interaction of individuals and their way of assuming organizational realities, that is, in the culture of the organization, which, according to Egan (1997) is represented by those common beliefs, values and norms that give rise to shared patterns of behavior. In this sense, Rial (1997: 205) states that people's culture categorically influences the components of an organization: “The vision, the mission, the strategies, the real or informal structure, the systems, the management style and, of course, the shared values, are subject to the beliefs of the collective about what can and cannot be done, as well as on the best way to carry it out ”.
Díaz (2005), expresses that these organizational values have to be specifically humanistic values, since they are those that guarantee the cohesion that guides wills to achieve the expected changes. According to this author, there are five values whose existence is essential to achieve the objectives of change, these are: Delegation of Authority, Open Communication, Participation, Collaboration and Continuous Learning. Assuming this theory as valid, many of the failures in organizational change attempts could be due to the fact that individuals, and therefore the organization, are not prepared for change; therefore, it is convenient to evaluate the presence of the mentioned values before any process, to initiate change or integration of the same.
NECESSARY VALUES IN POTSMODERNITY AND ITS INDICATORS
Considerations
The lack of results in university transformation attempts, I suppose, have to do with the absence of certain values that are needed (such as those studied) and the presence of others that are not required to achieve the objectives of change that are pursued (such as individualism, lack of belonging or resistance to change).
In the area of delegation of authority, it is observed that there was a vicious circle: perhaps the lack of clear objectives, planning and systematization of processes, which prevent measuring the management of subordinates from a distance; and as a result, the manager does not feel comfortable delegating since he does not have confidence and the mistakes of the personnel can have serious consequences. In turn, this lack of delegation may generate in workers a feeling of exclusion from change processes and, therefore, they do not feel committed to them.
Many times when the change does not occur, it falls back on a communication clearly perceived as deficient by all administrative levels.
The authorities issue formal documents to disseminate the plans, but they do not ensure that this information reaches the university community; This does not allow subordinate personnel to find out and therefore there is no vision that truly guides the changes. Likewise, it is reflected that the authorities do not have sufficient credibility; It seems that by not paying attention to the problems of subordinates and not responding to their requests, they have exhausted trust. According to the above, individuals are unaware of the information they require to do their job, therefore they cannot participate in problem solving and even less due to the lack of induction or training and / or of a manual of functions for taking decisions. decisions. Faced with this situation, the staff, especially the administrative,They do not feel the processes as their own, nor do they commit to them, they basically see the university as a job, not as a job, this being aggravated by mistrust in the authorities' discourse, a situation that becomes a difficult barrier to overcome, given that there is no feedback, a fundamental element in any process of change. However, there are also positive elements today, since the University has a staff with a high spirit of collaboration and an interest in continually learning and improving every day. Tolerance to learning by mistakes represents a strength to achieve the proposed changes. But it is perceived that the workers have loyalty among themselves, even when, unfortunately, not with the institution or the authorities; especially in general service personnel.nor does it commit to them, basically they see the university as a job, not as a job, this being aggravated by distrust in the authorities' discourse, a situation that becomes a difficult barrier to overcome, since there is no feedback, element fundamental to any process of change. However, there are also positive elements today, since the University has a staff with a high spirit of collaboration and an interest in continually learning and improving every day. Tolerance to learning by mistakes represents a strength to achieve the proposed changes. But it is perceived that the workers have loyalty among themselves, even when, unfortunately, not with the institution or the authorities; especially in general service personnel.nor does it commit to them, basically they see the university as a job, not as a job, this being aggravated by distrust in the authorities' discourse, a situation that becomes a difficult barrier to overcome, since there is no feedback, element fundamental to any process of change. However, there are also positive elements today, since the University has a staff with a high spirit of collaboration and an interest in continually learning and improving every day. Tolerance to learning by mistakes represents a strength to achieve the proposed changes. But it is perceived that the workers have loyalty among themselves, even when, unfortunately, not with the institution or the authorities; especially in general service personnel.They basically see the university as a job, not as a job, this being aggravated by distrust in the discourse of the authorities, a situation that becomes a difficult barrier to overcome, since there is no feedback, a fundamental element in any process of change. However, there are also positive elements today, since the University has a staff with a high spirit of collaboration and interest in learning continuously and improving every day. Tolerance to learning by mistakes represents a strength to achieve the proposed changes. But it is perceived that the workers have loyalty among themselves, even when, unfortunately, not with the institution or the authorities; especially in general service personnel.They basically see the university as a job, not as a job, this being aggravated by distrust in the authorities' discourse, a situation that becomes a difficult barrier to overcome, since there is no feedback, a fundamental element in any process of change. However, there are also positive elements today, since the University has a staff with a high spirit of collaboration and an interest in continually learning and improving every day. Tolerance to learning by mistakes represents a strength to achieve the proposed changes. But it is perceived that the workers have loyalty among themselves, even when, unfortunately, not with the institution or the authorities; especially in general service personnel.This being aggravated by mistrust in the authorities' discourse, a situation that becomes a difficult barrier to overcome, since there is no feedback, a fundamental element in any process of change. However, there are also positive elements today, since the University has a staff with a high spirit of collaboration and an interest in continually learning and improving every day. Tolerance to learning by mistakes represents a strength to achieve the proposed changes. But it is perceived that the workers have loyalty among themselves, even when, unfortunately, not with the institution or the authorities; especially in general service personnel.This being aggravated by mistrust in the authorities' discourse, a situation that becomes a difficult barrier to overcome, since there is no feedback, a fundamental element in any process of change. However, there are also positive elements today, since the University has a staff with a high spirit of collaboration and interest in learning continuously and improving every day. Tolerance to learning by mistakes represents a strength to achieve the proposed changes. But it is perceived that the workers have loyalty among themselves, even when, unfortunately, not with the institution or the authorities; especially in general service personnel.since there is no feedback, a fundamental element in any process of change. However, there are also positive elements today, since the University has a staff with a high spirit of collaboration and an interest in continually learning and improving every day. Tolerance to learning by mistakes represents a strength to achieve the proposed changes. But it is perceived that the workers have loyalty among themselves, even when, unfortunately, not with the institution or the authorities; especially in general service personnel.since there is no feedback, a fundamental element in any process of change. However, there are also positive elements today, since the University has a staff with a high spirit of collaboration and interest in learning continuously and improving every day. Tolerance to learning by mistakes represents a strength to achieve the proposed changes. But it is perceived that the workers have loyalty among themselves, even when, unfortunately, not with the institution or the authorities; especially in general service personnel.Tolerance to learning by mistakes represents a strength to achieve the proposed changes. But it is perceived that the workers have loyalty among themselves, even when, unfortunately, not with the institution or the authorities; especially in general service personnel.Tolerance to learning by mistakes represents a strength to achieve the proposed changes. But it is perceived that the workers have loyalty among themselves, even when, unfortunately, not with the institution or the authorities; especially in general service personnel.
Therefore, it is important and advisable to decentralize the authority, which will allow to establish the delegation as a value within the institution, this will imply modifying the communicational paradigm of the authorities promoting both vertical and horizontal communication and crossed in both directions; which, will give way to correlate the skills of all members of the university community. Likewise, it is necessary to assume participation, not as an established obligation but as a real value that recognizes the importance of the ideas of each and every one of the members of the institution. The above is considerable to implement due to the two great strengths that the institution has in its people: a high sense of collaboration and a desire to learn.
Bibliography
Planning Directorate of the University of Sciences and Arts of Chiapas, (2007) Institutional Development Plan 2006 - 2010, Chiapas, Mexico.
Albornoz, O. (1998). About Venezuelan Higher Education. Venezuelan Journal of Economics and Social Sciences. Volume, 4 No 2-3. April - September, 79,120.
Annicchiarico, E. Díaz, J. and Primera N. (2003) Information Systems in University Management. Social Sciences Magazine; Volume IX. January. April, 82-102.
Diaz, J; Annicchiarico, E. and Borjas C. (2004). Evolution of the Organizational Structure of the Central Administration of LUZ. TELOS magazine. Volume 6, N. 3,392-406.
Egan, G. (1997). The Added Value of Employees in Organizations. Editorial Prentice Hall Pp. 276.
Rial, A. (1997). The independent variable, the role of idiosyncrasy and social values in the development of Venezuela. Editorial. Galac. Pp. 338.
Díaz, J. (2005). Organizational change: an approach by values. Venezuelan Management Magazine, year 10, N. 32, Pp. 605-627. October - December, Maracaibo.
