Business training model supported by the systems approach

INTRODUCTION

Discussing the role of man in the fullness of its dimensions and its integration in the growth process of the organization has been one of the strongest concerns of companies in recent years.

The success of an adequate Human Resources Management lies in the competence of achieving allying good technical-operational performance to the satisfaction of the social group, made up of the men who make up the organization.

Within this management, in recent times we are witnessing the birth of a solid current of thought that gives special importance to training as a factor that clearly adds value to organizations.

It is in this scenario that training plays a significant role in the creation of values ​​in the organization, since it is from this function that we intend to positively influence so that our teams know more, are trained to do better, who also want to do better and for Lastly, to place the Company in an environment of fluid exchange of knowledge and capabilities.

This work was carried out in the Empresa de Telecomunicaciones de Cuba SA (ETECSA) and specifically within the Training Area (Training Department) and its main objective is to present a training model supported by the systems approach. It is a viable, flexible model, perfectly adaptable to the conditions of a company, allowing to coordinate and coordinate all the efforts that in our country are made for the benefit of workers and oriented towards the satisfaction of their specific needs.

We start from the following hypothesis: "The design of the training system with a continuous development approach is a proactive philosophy, which will allow people to learn and develop continuously throughout their working lives, permanently improving their performance".

As a specific objective, taking as a premise "to do well what has to be done", we proposed to present new tools within Training Management, which would allow the development of a proactive, modern, higher impact, better oriented, more comprehensive and credible training.

The existing literature in the publishing market on these issues, in addition to being scarce, is very superficial. Most of the books are the product of experiences, not always valuable or scientific, that lack theoretical support. Everyone thinks they know about training and feel entitled to have a say about it. Since the market in this field is still virgin, there is opportunism and a lack of quality in the writings. That is why the main scientific contribution of this work lies in the presentation of a document that combines the most valuable theory on the subject, orienting it to the purposes of the organization, showing all its processes but not focusing on them, but using them as means to get a result.

For its materialization, different techniques were used, such as: interviews with managers, review of the information available on the subject in the Training Area, bibliographic analysis and synthesis, group work (mainly with the Management Group of the Training of ETECSA) and beliefs, experiences and materials developed by the Author.

We begin by outlining the Diagnosis of Human Resources Management in the Organization. Chapter 1 raises different criteria used to develop the HRM Diagnosis but emphasizes the Beer and Collaborators Model, this being the starting point of our work. It also describes the main elements of continuous training as part of the management process and focuses on them in a general way.

Chapter 2 shows the HRM Diagnosis in ETECSA's Training Department, using the Beer's Model but only based on its policies. From them we show the real problems in this area, with work systems being the main element of analysis.

Chapter 3 develops the projections of solutions to the problems detected in Chapter 2 and provides useful work tools for ETECSA's Continuous Training System.

Chapter 1: THEORETICAL FRAMEWORK

1.1. Bibliographic Analysis

Human Resource Management (HRM), to achieve its objectives, has to be conceived and implemented in the form of a system. It depends on several factors among which are the organizational situation, the environment, the technology, the current guidelines, the prevailing philosophy, the strategy, the culture, the conception that the organization has about man and his nature and above all of the quality and quantity of available Human Resources. To the extent that these elements vary, so does HRM.

HRM must take into account all changes, as it is not an end in itself, but a means to achieve the effectiveness and efficiency of organizations through the work of people and to establish favorable conditions that allow them to achieve the individual goals..

The new GRH trend is aimed at establishing versatility, teamwork, new reward systems, new professional careers, new technologies.

In the article "Human Resources in the Third Millennium" (Casado González, 1999), from Capital Humano magazine, the author argues that new ways of doing business require new ways of managing people. I believe that these new ways of managing people will have to be applied to a different workforce than the ones we know today. Some elements that characterize people management will be professional development, competency management and performance measurement.

The HRM process is defined through different models or functional systems.

The model of Harper and Lynch (1992), turns out to be a descriptive model of the key activities of Human Resources Management, currently these are many and diverse among them are: personnel inventory, analysis and description of positions, evaluation of positions, training, etc. The key activities in this model must be designed in full harmony with the business strategic direction, the organizational philosophy or culture, and the consequent policies or objectives. Given the high number of key HRM activities and their diversity, as well as the descriptive nature of the model, it is too cumbersome for the job.

For its part, the HRM model of Chiavenato (1988); Part of Human Resources Management can be seen as a system whose progress consists of five independent subsystems: the feeding, the application, the maintenance, the development and the control of Human Resources. In this case study, the application of this model would be very difficult, mainly due to the fact that the policies and objectives are not clearly defined, as well as their dispersion throughout the different areas of the organization.

The Human Resources Management model of Beer et al. Focuses on four policies that cover all key activities and a HRM map (Annex 1), which makes it more functional than those previously explained. In addition, manifestations such as needs, motivations, attitudes and aspirations of the interest groups are the object of the greatest consideration.

The author affirms that the Beer and Collaborators model is superior to those mentioned above, this superiority is found in the fact that it considers the strategic direction and managerial philosophy as guiding principles of the HRM system, in the weight given to the situation factors and in particular to the technology of the tasks, as well as in their attention to the interactions with the environment. As we can see, it is a systemic, harmonious Model that guarantees synergy between its component parts, which is why the current research project will be based on these characteristics.

Within the Beer Model, training is presented as a key and decisive activity. Today more decisive than ever before. Training is a source of profitability and competitiveness for the company. Guy Le Boterf, 1999. Its effective development decides business survival, it will shape human resources into "the basic competitive advantage" of companies in the 21st century. Cuesta, 1997.

When we give training the qualification of supreme it is because we link it to how essential the process of change is. Cuesta, 1997. This concept is important but we must add that it must be strong enough to overcome the forces of the system that resist change and also must receive full support to achieve its true effectiveness and not undermine its essence with incredibility.

To assimilate it as a continuous process of change, it will be necessary to understand in its full dimension that it is an investment and not a cost. Guy Le Boterf, 1999. It is true, but for this it must involve those responsible for human resources and training from the first moment in the conception of investment projects, formulate the objectives and training means in the form of a guide for themselves and allocate their training expenses from according to their strategic choices in the medium and long term.

In Capital Humano Magazine, 1999 Matías Barrios, maintains the importance and role of training to integrate and professionalize staff, however, it is not enough as we currently manage to directly influence the paradigms of business activity: efficiency and the productivity.

The challenge is to develop projects that involve and energize their men towards optimal efficiency goals, counting on their initiative, creativity, versatility and experience, in such a way that they take on the challenges of management as their own.

Prestigious writers such as Tom Baldwin and Jhon Ford, 1988, in Transfer of Training have put training as a learning instrument and as an instrument of competence, that is, related to the know-how of the individual, which is partly true, but we would have to add to this, the evaluation of training as an element that contributes to the change of behaviors and attitudes, related to knowing how to be, Mikel Casas, Capital Humano Magazine, 2000.

Another important aspect in training as a continuous process is to adjust it to its innovative nature, it must be prepared to offer immediate and rapid feedback, which allows stimulating the learning process itself, promoting multi-skills that reinforce the autonomy of the organization and facilitate the integral development of workers. K Duncan, 1998.

It is undeniable the importance that the training function is acquiring and its impact on the intellectual capital of any organization, that is why this work focuses on a serious rethinking of its operation, of the work scheme of training professionals and of the methodologies and systems used in the development of training activities.

1.2. Theoretical foundation.

Since the 1980s a radical transformation of Human Resource Management has been assumed. The changes experienced by the personnel function go beyond the simple modification of the name under which we group a series of activities within the Company, these imply a profound alteration of the very conception of Human Resources and the way of managing them.

Among these changes is fundamentally the abandonment of the traditional conception of Human Resources as a cost to go on to conceptualize them as another resource of the Company. In other words, it goes from the constant search to minimize a cost, in this case that of personnel, to the need to optimize the use of a resource.

As a consequence of these changes, we observe that in Human Resources Management we are currently replacing a perspective characterized by the short term, operability, focus on results, rigidity and the predominance of quantitative analysis, and we place ourselves in a point of view defined by actions in the medium and long term, the focus on the means and the results of the actions, the qualitative analysis, flexibility and autonomy, which results in us beginning to consider as a source of competitive advantage and value creation in companies Their most important resource, which are the Humans.

That is why it has gone from a personnel administration to a Human Resources Management that considers the following aspects in its search for the condition of integrality:

• The performance of roles in the external and internal environment, which builds values ​​and beliefs, generating expectations and personal and group objectives. The values ​​and needs that guide the actions of Human Resources towards the desired organizational performance. An inclusive Company Culture of all the Human Resources that compose it in a community of interests, seeking to give meaning, coherence and motivation to their dedication and work The attitude of individuals and groups expressed in the willingness to participate in training actions Knowledge and professional skills necessary for effective and efficient performance at work Critical awareness of individuals and groups (its broadening) in relation to themselves and the environment,that allows them to exercise their roles in a stimulating and creative way for their own development, that of the organization and of society in general.

Systemic, practical, multidisciplinary and participatory approaches are essential in Human Resource Management that arises as a dynamic of adaptation in the Company of a new type and this Human Resource Management is so vital that it is considered the essence of Business Management or Management.

An important factor to take into account and whose consideration already defines the level of effectiveness and efficiency in Human Resources Management is the development of Information Technology and Communications and with it the support of scientific-technical information and INTERNET; The latter tool, which, according to many analysts, places it as the heart of the updating and development of Companies and this has been the approach of the ITU (International Telecommunications Union) in its last session (March 1999): “All that Company that does not make the information super highway (INTERNET) available to its Human Resources, is in fact doomed to bankruptcy ”.

Several authors give a specific treatment of the Human Resources Management process, thus Chiavenato in his book "Human Resources Administration" considers that Human Resources Management consists of: planning, organization, development, coordination and control of techniques capable of promoting the efficient performance of the personnel, considering at the same time that the organization represents the means that allows the people who collaborate in it, to achieve the individual objectives directly or indirectly related to work. It means, then, to conquer and keep people in the organization contributing the maximum of themselves with a positive and favorable attitude.

Michael Beer, for his part, believes that Human Resource Management involves all decisions that affect the nature of the relationships between the organization and employees.

Diagnosing Human Resources Management in any organization is an analysis focused on the structuring and implementation of a reference model that combines policies, objectives and philosophies of the Companies, arriving through various paths to the improvement, stimulation and creativity of everything the staff that make them up. For this, multiple theoretical models have been developed very precisely.

In this work, we will not go into a detailed analysis of all of them, but rather we will use the systems approach they offer and will be related to the continuous process of training. However, if Beer's Model will be used with regard to human resource policies specifically related to Work Systems.

Training is one of the most effective ways of facing change, of adapting to modernity, of modifying attitudes and making ancestral vices disappear and that is why we must see it as an indispensable need in the development of the company and society.

Training in many companies is reactive, that is, it is carried out based on what may be necessary to cover a certain lack of training, instead of being based on systemic training diagnoses and therefore on planning that responds directly to this detected need.

Today, training is used by companies to achieve two fundamental objectives. First create problem-solving attitudes, communication attitudes, and the ability to form groups. Second takes advantage of the fact that training can improve employee engagement. That is why, according to international measurement parameters in the training area, we speak of cutting-edge companies on the subject, those that are capable of recycling all their personnel in training actions every two years.

The systemic approach is undoubtedly the most comprehensive and coherent concept of those expressed by the different experts on the subject and the Beer's Model et al. Has demonstrated this. For training, this approach is also valid, only the fact of seeing the training processes in constant interaction, ordered, integrating isolated elements, coordinating efforts, identifying and establishing connections or links between elements inside and outside the system and avoiding duplication of actions., make perfectly the most suitable candidate for the Training Models.

In order to point out some of the advantages of the Comprehensive Training System for staff, the main ones are mentioned below:

• It is open, insofar as it influences and is influenced by the training process, through the dynamic interaction of its components. It is participatory, in that it establishes the intervention of actors involved in proposing specific actions and in decision-making, for example: Vice Presidents, Directors, Managers and Specialists It is flexible, due to the ability it has to adapt to situations that arise over time, as well as to accept changes without modifying its structure It is interdisciplinary, because training is viewed from different angles and with different approaches, by specialists of different levels It is normative, since the commitments of the actors involved establish the general lines of action It is economic, since it rationalizes resources and avoids repetition of efforts It is totalizing,Because it perceives the training as a whole. It is self-regulating, by virtue of the deviations being fed back as information, until the desired objectives are achieved through the necessary corrections.

For all the above, we must see training as a systematic, continuous and planned process. In Annex 2 is represented the theoretical framework of the program consisting of training in four key steps: the diagnosis of training needs, the process of preparation of the training plan, implementation of the same, evaluation and control, supported on an item of feedback.

The four subsystems interact dynamically, that is, although the limits of their functions are precise, the exchange between them is flexible, each one adapting to the specific needs of each project and the degree of intervention required by them.

1.2.1 Needs Diagnosis (DNC)

The DNC provides the minimum information necessary to make accurate decisions that save time, money and effort. He will provide the raw material to make a concrete Plan and Programs of work, will facilitate budgeting and will provide indicators not only for planning but also for evaluation. A DNC is a strategy to know the gaps in terms of knowledge, skills, attitudes and habits that the worker requires to perform effectively in their position.

Derived from the above, some other objectives could be achieved such as:

• Have quantitative and qualitative information on the training, training and development needs of the company's personnel, classified by position, area of ​​assignment and by region Determine the priorities for personnel training, in order to facilitate the annual programming of the courses / events detected Determine the Training programs and jobs, as well as the people who are feasible to obtain a Certificate of Labor Skills Structuring an initial inventory of skills of the Company's staff Detect the objectives, thematic content, necessary resources, etc. required by each course / event to be taught Observe which are the training needs, which are training and which are development.

The tools used to meet these objectives are basically the questionnaire, diagrams or graphs, some techniques such as working groups, brainstorming and the very effective interview.

1.2.2 Plan of Training Programs

It is in this process where the decision as to the strategy to follow falls and where the corresponding projects must be structured to attend to the demands or needs of training and development. At this point, the expected performance of the employees to be trained is specified in measurable and observable terms.

Establishing concrete and measurable training objectives is the basis that should result from the determination of training needs, the objectives specify that the employee will be able to achieve it after successfully completing the training program. Thus, they provide a focus for both employee and instructor efforts, as well as a benchmark for evaluating the achievements of the training program.

Within the strategy to be followed, the different facts that indicate the need for training and the way in which they should be resolved must be taken into account. These facts are directly related to the training process itself and to personnel problems. Among them are low productivity, excess errors, high number of accidents, low versatility of employees, little interest in work, lack of cooperation, absenteeism and, in general, low use of the working day.

Of course, the strategy to follow is not as simple as it seems, its complexity within companies is directly related to the variety and number of positions and not so much to the number of people they have, that is, a company that has a wide mix of positions, the preparation of the Training Plan becomes more complex since the satisfaction of needs is very varied.

Furthermore, there is no literature in the publishing market capable of clearly guiding this process; most books are products of experiences that are not always valuable or credible, since the market in this field is still virgin.

Another aspect to take into account is that training lacks credibility, for this reason in most companies those in charge of carrying out the administration and planning process lack experience. Everyone thinks they know about training and feel entitled to have a say about it. This will cause reactive training to continue being provided and not based on Educational Technology, that is, it will be nice but not useful.

The Training Planning subsystem cannot be focused on guaranteeing what people think they need to cover a certain lack of training. That is, we cannot subject it to the fact that a boss or manager of a certain organizational unit of the company suddenly feels a need and simply expresses it to us to channel it towards their satisfaction, without further investigation or justification or analysis.

Nor will it be an appropriate path in the strategy to make some brief training diagnoses, almost satisfying frequencies and concerns and from there decide to satisfy it via courses, circumstantial or conjunctural events.

At present we are in a world with different characteristics such as: competitiveness and penetration of new markets and equipment, increased values ​​added to the product, new technologies, scientific research, promotion of quality, speed in decision-making, among others and it is the strategy that we assume in the organization from the training point of view that will allow us to face these challenges and will promote the change sought in it.

In the preparation of the Training Plan we must, first, determine Why train? The answer to this question is found in the fact of first knowing the trends and main lines of development in which the organization is involved and what is required of their human resources to face it. We must be aware that increasing the qualification indexes of the personnel contributes to raising their levels of productivity and social welfare.

In addition to this, a feeling of responsibility towards the organization is developed through greater competitiveness and appropriate knowledge, the improvement of executives and employees is achieved for the performance of their current and future positions. Other aspects of interest would be the possibility of achieving behavioral changes in order to improve interpersonal relationships among all members of the organization and thus help achieve and fulfill the Mission and Objectives of the Company.

Second, in what form? His answer comes directly from an adequate DNC, that is, to know precisely the lack of knowledge, skills and attitudes that workers require to perform correctly in their position. For this, the profesiograms, methodologies and training and development study plans and programs must be included. This analysis reveals whether the training should be focused on technique, a type of technology, language, computing, business, etc.

Third, how to train? We can assume this by analyzing the type of employee we have, their performance and characteristics. Hence, we can focus on person-to-person training, such as in the case of leaders whose responsibilities sometimes make separation from the job prohibitive or in a group way where they seek to interrelate workers, encourage group work or simply the subject to be taught allows it.

Thus a series of questions arise that we could group as Who forms? In what form? Who should be trained? Where to train? And how to evaluate training?

In all of them we must combine a good management of training referring to whether the trainer will be an external agent to the organization, if it can be assumed by employees of the company itself, if there will be a mixture, closely linked to the techniques of the learning-teaching process, the methods to be used (face-to-face training or courses based on CBT technologies), the teaching material to be reproduced and its quality, the content to be taught and the adequacy of the programs, the quality of the instructors, the cooperation of the managers, etc.

It must also be taken into account whether the training will be applied on the job or not, if so, aspects such as the preparation of the apprentice, the presentation of the tasks and operations, the performance tests and their follow-up must be considered. It can be carried out in the classroom where it will be assessed if the learning conditions are similar to those of the position and if we materially have adequate teaching support, and finally assess whether the teaching process can be carried out alternately and thus take advantage of the two previous possibilities.

In general, in the design we must have a clear vision of the objectives, not forget the previous achievements and the planning that led to them, the cost of the plan and the real budget that supports it, the simplicity of the plan and its coordination and finally disclose the same at all levels of the Company for their acceptance and apprehension.

1.2.3 Execution of training.

This is a key moment within the system. Also called by many as the management part of training. A decisive role within it is the management cycle, which consists of ensuring that all the resources and support that you have included in the planning are available at the time and in the manner planned.

The essential elements to take into account are:

• Have effective support staff. How to use material resources and ensure that these and human resources work in coordination. Have well defined contracting procedures for both actions and training resources.

This execution can be carried out centrally, distributed or semi-distributed, but in any of the cases, in the areas in charge of it, records must be kept of:

• Cooperation of managers Suppliers (frequent contacts, possibilities, etc.) Participants and their quality (frame them by positions, areas and region) Available Resources Maintenance of resources Contracts Training modes and their characteristics Available courses and materials (Type, duration, prices) Trainers (Internal and / or external)

The key to achieving all of this is having a good information system and having organizational skills. Keeping a complete record of everything is essential, as is the guidance of a well-organized and trained person.

1.2.4 Evaluation.

Although evaluation is seen as essential to analyze and show the value of training, few organizations evaluate their training actions and even fewer do it correctly.

The reasons that explain this situation are many and varied: the complexity of the evaluation itself, the difficulty of applying valid and reliable evaluation processes, the little support received from the organization, the ethical implications of the evaluation and the use of the results. The evaluation culture (why it is evaluated like this) determines the evaluation practices that are applied, the experience of people in relation to these practices and, above all, their usefulness.

We consider that an effective evaluation practice is one that makes it possible to assess the real impact of training and that is aimed at the constant improvement of the training function. Training and evaluation should make us reflect on the desirability of a common concept of evaluation of training to ensure its conscious and effective application.

The evaluation in general is responsible for measuring the results to determine whether they were achieved or not and making the necessary corrections to improve them, that is, its purpose is to improve the training, not to test or disapprove it. It must be determined if the desired modifications were produced, if the results are related to the objectives of the company, if the training techniques were effective or not and which of them produced the best results.

The evaluation must be designed at the same time as the Training Plan and must be an integral part of it. It must be based on a rigorous DNC and a clear set of training objectives. It should be kept as flexible as necessary to enable response to unforeseen circumstances.

Its results must be used honestly and ethically, and always with the aim of optimizing the training function. Ethical issues related to evaluation have a strong impact on the organization since it affects people and depends on them to obtain the data.

Among the factors to consider when evaluating are the following:

• Scheduling (scheduling of dates) Duration (of the action) Location (characteristics of the place) Environment (appropriate or not) Equipment Cost Trainer / facilitator (Degree, work carried out, level) Style (Adequacy of the action) Background Training design General content Evaluation tools Others.

All of them translate into providing strategies and guidelines that enable the development of comprehensive and inclusive training evaluation methodologies, aimed at the continuous improvement of training processes.

1.3 Techniques Used.

For its materialization, different techniques were used, such as: interviews with managers, questionnaires, some execution tests, observation, review of the information available on the subject in the Training Area, bibliographic analysis and synthesis, group work (fundamentally with the ETECSA Training Management Group) and beliefs, experiences and materials developed by the Author.

Chapter 2: DIAGNOSIS OF HRM IN THE TRAINING DEPARTMENT.

As we have previously stated, we will not go into the detailed analysis of HRM within the Training Department but will use the most relevant aspects within the Beer's Model that allow us to unite the ideas of its approaches, with our approach to training as continuous system.

2.1 Situation factors.

Characteristic of the Workforce.

The Training Department is made up of eight (8) workers in total, with a covered workforce of 7 and one (1) Middle Level Technician in Labor Training. Of them, five (5) belong to the male sex and three (3) to the female sex, represented by 62.5% and 37.5% respectively.

The labor force is represented 50% by young people up to 30 years old and 12.3% in the members of 31 to 40 years, 41 to 50, 51 to 55 and 56 to 60, since in each group there is a only representative. This shows us that it is a Department in which experience and youth are combined and that multifunction and multitasking could be perfectly applicable for the most part.

100% of the workers are direct when it comes to the division of labor. This is due to the direct relationship it has with respect to customers and the services provided by the Company.

Within the Department we have one (1) Manager, six (6) Technicians and one (1) Worker, for 12.5%, 75% and 12.5% ​​respectively.

Regarding the level of education, there are six (6) Higher Level graduates, who represent 75% and two (2) Middle Technicians for 25%.

In the search for the characteristics of the Workforce, we used the survey shown in (Annex 3) and it resulted:

• The living conditions of 55% of the Workers are good and the rest live in regular conditions, which shows that there is no case in disadvantageous social conditions. 66% of them feel stimulated by the functions they perform and the rest consider that Although their work is useful, they have not yet received the desired opportunities (specifically the younger staff). 88% believe that they perform their job correctly and the small doubts are mainly due to the almost overcome inexperience in the functions. 100% They like the work they do although they consider that they have the capacity to perform other functions, a very favorable characteristic since internally they could prepare to face the development part within the Training Area.United to the previous point they consider in their entirety that they are capable,Therefore, receiving any type of professional improvement would give them much more security in decision-making and problem analysis. Everyone feels secure in their position and exposes the entire trust placed by the Management to exercise their functions. involved in a new activity they do not know the essence of the training processes and the ways to implement them.

2.2 Business Strategy.

The Department has conceived its short, medium and long term objectives and in fact it has entered into strategic planning, thus defining its VISION and MISSION.

VISION:

To constitute a leading unit in training for ETECSA and for the nation in the Telecommunications sector.

MISSION:

Promote, project and guarantee the training and professional improvement of all workers, in search of excellence at the service of the Company.

Goals:

1. Consider the PEMEF as the basis for training the Company's Workforce Train as many workers as possible nationally Prioritize on-site training Implement the appropriate employment of Adjunct Professors Promote training of Management personnel. Rector the training that is contemplated within the contracting of Investments and Technical Assistance. Put into effect the Scientific-Technical Information Project. Develop training in Computer Science and the use of computer media in all training actions.

Tasks to execute:

1. Introduction of the necessary techniques and organizational aspects in the Scientific-Technical Information System with a view to its streamlining and use up to the basic levels.

2. Prepare the Annual Training Plan, considering:

• The PEMEF. The preparation of Leaders. The Labor Reconversion.

3. Implement the work of the Training Center for the delivery of Postgraduate Professional Development.

4. Complete the equipment of the Center and complete the assembly of the technique.

5. Develop Training in the jobs.

6. Establish and guarantee the Study Programs of the Habilitation Courses, including those that will be applicable to Labor Reconversion.

2.3 Human Resources Policies

2.3.1 Employee influence

From the surveys carried out and the analysis done previously in the characteristics of the workforce, it is shown that the level of participation of the employees in the elaboration of the objectives, tasks and goals to be achieved is high, it has been delivered by of the entire Directorate confidence, authority and power in decision making.

It is noteworthy the staggering that exists in terms of management and responsibilities, this makes each employee play their role, however, multifunction and multitasking are not developed in the collective and in very few cases workers can fill other different functions to those of his position.

100% of those surveyed have very good relations with the rest of the group and communication between them flows in all directions, an important characteristic when assigning tasks, responding to them, improving organization and favoring the work environment to perform and promote group work.

Within the collective, the energies are channeled to resolve conflicts and truly work as a team and as a whole they feel free to address the Boss.

2.3.2 Human Resources Flow

Needs planning

The planning begins with a diagnosis of needs by the Training Department in the different Organizational Units of the Company. This diagnosis is made on the basis of the Economic-Financial Expansion and Modernization Plan (PEMEF), the changes that said Plan causes in our network and pays special attention to the qualified Labor Reserve. In turn, the Ministry of Economy and Planning is informed of the workforce needs that are expected in the future and it coordinates with the MES to satisfy these needs.

In this process there are difficulties and this is conditioned on compliance with the PEMEF since it is carried out and executed in the long term and this means that the figures requested from the aforementioned entities do not satisfy the real needs, which are currently aimed at reach 40% of the total staff of the Company with a 10% Higher Level that currently exists.

Staff pick

The selection is framed in two fundamental aspects, one directed to the personnel who will be part of the staff in the Training Area and the other directed to the personnel who will occupy the condition of Trained.

With respect to the first, it is mainly fed by the existing Stock Exchange in the Department of Recruitment, Selection and Hiring of Personnel of the Directorate itself. This selection responds to different characteristics in the individual, since for the training and training management actions, qualified personnel with experience in the telecommunications sector are needed.

The second aspect is aimed at staff who for the first time will face work activities and fundamentally seek creativity and mastery of their Specialty, since they will later go on to the orientation process.

Staff orientation

Motivation is promoted through more experienced staff and all the details of the position in question are delivered. Introductory Courses are given to new staff, thereby guaranteeing full knowledge about the operation of the Company.

training

Since entering the Training Area, the constant improvement of staff is followed as a policy, thereby increasing the development of the individual as well as their commitment to the Entity.

Participation in training actions is directly focused on solving the problems of the Company and of the worker himself. That is why improvement or training focuses on meeting the objectives and tasks planned in that process.

The difficulties are that not all staff receive the necessary training, which brings with it demotivation and a certain resistance to change.

Another of the problems detected is that the training actions are received and the man immediately joins his daily work, which leads to an inefficient post-training in which the acquired knowledge and practice in general must be combined.

Development

The promotion lines are established within the Training Area since each of the workers is given the possibility of assessing their possibility of promotion by the Management.

The main problem of this process is given that the staff of the Area is requested due to their preparation and experience by other Organizational Units of the Company itself, so that the Department has within its main functions that of achieving motivation with changes and new horizons in the job profile of each of its members.

Performance evaluation

There is no Evaluation System in the different occupational categories, except in that of Leaders, which is established by the Executive Presidency through Resolutions and Indications.

The difficulty lies in the fact that there is no system that allows evaluating the performance of the worker in his activity, this is an aspect that negatively influences the development of the potential of the workers, preventing the correction of deficiencies.

There are collective and individual recognitions, but a scientific measure of the level of quality of performance is lacking.

2.3.3 Work System

The working day is from 8:00 AM to 5:30 PM, Monday through Thursday and from 8:00 AM to 4:30 PM on Friday. This schedule is strictly adhered to by each of the members of the group and the necessary rest time is established and carried out without difficulties.

The work is organized for the different positions although sometimes the potentialities of each of its members are not fully valued, which entails recharging functions in the same person causing a high degree of "stress" and work fatigue in them and the underutilization of others.

All the necessary material means are available to guarantee the fulfillment of the tasks and each worker has access to the different Computer Systems that make the functions viable.

Another negative aspect of this policy is linked to the working conditions explained above.

Different important tasks and functions are carried out within the Department, but the elaboration and fulfillment of the Company's Training Plan is preponderant and it is here that we are going to demonstrate how to organize the work, its methods, provisioning, its evaluation and control.

Planning begins with an unscientific needs diagnosis and with reactive characteristics, that is, demands are received from the organizational units without making this information reliable. This diagnosis is made on the basis of information received from the Economic-Financial Expansion and Modernization Plan (PEMEF), the changes that said Plan causes in our network and pays special attention to the qualified Labor Reserve.

Here the general objectives of the Company and the specific ones of each organizational unit are largely unknown. Priorities are not established, nor are evaluation mechanisms designed to improve training processes.

The planning process then begins with the following distribution of functions:

• Analysis of the PEMEF: At still small levels, giving few dividends since the training area does not participate from the conception of the investments and the general plans of the development areas. Planning of the courses Discussion with the units: Both the previous point and this one are not considered ideal but they are a good example of harmony in these procedures Definition of the contents of each teaching activity Selection of instructors: This determines whether actions are taken with personnel dedicated to these functions directly in the company, if they can Be teachers of the company but not directly linked to the training activity (adjuncts) or with external teachers, together with the possible places of execution and the teaching way in which the actions will be carried out, this entire process is carried out in a coordinated manner.Preparation of the Training Plan, Analysis of the Plan: With all areas Disclosure: Not generalized, a large part of the workers do not know the scope or scope of the Plan, much less how they are included in it Final approval: The latter moment is the Achilles heel of succession, rendering the Plan uncredible.

It is noteworthy that during this process the financial budget with which it is available is already known and although it is advantageous to have an endorsement or guarantee in the Plan, it does not allow adjustments in terms of the possible scope that it has and thus limits its flexibility.

The execution and evaluation process begins later, which will be presented later. However, we consider it appropriate to state that the establishment of priorities, although there are defined objectives and guidelines, is not executed within the planning process but within the execution process, bringing as consequences uncertainties regarding the actions that may be presented during the period. the most important ones planned and the financial budget available.

This model (Semi - Elementary or Semi - Reactive), (Annex 4), is aimed at meeting the training needs of the company and is currently used by the ETECSA training system and its changes or improvements are only subject to the creativity and experience of its members.

2.3.4 Reward systems

The Company has a Regulation for individual and collective stimulation in MLC that includes all occupational categories. The main condition for the granting of stimulation is the fulfillment of the total planned monthly income.

The indicators by occupational category established by said Regulation are:

A) For all ETECSA occupational categories:

• Strict compliance with labor and technological discipline, without absences or late arrivals.

B) For the occupational category of Leader:

• Comply with the indicators of the area he directs and achieve good results at work.

C) For the occupational categories of Technician, Worker, Service and Administrative.

• Fulfill the specific and assigned tasks in your job in the scheduled time and with the required quality.

The percentage to be paid for stimulation to direct workers is 5% of their basic salary and 4% in the case of indirect ones.

For the granting of collective stimulation, the parameters are determined by the union in conjunction with the administration.

In addition, there is the Regulation for salary stimulation of up to 40% on the approved rates for all occupational categories and a minimum and a maximum salary, this range constituting a stimulation salary.

The indicators for the application of this emulation are:

• Strict compliance with labor and technological discipline, without absences or late arrivals Comply with the specific and assigned tasks in your job in the expected time and with the required quality Comply to the maximum of the working day and saving the necessary resources to perform the work Comply with the specific rates of each individual activity per worker or per work area as appropriate.

A module with personal hygiene products is delivered monthly to all workers with the exception of those who are on leave without pay, that is, it is not based on the Organization's Regulations.

Moral stimuli

Before events of great connotation (Visit of the Pope, IX Ibero-American Summit, cuts of the new Digital Centers, etc.) the workers of the Areas involved in these works, receive recognition for their work through the Company's Management.

There is no evidence that the Political and Mass Organizations make their acknowledgments to those workers who maintain outstanding attitudes in their work performance, constituting a problem in the demotivation of the workers.

Through the analysis of the Human Resources Management carried out, problems were detected that are exposed in Annex 5.

Chapter 3: PROJECTION OF SOLUTIONS.

The possible exodus of Specialists and Technicians to other Organizational Units or other hierarchical levels can be avoided by expanding the horizons of knowledge in them, thereby achieving greater motivation in the position.

The Work Systems are not fully organized so an analysis of the work profile is required, coordinated with the Department of Business Organization, in order to determine responsibilities in each of the functions and thereby avoid stress and fatigue. labor.

To eradicate the appalling working conditions, we propose to increase the premises, seal the Department, locate air conditioning consoles, redesign the lighting systems, locating them in such a way that they do not interfere with jobs, and relocate the Directorate's premises.

Difficulties in planning needs due to operational changes in PEMEF and others, the lack of an adequate diagnosis of learning needs, with the aim of obtaining information to understand the lack of knowledge, skills and aptitudes, the lack of a Adequate post-training coupled with the lack of a Comprehensive Assessment System make it necessary to implement a Systemic, Orderly and Coherent Training System (Annex 6), that is, a model that combines all the parts harmoniously, allowing constant interaction between them, but closely related to each other.

Before entering the analysis of the Model it is convenient to frame its scope and what levels it involves. To do this, although we consider that it is applicable to all organizations that carry out continuous training, we are going to relate it to our Company.

Its conception and development encompasses all areas, regardless of the hierarchical level in which it is, that is, it would be used at the level of Vice Presidency, Management, the Training Department with its Training Centers and Regionals included and even more so to Presidency level. The interrelationships between these areas and the role they play in the implementation of ETECSA's Human Resources Development Plan will be explained below.

Based on this concept, our model is part of a block called Diagnosis of the Situation that would be the input of the Planning Subsystem which has as its final product the Training Plan.

The fundamental axis of our Situation Diagnosis would be an adequate methodology for the Diagnosis of Training Needs that would be composed of three fundamental phases (Annex 7)

3.1 Diagnosis of Training Needs (DNF)

- Phase 1: Analysis of the Organization:

She will focus on:

• The review of the internal documents of each organizational unit and of the company itself The culture of the company The structure of the unit and, in the case of the Training Department, add the structure of the Company with the planned change projections, this information that would be given by the Department of Business Organization.PEMEF's programming and its investments must be taken into account.The R & D Directorate would provide the Department with the main trends in the sector and their evolution.The results of the work in the previous year and whose causes The training plan of the previous year and the training needs that were not satisfied therein Qualitative and quantitative changes in human resources that the PEMEF will entail

The financial budget we propose decentralized execution unit and will be responsible for the trainer and supervised by the leader of the area.

We can not have a predetermined or permissive budget, but it is determined by the objectives, if not, then vary the objectives to be achieved. Once we implement it, it will be a control tool and it will be ensured that your expenses are within the established limits. We propose its analysis procedure as in Annex 8.

- Phase 2: Functional Analysis - Individual.

Focused on determining short-term needs and long-term needs. It is at this time where you must have the job profiles or professional charts, in the cases of those positions, for which it is not available, it will be necessary to previously make a brief description of the position in such a way that it allows to have an overview of the itself, information that must be provided by the Recruitment, Selection and Contracting Departments in coordination with the Organization. We must then conduct interviews, questions, apply questionnaires to workers (Annex 9), direct observations, interviews with managers and bosses (Annex 10), questions to other personnel familiar with the work and with the way it is being carried out (Higher Education Centers play an important role) and even to clients, to carry out diagnostic tests and to be counted, to analyze the performance evaluations of every worker involved. From all this, the training needs that should be reflected in the Plan will emerge quite accurately.

- Phase 3: Report the results of the diagnosis.

With them we intend that the objectives of the area can be set and in a higher step it can be reconciled with the Department, which has some additional elements obtained through its contacts with the rest of the governing areas of each specialty of the Company. This will determine which courses will be part of the Nationals (those that will be carried out by the National Center and the Regionals) and which ones will be assumed by the unit itself through its means.

It is worth asking ourselves at this time.

What results are we trying to achieve?

What knowledge, skills and attitudes do we want to instill in workers?

What should Managers and the Trainer do to achieve the results?

What kind of teaching is needed?

All this valuable information that has been acquired must, for practical use, be taken to a database where they are reconciled and this remains for further studies the following:

• The knowledge (level and courses received) and skills of the staff members The time and cost normally required to train a worker in a specific skill The specialized courses that have been carried out and if these are with company personnel or outside of it, as well as its Study Plan. All training modes with their costs, benefits and implications. The main suppliers and instructors of the company. The material means available.

It succeeds the Situation Diagnosis, the Planning Subsystem which would have associated the General Objectives to the General Programs at the Company level and the Specific Objectives to the Specific Programs at the Organizational Unit level. We would also have to define the priorities and means of training, teaching content and methods.

3.2 Planning Subsystem.

It is through this subsystem that we will be able to define in advance the expected or expected results of the training function. With it we intend to foresee the future with all intentions and to identify alternative courses of action.

It is necessary to start from the study of needs and the profiles of the students who will receive the training, that is, the DNF and the selection of the participants. From here, formulate the strategies to follow to attend to the training needs, in accordance with their importance and priority, which would lie in:

• Setting both general and specific objectives: They must be established concrete and measurable to evaluate their results. It would be positive to plan biannual training actions to guarantee a medium-term action, that is, to be able to check the effect of the training directly with the worker in a second action. These objectives together with the priorities, the trainers would obtain from the analysis of the DNF and the lines of work that the Presidency have reached the Organizational Unit. Determination of the contents and methods:The previous point is basic to achieve it, here we must outline the subjects that should be taught to satisfy the needs and achieve the objectives. The criteria of the Manager, the Technical Deputy Manager and the Economic Manager play an important role, so this interview in the DNF has to be well prepared and oriented and at the level of Vice Presidency and Training Department the same will happen with its top leaders.

It should be known what each alternative training entails (Main Training Modes), consult resolution 4248 of the Ministry of Education regarding:

• The time the participant has to be away from the job When and how quickly the training can be completed The cost of each action The effect of the chosen training method, for example: if it can cause an undesirable effect, any conflict, etc. Internal Training and / or external: Both forms must exist and also complement taking advantage of their advantages and minimizing their disadvantages. The internal staff with greater depth about the specificity of the unit, is better adapted to reality and is less expensive. External training is always necessary for greater specialization and seeking renewal, entry of "fresh air", but we must first evaluate the organizers, cost, place of delivery, that is, being critical in what refers to what we expect that contributes to us and rationalizing the expense that it entails.

- Instructors and Media: This is vital for the success of an action. The instructor's qualification should include knowledge of the subject to be taught, desire to teach, ability to communicate, and ability to engage people. It is important to always have at least two instructors per course who have fully mastered the entire subject for cases of illness or temporary problems. As for the means, generally in ETECSA, they are limited and scarce, but due attention is paid to guarantee them for each training action and here, their presence in the course will depend on the trainer's forecast.

- Infrastructure: We must assess the environment, it is proposed to be comfortable and appropriate. Negative factors to avoid include premises that are too small, uncomfortable furniture, noise or other distractions, discomfort, long distances to the classroom, and inappropriate temperatures. Respecting rest times and refreshments is vital in the unfolding of the action. If we have the possibility of delivering refreshments in the courses, try to homogenize them, if not, negative attitudes are created on the part of the attendees that translate into low motivation, bad perception about the Company and inappropriate evaluations about the Training Department and the Human Resources Directorate.

- Preparation of the Plan: This must cover a wide variety of projects and contain extensive information. We propose that it include:

• General training and development objectives that are required to meet the operational and strategic objectives of the Company All proposed training initiatives, actions and activities, linked to needs Human and technical resources assigned for each training proposal Costs Proposal for Calendar (Based on the needs and their solutions) Proposal for capital investment in new equipment and teaching aids and materials Indications on the degree of priority of each action Number of participants and their composition.

As we have stated previously, there will be at the same time a Training Plan and a Financial Budget and both will be prepared from the Plan of each organizational unit and from the partial budgets prepared by them.

It should be noted that the Plan is not a scheme, nor is it rigid and unchangeable, on the contrary, it is flexible and adaptable to unplanned eventualities. It should take into account:

• Changes in technology Changes in the policy of new sales and services Detection of unexpected problems in job performance, quality, etc. The need to increase the skills of the newly hired staff Detection of unknown individual disabilities up to the date Legal changes.

However, this does not say that the training function is to be merely reactive. It is necessary to detect training needs and propose appropriate solutions, recognize training opportunities and train and develop workers before the need arises, that is, be proactive.

The procedure is graphically represented in Annex 11 and the methodology that we propose for the preparation of the Plan is expressed in Annex 12.

After its preparation, the Plan necessarily has to be submitted for approval to the Executive Presidency, who, together with the area that has been designated for its preparation, in this case the Vice-presidency of Administration and Finance will assess whether it meets the aspects or most important elements for the development of Human Resources. This moment cannot be ignored or overlooked, since if it is not carried out, the Plan, the training itself and the prestige of the Training Department will seem little serious and lacking in credibility. It is not convenient for ETECSA to work with an unapproved Plan, this is the same as ceasing to exist or working with Reactive Training Models, of which inefficiencies and serious results have already been demonstrated.

The last element of this subsystem, disclosure, will allow each worker to know, identify himself and be reflected in the strategic plans of the company, that is why we must achieve the total distribution and emancipation of the Plan. In this effort we propose that, in addition to presenting itself at the relevant levels for its necessary communication, each area uses channels such as the company's INTRANET, the WEB page and any other means so that even the most remote worker recognizes it as their own and in such sense can understand it, value it and suggest improvements that have not been conceived.

3.3 Execution.

With the execution, an adequate response to the clients of the Department is guaranteed, as well as a greater result in the productivity of work directly from the workers in the area and indirectly from the rest of the workers of the company.

Within this element we have the calendaring of the courses that will be in direct function with the dates that appear in the Plan and with the schedules established by the Company for the working day and its relationship with the positions.

The preparation of the classrooms and the development of the action are linked to the infrastructure explained in the Planning Subsystem, to which we must add:

• Guarantee the presentation or inauguration and the closing of the course by the Director or corresponding staff, depending on the students. Have established the places where they can be during the intermediate breaks when an action is developed. The food and hygiene conditions foreseen. Explain and demand that the evaluation questionnaires be completed.

In short, carry out effective coordination during development.

Within this subsystem, the most important role is played by the Hiring Management process of the selected actions that were previously conceived to form the Annual Training Plan. This process is executed only when there are actions with external suppliers and that is its relevance since it requires the use of capital towards entities outside the Company. It is complex and voluminous in terms of its methodology and time to complete, and its structure is presented in Annex 13.

Our proposal is based primarily on the determination of the areas directly involved in the process, in order to determine their functions and the role to play. Thus they appear:

1. Organizational Unit as the initial element of the process. Training Department: Main area and agent of change. Legal Directorate: Complement and advice of the Training Department. Suppliers: Executing element of the actions to be contracted. Vice-Presidency of Administration and Finance: Approval Body. Presidency, Vice Presidency or Territorial Management.

As a result of this analysis, a contracting scheme was drawn up that shows the different steps or paths within the process. Its importance lies in the fact that it presents in a general way the complete contracting cycle and the main functions of each area involved.

3.3.1 Analysis of functions.

In correspondence with the diagram shown, we present the different interactions of the Training Department as a transforming or change element within the process. It is noteworthy that if this process occurs in a Vice Presidency, Management or in the Presidency, it will be subject to changes due to the regulations and procedures used in ETECSA. Here we will only refer to the case in which the Department organizes, directs, implements and controls the training actions directly.

Relationship Training Department - Organizational Unit.

We start from the DNF with all its elements. The Unit prepares its Plan and presents it to the Department. In this process, the priorities of the actions to be executed and the elements to be taken into account with the suppliers are determined. At a second level, the supplier's offer is evaluated for the introduction of specific and final changes, a process that is always present.

Relationship Training Department (Units) - Legal Directorate.

The Legal Directorate is the legal complement to all the organizational units and although each one has its own lawyer, he must reconcile his actions with the Governing Area. In this relationship, all the rules and procedures used by ETECSA in the market and market environment are established. service, in addition to assessing the strategies that the Vice President of Administration and Finance has for each type of contract.

Relationship Training Department (Units) - Provider.

In this relationship, the offer request and its response are reconciled, taking into account the needs of the Department - Organizational Unit relationship. At the end of this relationship, the supplier accepts the structure and content of the contract. It will return to him after being signed by ETECSA for his final signature.

Relationship Training Department (Unit) - Vice-presidency of Administration and Finance.

It is this relationship that practically defines the performance of the training actions provided for in the Plan. Here the training department and the units must be fully convinced of the importance of the action for the company, in addition to the cost-benefit relationship that it will face with the execution or not of the studies. At this time, its signature or not is defined by ETECSA. In case of being signed by the Executive Presidency, it will have the same procedure as the one presented at this point but at that level.

As a final step, the Contract will be sent to the supplier to have it signed by both parties, have the action endorsed and thus begin the corresponding execution procedures.

Based on these relationships and exchanges and the procedures used in each one of them as well as the economic and time analyzes incurred, a Process Representation Diagram based on the Critical Path technique is proposed. Annex 14. This Diagram shows us the exact duration of the processes and together with the analysis of the financial ratios in the operations cycles, Annex 15, allows to know exactly the response time of the Training Department to the needs raised by the areas of the company in search of the improvement of its leaders, specialists and technicians. The Diagram is made up of the different functions of the areas involved and the duration in days of the process.

As a noteworthy aspect is the exact definition of the process and its delimitation by areas, which allows the personnel in charge of management to be involved in other tasks associated with their position in an overlapping way, that is, they can achieve multifunction or multitasking..

From here it was determined that at least 77 days is the time required by the Contract Management to carry out its actions and thereby save efforts.

After this process, the action will be presented with its logistics (place of development, methods, bibliography to be used, means, etc.) and the supplier's guarantees. Finally we give way to the same execution mechanisms (scheduling, classroom preparation, etc.) seen above. Annex 16

3.4 Evaluation.

After completing the three previous phases and having been immersed in the multitude of tasks and functions necessary to carry out a training activity, when it ends, we have the impression of having achieved the objective, and it is at this moment that the true verification of the results, that is, the true implication of this relevant function.

In our systemic model we have presented the evaluation in two fundamental aspects, the micro and macro evaluation, although it is very likely that their classifications will change for each author who touches the subject.

We must first distinguish the difference between them and show their scope. We propose the Micro-evaluation as a process through which it is verified whether the objectives proposed in the training actions have been achieved. At the end of the course, evaluation questionnaires are filled out by the attendees, which are subsequently studied in order to see the immediate results of the training actions. As we can see, it is a necessary but not sufficient step.

We propose the Macroevaluation associated with the fact that after completing the training, the trainees must be able to apply the knowledge and techniques learned to their jobs. This procedure does truly analyze the impact of training, its performance and effectiveness, helping us to justify its investment, emphasizing the cost / benefit ratio

3.4.1 The Micro-evaluation

The reason for it is to determine the effectiveness of an action and how it should be improved. At ETECSA, the decision to continue training has been made since its foundation, so the question is then, how to improve it?

For this reason, it is important, regardless of the type of instrument we use to evaluate, keep in mind their approaches to answer these questions:

1. To what extent did the content of the subjects meet the needs detected in the DNF at the functional - individual level of the participants? Was the instructor the most qualified to deliver the training? Did he use the most effective methods to maintain interest and generate the attitudes, knowledge and skills we expected? Was the infrastructure satisfactory? Were the teaching aids and materials effective in improving communication and maintaining interest? Was the coordination correct? Leave open opinions in the participants that allow them to creatively expose some own criteria or not imagined by us. Example What else can be done to improve the action?

It is noteworthy that in ETECSA there are as many philosophies about the forms to be used, as there are regular workers. Some prefer open-ended questions, others check boxes, others ask simple questions, others are full defenders of smile questionnaires, what we must not forget is that the ideal form does not exist, but we have the challenge of finding the maximum amount of information in the least amount of time possible.

This is because at the end of the action, most of the attendees are eager to finish and do not want to spend a lot of time filling in evaluation questionnaires. Some even think that the forms do not take their comments into account. For this we propose not to wait for the completion of the course to gain useful information, but to maintain constant interaction with the participants from the beginning and during its development. Observation, quick interviews, human relations and informal conversations begin to play a fundamental role.

In ETECSA this solution plays a leading role and this is because many actions represent a high budget investment and they in turn only need to be imparted once, so waiting for their completion to act is not really justified. Add to this that we consider that although the action must be multiplied a certain amount of times, each one responds to our reason for being as a service company, “customer satisfaction”.

A good example of a Questionnaire is reflected in Annex 17 and below we will present how we can objectively assess the information resulting from its application.

In most forms we can make a numerical tabulation that will bring us closer to the desired result.

Example:

The following five (5) point scale can be used to score responses to a questionnaire:

Excellent = 5, Very Good = 4, Good = 3, Fair = 2, Poor = 1

Questionnaire question:

How do you rate the use of educational media? (Slate, acetates, audiovisuals in terms of Comfort, convenience, manuability, quality)

10 participants vote for -----–	Excellent
4 " ------	Very well
3 " ------	Well
two " ------	Regular
one " ------	Wrong

For each item multiply the number of responses by the corresponding weight and add the products. Then we divide by the total number of responses received and the mathematical value of the grade is obtained in relation to the maximum value of the scale used.

(10 × 5 = 50) + (4 × 4 = 16) + (3 × 3 = 9) + (2 × 2 = 4) + (1 × 1 = 1) = 80

The grade is 80/20 or 4 points.

Will this rating be acceptable or not? For this we propose to develop standards based on realistic analyzes and past experiences of what can be expected considering other conditions such as budgets, available means, available instructors, available venues, etc.

3.4.2 The Macroevaluation

This procedure is more complex and difficult to perform, but if performed it has an unparalleled impact on the organization. It is focused on the evaluation of learning as an agent of change of attitudes, knowledge and skills, of behavior such as the degree to which a change in behavior has occurred due to having attended a training action and finally of the results obtained from such assistance.

Due to the complexity and duration of this process, the cost-benefit ratio must be taken into account. The cost of evaluating changes in the expressed areas should be weighed against the benefits that evaluation can bring.

To evaluate these three elements we propose to determine the following aspects:

1. What knowledge has been acquired? What skills have been developed or improved? What attitudes have been changed? What happens when students leave the classroom and return to their jobs? How much transfer or multiplication of knowledge is done, skills and attitudes acquired? What change took place in the way of working as a result of the worker's attendance at the course? How much has productivity increased? How much has the quality of life at work improved? What tangible benefits have we received in exchange for the money invested? How much have the sales increased and what are the criteria about the Company in the market?

Below we propose some guidelines and tools that allow you to answer all these questions:

1. Use a control or reference group, whenever practical:

We do not send all the personnel from the area to each of the training actions. That is now our main gain. The purpose of using the control group is to get a better indication that the changes have taken place.

• With the group that remains in the position we create the Control Group With the personnel that I send to the action we form the Experimental Group We must ensure that both have similar behavioral characteristics, otherwise the comparisons that we will make are not valid (to make sure of this we can do a pre-test, obtain the average score and compare both groups). The purpose of using the control group is to get a better indication that the changes have taken place.

After the training action has taken place:

We performed a post-test on both groups, we compared the result of the score and we called the difference profit.

This comparison constitutes a method to measure the increase in knowledge and / or changes in attitude. Also, by taking the pretest and posttest assessments, we have enough study material to assess latent skills before and after training.

2. Allow time for the behavior change to take place.

It is important not to carry out any evaluation focused on this aspect until the participant has not had the opportunity to practice their new behavior, that is, we must wait until the transfer of learning to the position is carried out. Here the observation of the worker's performance plays an important role. The waiting time to begin the observation, we propose is 3 to 6 months depending on the type of course and the level of responsibility of the participant.

3. Conduct a survey or interview with one or more of the following people: participant, immediate boss, subordinate (if any) and others who can observe their behavior.

The most important thing here is to get the participant to agree with the survey or interview that you intend to carry out with him and the rest of the staff. If we succeed, then this variant will work. The results of the responses can be tabulated with the method presented in the Microevaluation and thus gather quantitative data on the change in behavior.

The survey should revolve around the material received, but focused on aspects such as understanding, motivation, future orientation, preparation for changes, training. We propose the following questions for both possibilities:

• Are you doing something different at work as a result of attending the course? Can you briefly describe what you are doing and how it is turning out? If not, why? Does your boss encourage you to try new things or discourage you from making any changes in behavior? Do you plan to change any aspect of your behavior in the future? What do you plan to do differently?

4. Conduct evaluations before and after training

Using the mechanisms mentioned above.

The entire systemic model procedure associated with execution times is represented in Annex 18 through a Gantt Chart. In it we have represented the processes that we consider dependent on the strategy such as the Situation Diagnosis and the Planning Subsystem. Execution and Evaluation are represented but to be carried out throughout the year following the previous two. Let's remember that they depend to a great extent on external factors (suppliers) and internal factors such as priorities and scheduling.

3.5 Economic - social impact of the solutions.

• With the analysis of the changes that the PEMEF causes, a job placement is guaranteed for university graduates and middle-level graduates of the country, resulting in a highly qualified workforce that enters the Company. It allows the country to plan its workforce according to the results of other sectors.With an adequate diagnosis of training needs, the potentialities of all organizational units increase, directing the entire process more directly to the fulfillment of the objectives and in solving problems By placing the worker where he combines the theoretical with the practical, the increase of skills is promoted, achieving greater efficiency in their development, avoiding the exodus of specialists and technicians,The group achieves greater cohesion and guarantees that the investment made within Human Resources can be recovered.With the existence of a Training Evaluation System, the worker remains tied to the commitments directly, his interest in complying with the objectives and would allow each worker to differentiate by their functions and results Poor working conditions are being detrimental to the performance of the work, so improving this aspect would increase the efficiency in the activities and avoid the lack of concentration, stress, suspension of tasks and work fatigue The multiplication of training actions in an organized and coordinated way will allow savings of 35% or more in each of them,taking into account that in ETECSA the repetitions of courses are carried out at least 3 times.The homogeneous organization of the Training Management will avoid duplication in the functions and will promote the maximum use of the working day for the workers who perform this function. Implementation of a Systemic Training Model notably increases the profitability of investments made for training.

For all that is expressed in these items, we can assure that using the tools presented in this work, our company can be involved in a double increase in the efficiency of its workers, a higher performance in its processes and therefore an improvement in the satisfaction of your clients with the same resources that you allocate today to your investments.

CONCLUSIONS.

• Inefficient Human Resource Management within the Training Department due to problems in work systems, poor working conditions, poor performance evaluation and difficulties in planning needs Inadequate training system since a Semi-Elemental System is used or Development semi-reactive Poor Organization of the Training work due to poor distribution and poor coordination of current work processes Insufficient Diagnosis of Training Needs related to the non-use of scientific diagnostic methods as well as the lack of preparation of personnel The personnel responsible for the training planning activity throughout the system lack knowledge and experience.Training requests are received sometimes without adequate analysis and without technical bases. Training process seen not as a system but as the sum series of objectives and tasks. There is no correspondence between the specific objectives of the Organizational Units and the projection The planning is harmoniously reconciled between the governing Area and the organizational units Coordination in the process of selecting instructors and the means to be used for each training action The approval of the Training Plan is not done and therefore lacks of credibility the training. The dissemination of the Plan is not entirely generalized since there is a lack of information technology depending on the training.Training process seen not as a system but as the sum series of objectives and tasks.There is no correspondence between the specific objectives of the Organizational Units and the projection of the plan.Planning is harmoniously reconciled between the governing Area and the organizational units.Coordination in the process of selecting the instructors and the means to be used for each training action The approval of the Training Plan is not done and therefore the training lacks credibility The dissemination of the Plan is not entirely generalized since it lacks the IT depending on the training.Training process seen not as a system but as the sum series of objectives and tasks.There is no correspondence between the specific objectives of the Organizational Units and the projection of the plan.Planning is harmoniously reconciled between the governing Area and the organizational units.Coordination in the process of selecting the instructors and the means to be used for each training action The approval of the Training Plan is not done and therefore the training lacks credibility The dissemination of the Plan is not entirely generalized since it lacks the IT depending on the training.Coordination in the process of selecting the instructors and the means to be used for each training action Approval of the Training Plan is not done and therefore the training lacks credibility The dissemination of the Plan is not entirely generalized as it is lacking of computing depending on the training.Coordination in the process of selecting the instructors and the means to be used for each training action Approval of the Training Plan is not done and therefore the training lacks credibility The dissemination of the Plan is not entirely generalized as it is lacking of computing depending on the training.

RECOMMENDATIONS.

• Put into operation the Systemic Model of Training that has been presented. This translates into the implementation of DNF, the planning subsystem, its execution and evaluation.Getting the participation of the Training Area from the moment the changes and investments in the Company are conceived, from there it can be conceived Training as an investment Expand the knowledge horizons of Specialists and Technicians, increasing their skills and in the constant search for versatility and multi-ability Carry out a deep ergonometric study where ventilation, noise, lighting and space problems are eradicated within the Training Department. Decentralize the financial budget for training by organizational units and thus improve control and use.Systematically evaluate future knowledge needs and develop plans to meet them Disseminate at all levels of the Company the Training Plan for each of the areas, including the use of the network and the computer supports with which It is currently counted. Put computing according to training, that is, all training processes must be taken into databases that allow streamlining and standardizing the information in the system.All training processes must be taken into databases that allow streamlining and standardizing the information in the system.All training processes must be taken into databases that allow streamlining and standardizing the information in the system.

BIBLIOGRAPHY.

1. Beer, Michael and others, Human Resources Directorate, Harvard Business School Techniques, CECSA, Mexico, 1990 Cuesta Santos, Armando, Human Resources Management Technology, Editorial ISPJAE, Havana, MITRANS Management Preparation Center (PREGER). of Business Administration and Management, Integrated Human Resources Management System Module, Havana 1998.Cuesta Santos, Armando, Current trends in Human Resources Management (HRM). Need for the HRM Functional Model. In Human Factors magazine, No. 10 Ed.I and D Telefónica, Madrid, Spain, 1996. Monteiro, Antonio; (1999), The New Context of Training. TELEBRAS Magazine. December 1988Vollmer, Joao; (1988). Development of Human Resources, a sure path for organizational competence. TELEBRAS Magazine. December 1988 Cubeiro, Juan Carlos (1998).The function of Human Resources - Gestión Magazine. No114. September 1998 Le Boterf. Guy (1999). How to invest in training.Reza Trosino. Juan C. (1995). How to diagnose training needs in organizations. Management 2000. Organization and Monitoring of Training. Management 2000. Training Planning. Management 2000. Design of Training Programs. Kirkpatrick, Donald L. Management 2000. Evaluation of training actions. Magazines Capital Humano 1998. 110 / 66,111 / 60,108 / 20,116 / 59. Capital Humano 1999 Magazines, 126 / 41,127 / 48,127 / 68,122 / 27. Capital Humano 2000 Magazines,136 / 56,136 / 14,137 / 12,129 / 46.Organization and Monitoring of Training. Management 2000. Planning of Training. Management 2000. Design of Training Programs. Kirkpatrick, Donald L. Management 2000. Evaluation of training actions. Human Capital Magazines 1998. 110 / 66,111 / 60,108 / 20,116 / 59 Capital Humano Magazines 1999, 126 / 41,127 / 48,127 / 68,122 / 27 Capital Humano Magazines 2000,136 / 56,136 / 14,137 / 12,129 / 46.Organization and Monitoring of Training. Management 2000. Planning of Training. Management 2000. Design of Training Programs. Kirkpatrick, Donald L. Management 2000. Evaluation of training actions. Human Capital Magazines 1998. 110 / 66,111 / 60,108 / 20,116 / 59 Capital Humano Magazines 1999, 126 / 41,127 / 48,127 / 68,122 / 27 Capital Humano Magazines 2000,136 / 56,136 / 14,137 / 12,129 / 46.

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