Competences are learned and the person can develop them through different stimuli. Organizations must establish mechanisms to measure them and, thus, project their potential and correct development. The focus of the CRM Organizational Psychology evaluation process includes two fundamental aspects in people, which are: resources and skills.
Thus grouped together the factors that make up the total structure of the person, it is possible to say that the resource variable corresponds to the potential or capacity that a person possesses, received as part of their genetic endowment and developed through stimulation throughout their life. In this way, people can use their talents constructively as long as they receive sufficient stimulation from the environment. What is not very feasible is to increase these resources: the key is to have enough elements to develop and use them positively according to the different situations you face. Competencies, for their part, are behaviors and sustained behaviors with which a person effectively faces their daily problems, manages and modifies their closest environment.They are learned and developed by people through the received social stimulus, training processes, social reinforcement and the experience acquired throughout life. Competencies become repetitive patterns of behavior that lead to results. If internalized and rooted to achieve individual purposes, they can lead to effectiveness. Unlike resources, competencies are increased because they are acquired through a learning process. Since the claim is not to see the individual in a divided or separate way, the starting point is that all these factors interact and are mutually interdependent; and this interdependence allows a global and integral conceptualization of man. On the other hand, the focus of resources / competences / skills,allows to identify in a more detailed and punctual way the aspects that the person is using the most and those that can significantly interfere with their adaptation to the environment and their growth process.
Resources Resources can be divided into two: intellectual and emotional.
Intellectual resources
They refer to the intellectual potentialities that allow the person to carry out the mental process necessary to solve the problems that arise, from the simplest to the most complex. These resources to the extent that they are stimulated, develop and become competencies, understood as: "The ability to identify, analyze and solve problems under conditions of little information, incomplete or uncertainty." This ability requires sensitivity to the environment, the ability to identify and evaluate information, as well as to incorporate new content, interpret data and innovate solutions already proposed. Aspects such as memory, attention, perception, analytical skills, synthesis, comprehension, logic, reasoning,are elements that are associated with this type of resource. From its adequate combination, practical solutions arise that respond to how to solve an issue or alternatives that respond to why they occur and identify the causes. Studies on intelligence identify three factors that make up mental intelligence:
Verbal Comprehension: which reflects the richness of a person's vocabulary and their ability (potential) to understand and verbally express their thoughts and ideas. The content of the thoughts will vary according to the subject. Factors such as analysis (decomposition of the whole into parts), synthesis (integration of the parts into a whole) are present there. Perceptual organization: refers to the ability to perceive sequential spatial relationships and the ability with which the person is able to organize related elements into a complex whole. At this point, the ability to identify cause (causal or conceptual thinking) or to establish responses (practical thinking) is observed.
Memory: resistance to distraction associated with immediate memory as well as the ability to concentrate and remember previously learned material, necessary to face new situations. These aspects, for the work environment, can be measured through specific intelligence tests and developed through training in analysis and problem solving, participation in special projects, development of novel global issues that affect the organization and through a style of management that promotes the evaluation and interpretation of homogeneous or heterogeneous information depending on the environment in which the person is.
Emotional resources
They refer to the dynamic and energetic capital that people have, as well as the talents that drive the ideas that each person raises at a theoretical level to act and put into practice to turn them into specific actions. While intelligence responds to thinking, emotional resources correspond to acting.
As in the case of intellectual resources, their frequent use and display in terms of observable behaviors, become competencies, understood as the ability to: work in situations of high emotional tension, to make decisions devoid of information, properly handle crises personal or organizational and ability to assume high levels of responsibility. The stresses to which people are constantly subjected are permanent proof of the existence and use of energy resources. The ability to make difficult decisions, where there are no integrative solutions, the clear orientation towards the achievement of results that put one's own abilities to the test, are other particularly relevant aspects within the emotional resources.The concept of emotional intelligence becomes important because it refers to the need to harmonize emotions and feelings with oneself.
In recent times the concept of emotional intelligence has gained importance, because it refers to the need to harmonize emotions and feelings with oneself, in order to act according to the circumstances. Numerous studies show how important emotional intelligence is to put thoughts and ideas into practice and how it is necessary to know their components to handle them productively. Emotional resources are also part, like intellectual resources, of the endowment received and can be shaped and developed through stimulation and personal experiences.
As components of emotional intelligence are: feelings, emotional control, achievement motivation, responsibility (the ability of each person to respond for), commitment, drive and dynamism that the person exhibits when undertaking a task or when solving a problem. A productive and adequate management of these energy resources become competences such as the management of pressure or stress derived from contact with others, the increase in the volume of work or the expiration of deadlines, decision-making under conditions of little information, and exploring and evaluating the process leading up to the decision and outcome. Emotional resources are capable of being measured as long as there are instruments such as questionnaires of motivation, empathy, stress management, inventories of values,conflict management, projective tests that measure emotional stability and results orientation. And in turn, the resources can be developed through group processes of self-knowledge, personal awareness or support processes, individual monitoring or tutorials that broaden the spectrum of knowledge that the person has of herself and give her the support and tools to solve problems. emotional that are derived from their experiences.individual follow-up or tutorials that broaden the spectrum of knowledge that the person has about himself and give him the support and tools to solve the emotional problems derived from his experiences.individual follow-up or tutorials that broaden the spectrum of knowledge that the person has about himself and give him the support and tools to solve the emotional problems derived from his experiences.
Management competencies
They are divided into thinking, management, social and self-knowledge skills.
Management skills
They are behaviors and sustained behaviors with which a person effectively faces their daily problems and manages and modifies their closest environment. They are learned and developed by people through the social stimulus received, and through processes of training, social reinforcement and the experience acquired throughout life.
Management skills are associated in the workplace with managerial skills and are basically processes learned throughout life and converted into habits through repetitive behaviors that are incorporated into people to achieve the expected results.
These skills are internalized by people from a very young age and are revealed in the workplace. Unlike the resources they can be increased or modified. Management competencies are of great importance in the workplace since they add value to purely technical activities: through them it is possible to face a diversity of activities, assign them priority and act under a broad managerial spectrum. Management skills are basic instruments for individual work to integrate others into a diversified group of tasks that allow us to see beyond the purely everyday; Anyone at any level, in any position requires these skills to the extent that they involve an integrative and coordinated work.As levels rise and activities become more complex, management competencies play an important role because they allow the involvement of a large number of variables that lead to results. In this sense, they facilitate work and the achievement of high-impact objectives. The measurement of them is possible through direct observations at work, role plays, simulation techniques and evaluation instruments designed for this purpose. Likewise, projective techniques enable their identification.The measurement of them is possible through direct observations at work, role plays, simulation techniques and evaluation instruments designed for this purpose. Likewise, projective techniques enable their identification.The measurement of them is possible through direct observations at work, role plays, simulation techniques and evaluation instruments designed for this purpose. Likewise, projective techniques enable their identification.
Social skills
They are the basic social skills learned through social stimulation, necessary to interact, influence, guide and guide others in different settings. It implies not only that the person is capable of analyzing problems but of communicating them effectively to others, generating motivators and commitment to work on problems and monitor progress towards their solution. Learning to confront and correctly manage differences with others, achieving a critical impact on peers, superiors and collaborators in the workplace, managing interactions outside the organization, demand more and more personal resources and are purely learned and internalized again as habits.
Learning to handle differences with others requires many personal resources and is the key to teamwork. Habits are not unbreakable and can be modified, learned or forgotten, and their change requires an internal work process and at the same time a high personal commitment. There are negative habits such as low tolerance for others, impatience, criticism, selfishness, which are rooted in people but can be changed to the extent that their benefits are visible. A habit is repeated when it works and when the world around us (family, social, work or educational) is receptive to it.
Other positive habits such as respect for others, order, and active listening are also reinforced when a reward is obtained from them and we try to make the environment move under these same parameters.
Among interpersonal skills is leadership, understood as the possibility of positively influencing the behavior of others, in order to achieve a common result, shared and accepted by the reference group that causally attributes that power to the person. This leadership can be seen in actions such as persuading, arguing, understanding the other, empathizing to achieve effective communication and the now mentioned empowerment. Thus, competencies go beyond social skills, but integrate them into a whole and produce a varied range of behaviors that ultimately make up the individual's personality. Social competencies are key factors in any field, but in the organizational field they are also key, to achieve results with and through others,Hence, activities such as teamwork involve an entire integration of these skills and resources.
Measurement
The issue of measurement is necessary insofar as it allows the current state of resources and skills to be identified and makes it possible to project their potential and correct development. The identification of such skills and resources is increasingly imperative and their detection requires reliable and valid instruments that allow interpreting and anticipating the future behavior of the person. But not only the instrument itself makes the measurement predictive, the skills of observing and measuring are essential to interpret, adjust and design a unique and individual process. At present, the market is saturated with techniques and instruments that predict measurement without major interpretive effort and that have fallen into the hands of people who are not sufficiently trained to do so:in fact, such measurement is reduced to a questionnaire that grouped the results in a global population, offers general parameters that can well be applied to both without greater contribution to individuality. All this has undermined the valuable contribution of a measurement process that respects and rescues the differences of each person and also builds on them. Complementary to the measurement process is the feedback that directly involves the evaluated person, makes him a participant and an active actor in his own development, adds objectivity and reduces fear of the process, and in general, enriches it. With all this, measurement becomes the first step for development, but it is insufficient to the extent that it can remain in a self-knowledge that broadens the spectrum of the person but does not improve,neither changes nor allows by itself to grow. For this reason the work of education, training, training and individual follow-up that is supported by self-reflection, strengthen the process and complement it.
The measurement of resources and competencies in the work environment contributes to individual and organizational growth, insofar as it discovers talents, objectifies information regarding strengths and weaknesses and creates an environment conducive to feedback and the implementation of development processes. Those organizations that discover its importance stimulate the individual and business self-perception necessary to reinforce being competent rather than competitive. They find key elements for internal improvement regardless of whether other competing organizations do it and focus their efforts on making the most of the talent and skills of the people who are the ones who direct the processes, modify them, change them, transform them and convert them. efforts in results. Spot talents,Resources and skills is therefore the task of those who are aware of continuous improvement and know that it is within the organization where they will find obstacles or opportunities to grow. But it is the one that requires the most effort and dedication, the most patience, but the one that gives results in the longer term, with greater permanence and continuity.
Courtesy of UCh RR.HH. portal for HR students.
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