In this work, a didactic model with its methodology is presented and a study is carried out about the levels of action of the proposal: the quasi-communicative and the meta-communicative. The elements that characterize each level, the contradictions between both moments and the way to solve these contradictions are highlighted, taking into account the inadequacies that this moment manifest in the organizational decision-makers that limit their professional performance.
The didactic model and its corresponding methodology are argued from an andragogic approach for the development of organizational communication. In this sense, a set of necessary guiding skills are systematized (listening, observing, asking and expressing), in such a way that the development of communicative competence (metacommunication) in decision-makers is assisted through training.
Alternative didactic model and its methodology for the training of decision-makers in organizational communication.
The study distinguishes two levels of action in organizational communication: quasi-communication and meta-communication, which are impossible to separate absolutely, because they are moments of maturation of the subject in the activity. The argumentation of its contradiction is aimed at offering to specify its value in the theoretical, methodological and practical.
The quasi-communication level rests fundamentally on the experience of the subjects, it does not arise as the effect of a special preparation in organizational management. It is transmitted through indications and judgments (therefore it is imprecise) and not through a rigorous logical deduction from the preceding cultural knowledge. It is implemented in a framework of uncertainty, improvisation, intuition, and conclusive actions, obviating the dialectical unity of communication functions. It is distinguished by critical-demanding messages directed towards tasks and non-personal components are hyperbolized.
For its part, metacommunication systemically integrates the knowledge and communication skills of university management in the different substantive processes. It requires updating and improvement in a historical-cultural context. At this level, supportive-supporting behaviors are assumed, maximizing the role of man and it is distinguished by affirmative-encouraging messages and balance-harmony relationships in the organization.
The systemic approach of the proposal is shown in the dialectical interrelation of the quasi-communication and meta-communication levels and in the characteristics of the components of the communication strategy, whose operation is aimed at achieving certain objectives as a resulting quality.
To distinguish the fundamental contradiction between the quasi-communication and meta-communication levels, it is necessary to understand the growing demands that Cuban society places on decision-makers, both technically-professional and ethical, as well as the possibilities and level reached by the subjects in communicative actions., through collaboration and consensus in making the right decisions.
The understanding of the contradictory nature between levels of the didactic model lies essentially in the contradiction that occurs between the claims that the organization as a social system raises to training as a permanent need and that is specified in strategic planning and, the possibilities and the level reached by decision-makers recognized in their knowledge and by the degree of collaboration, trust and consensus in the decision-making process.
The dynamics of the transition from the quasicomunicative to the metacommunicative contains a set of interrelated components, whose synergy leads to the achievement of objectives that make it possible to solve situations under different conditions. Between both levels of action, it is essential to take into account the concatenation of communicative phenomena, their contradictory nature, mutability and, of course, the possibility of their qualitative transformation within the framework of practice as the basis and purpose of knowledge.
For this, the domain of communication technology in performance -art of applying science- is important as it represents the set of knowledge and methods for the design, instrumentation and evaluation of communication in a specific social context and with a determined purpose.
Precisely, the planning process at the metacommunicative level as a superior property contains the following steps: a) diagnosis and characterization of the subjects and of the population / objective, b) prognosis referring to the prospective assessment of the possible behaviors of the subjects from the analysis of variables, c) design and implementation of the communication actions system, in order to achieve the purpose / goal and d) the evaluation and feedback of the proposal.
Didactic model for training in organizational communication.
The didactic model assumed for the training of decision-makers is characterized by its flexibility, structured nature of the design of the training process, personalized approach to favor collaborative learning and the dynamics of self-learning activities based on the time available. Which is recognized by three basic didactic pillars: comprehensive approach based on independent work, a tutorial process in knowledge management through the accompaniment of information technology and communications in blended meetings.
It is also shared that in the logic of the construction of the model, the interactivity of the subjects, the change of roles in the individual and group dynamics, the extensibility in the didactic strategy and the flexibility in the various conditions and demands of the necessary transformations is required. of the organizations of production and services.
The proposal is based on the assumption of the reinforcement process in professionals of a system of skills - dominated actions - of a dialectical nature and that are configured in the self-learning movement itself in their adult condition, based on their characteristics and useful knowledge, in order to stimulate meaningful learning. (Ausubel, 1976).
It is then about organizing the learning facilitation process at any educational level, taking into account what the adult already knows, to determine what and how to teach him, so that the new knowledge is structured on the old one, through the selection of methods and procedures that guarantee relevant learning. As well as, the use of positive reinforcement, passing through the material-verbal-mental planes and attending to the development of reasonable, conscious, abstract and solid assimilation in teaching.
Hence, an essential element in the training of professionals is to raise the low level of habits - conscious operationalization - of the different functions of communication and the motivation of their creative and investigative spirit.
The regularities of the proposed didactic model synthesize the needs for change of people and the organization, that is, a relationship that conditions balance, autonomy and order in organizations, which are objectified in historical-concrete conditions in the being, in the know and know how.
- The trainee, due to his quality for change, is an active subject in the training process, since his independent and reflective activity within the framework of the teaching-educational process (in a personalized way) will allow him the transformation proposed in the didactic model.
- The formative process in organizational communication emerges from the dialectical synthesis of the relationships that are established between the possibilities of the dialogic man and the potentialities of the learning group, giving prominence to the subject and the learning group in the activity.
- Metacommunication is a superior quality resulting from the communicative action that is established in learning between the facilitator, training, group, environment and the process of preparation and improvement itself, based on the principles of collaboration and symmetry from the systemic-cultural.
- The establishment of the methodology and the program is achieved from the dialectical relationship from the position, the role and the status granted to the learning group, as well as the needs and competence profile of the subjects that affect the training process, which becomes the condition of all relationships.
- The use of the communicative action method dynamizes the training process within the learning group, which is a synthesis in the curriculum and enables symmetry and collaboration of the subjects in the training process and in the subsequent professional performance.
Precisely, the path and logical process that dynamizes the training process is recognized by the applicant as the method of communicative action, that is, the set of communicative actions and operations that maximize the possibilities of the subject and the potentialities of the group based on what systemic-cultural. It is the component of the activity that is subject to partial and conscious purposes that reflects the content and essential features of communication. (Habermas, 1987).
This method considers rational and ethical demonstration and argumentation as the essence of the principles of symmetry and collaboration in conditions of meaningful learning, which recognizes the cognitive, emotional-volitional and evaluative dimensions. For the implementation of the communicative action method, two logical procedures are recommended: Reflection in the communicative action and Reflection in the reflective communicative action.
For the effective use of the proposed method in the pedagogical process, it is essential to operate at four important moments: understanding, design, execution and impact measurement.
The fundamental theoretical reference for the definition of the method of communicative action are the studies of Alexei N Leontiev on actions as a component of activity and the philosophical works of Vladimir I Lenin in ¨Materialism and Empirio-criticism¨ and in ¨Pilosophical Notebooks¨ on the cognitive process based on practice as an evaluative criterion of truth and the beginning and end of knowledge, Homero Fuentes' conceptions about the training of professionals as activity and communication, the studies of the German Jürgen Habermas (1929) on socializing conditions in educational institutions, Irene Trelles' proposals from the systemic-cultural point of view in organizational communication and the work “Hermeneutics as an investigative process” by Eneida Matos and Homero Fuentes.
The link that interrelates the components of the model is the activity, whose synergy is aimed at solving the problems proposed by performing teaching tasks under certain conditions. The main components of the model are the following: Facilitator / teacher, training, group, environment and the training process.
Teacher / facilitator: He is a person / reference of recognized pedagogical competence. It stimulates interpersonal interactions and the objectives, content and design of the teaching process itself are agreed.
Training: It is the center in the learning situation. It builds on your previous knowledge and experiences. It is the first and main resource in a situation of meaningful learning within the framework of conscious activity.
Therefore, he must be given the opportunity to deploy self-learning strategies as procedures (sets of steps, operations and actions) that he uses in a conscious, controlled and intentional way to learn and solve teaching tasks.
What can be conceptualized knowing how to learn.
Group: Group of subjects with rich previous experience and willingness to learn. Each member becomes the subject of change. Precisely, group activity is at the core of the teacher's teaching work, since it constitutes a space for social interaction where it is possible to understand the subject and the group in facilitating learning as an intersubjective dialectic, which is renewed in the activity through multiple communicative interactions. (Zarzar Chaur, 1998).
This requires considering the value of the position -recognized space in the organization-, status -professional accreditation of the subjects- and role -the role assumed as manager of change- in the system of social relations that favor individual and group leadership. (Peiró Silla, 2004).
Finally, in the didactic design with the groups it is necessary to recognize three basic stages for learning: prior, immediate and mediate in its link with the task. The previous is the prelude in which the teacher gradually transfers the responsibility for the achievement of the explicit objectives, in the immediate the group guarantees the acting actions with the contracted commitments and in the mediate the fulfillment of objectives that transcend the temporality both of the reference group as intergroup relations.
In this space, efforts can be integrated to promote a heuristic relationship of the learning to be carried out by the subjects in the conscious learning activity in any age group.
Environment: It is the context for which learning takes place as a social activity. It is possible to distinguish three types: The first comprises the immediate one, created to carry out application learning, that is, the specific teaching activity. The second is related to the educational body that provides resources and human and material services. The third type reaches the organizations and social institutions of the territory. (López Viera, 2003).
The environment is increasingly dynamic and complex. It contributes as an agent of change to the conformation of the organizational image based on the level of satisfaction of the family, community, society and other social subjects.
The community -immediate social unit- constitutes an active element of the environment based on purposes, sense of belonging, demographic conditions, psychographic peculiarities, cultural projection and civic responsibility.
Because, the history and culture of society are key elements in the way of carrying out interpersonal relationships and should be the support for any type of capacitive action in a way that encourages the self-development of the human being integrated into their environment as a space of freedom and identity or, on the contrary, a place of alienation.
Training process: It includes the systemic relationship of the problem, objective, content and the preparation process itself, that is, the set of interrelated actions of the teacher / facilitator and the trainees in order to achieve the objectives and the appropriation of the planned contents. (Álvarez de Zayas, 1999).
This process has to stop being an informant and become a trainer (instructive, educational and developer), for this, the role of the activity category as a mediating element between the subjects is recognized, as well as the personality category seen dialectically as the socially self-regulated subject conditioned and individually expressed by its social quality.
In management, interpersonal communication (face to face), group communication (subject to group and subject within the group) is used, as well as communication directed towards the entire organization, so that the conflict-cooperation relationship in the organizational dynamics is dialectically regulated, which requires a set of necessary guiding skills (listening, observing, asking and expressing), so as to contribute to the efficient fulfillment of the institutional mission.
Ability to observe
To capture the essence of employee behavior, it is essential to master direct observation of individuals and groups. Naturally, to achieve its effectiveness it is essential to start from previous knowledge about the subjects observed, from the ability to correctly formulate the purposes, from the constancy in the achievement of the objectives and the preparation to discover the multiplicity of conditioning factors in the work of people.
The domain of observation makes it possible to collect and record information on the real assignment of the subjects from variables and efficiency indicators, in addition to the induction of generalizations that contribute to enriching the right decision-making. Therefore, it is useful to bear in mind that observation requires careful preparation until it becomes a "mastered technique", for which it is essential: to determine the object, features and characteristics of the observed field in relation to the objectives of the observation.
The main specific skills involved in the guiding ability to observe are the following: identify, define, describe, generalize, value, abstract, characterize, and provide feedback.
Ability to listen
Some researchers affirm - with proven reason - that "it is heard with the ear, but it is listened to with the mind", since active listening allows the receivers to understand exactly the idea that the transmitter intends to transmit and to apprehend a meaning close to the intention of the issuer.
In this way, the art of listening enables decision-makers to assimilate the content of the messages and obtain new elements, allows a better use of time and indicates the presence of courtesy norms and culture of treatment, which evidences empathy and assertiveness with the the rest.
The main specific skills involved in the guiding ability to listen are the following: attending, interpreting, analyzing, evaluating and providing feedback.
Ability to ask
On the other hand, in the management cycle it is beneficial for decision makers to establish a real and permanent dialogue with collaborators. The latter must be openly and sincerely listened to and in order to express their own impressions and feelings, they will have the space to clarify the messages and know the limits for their individual and group performance.
This presupposes that decision-makers plan affirmative-encouraging questions based on predetermined objectives, available time, space in which it is formulated, individual mood and organizational environment as conditioning factors to achieve balance-harmony in interpersonal, leader-group communication and leader-organization.
In this direction, the questions that are posed must be characterized by being simple, concise, containing a single idea, interesting and important in a way that promotes creative thinking and is expressed in a familiar language; be open, require reasoning, encourage participation and challenge recipients. From the aforementioned, the following types of questions can be asked: informative, exploratory, affirmative, clarifying and understanding.
The main specific skills involved in the guiding ability to ask are the following: identify, abstract, classify, agree, design, execute and provide feedback.
Ability to express
With proven reason, scholars affirm that in the transmission of meaningful messages the verbal channel (written, oral and graphic) and the extraverbal channel (perception of the emotional state of the subject through body movement, gestures, as well as paralinguistic meanings through use of voice).
The elements that qualify oral expression require transparency in communicative actions, verbal fluency, eye contact, singularization in the treatment of problems, exemplification and reasonable argumentation of the aspects worked on. Likewise, it is necessary to deploy the synthesis capacity from the time available.
On the other hand, in relation to written communication, it is prudent to use simple words, short and familiar phrases, use pronouns whenever useful, offer illustrations and examples (graphs, and tables,).
In the body of the presentations, it is convenient to respect and use the classic "key" questions of social communication: (What, Who, Where, When, Why, For what and How?), All of appreciable utility. To these requirements are added the zeal in the presentations, depth of analysis, absence of errors in the data, arriving at inductive inferences and of course, taking care of the writing and the spelling.
Non-verbal communication is distinguished as a paralinguistic system -attributes that accompany the word- and an extralinguistic one that includes all corporal expression and spatial phenomena. It can be understood in terms of several basic dimensions: immediacy, power, physical space, concept of territory and arrangement of space.
For this reason, it could be affirmed that the perception of the emotional state of man by facial expression is more successful in reading the so-called basic emotions (fear, amazement, joy, sadness, repulsion and anger) and less in the combined ones (repulsion and amazement, anger and fear). Similarly, in gestures, messages are not perceived in isolation, but rather as a mixture of characteristics, particularities, elements and areas of the body and of a specific human face.
The main specific skills within the guiding ability to express are the following: describe, characterize, identify, explain, evaluate, compare, exemplify, argue, criticize, model, relate, reason, interpret, argue and demonstrate.
Methodology for training in organizational communication.
On the other hand, the referred didactic model is expressed in development trends and is synthesized in its regularities through a methodology for the facilitation of communication, which reveals the role of the principles of symmetry and collaboration, as well as the function Dynamizer of the method of communicative action in all training activity.
It is done in five moments:
The first moment of working with students is preparatory, in order to create needs and promote expectations in accordance with their multi-motivated interests. From the beginning they should be spoken to in terms of a facilitator who knows and teaches learning in a collaborative work environment. The traditional conception of the teacher and student dichotomy must be broken, to pass to the andragogical conception of people who share their knowledge, experiences, interests and criteria on an equal footing.
The teacher assumes the role of presenter, briefly explains what the objectives, content system and characteristics of the subsequent learning actions are. For their part, the trainees jointly address what is expected of the teaching-learning process.
The didactic model of problem, object, objectives, content and the teaching process (methods, means, organizational forms and evaluation) work on a psychological basis of the age group of reference, supported by inductive dialogue and collaborative tasks.
In the second moment, the presentation of the object of study of science and its own movement is carried out, as well as the selection of the themes that are part of the proposed program, text and other aspects of interest.
It is here, where the teacher takes advantage of a space to guide the study of the content in a general way and propose the invariant of skills of the course and the knowledge system (concepts, laws and theories), which will be addressed.
In addition, a context is offered for the subjects of the teaching-learning process to offer proposals that they wish to deal with. In this way, there is the possibility of studying the course contents -skills, techniques and others- sharing on questions that are to their liking and utilitarian preference. In this process new knowledge is built and skills are developed.
The course promotes ethical dialogue beyond interaction in group work and becomes an essential element in terms of motivation and learning. This is an exchange with an affective and evaluative charge where the subject is motivated by seeking complementary knowledge and new sources of discernment.
In the third moment of the course, the learning of the planned contents is carried out, through organizational forms where productive and creative methods prevail in a dialogic context in the joint construction of new knowledge.
Collaborative learning is projected in which people are at the same level and there is symmetry in the interaction between them, as well as, an adequate division of labor in learning, in a playful climate and where problems related to reality are exploited due to his closeness to the subjects involved. Precisely, this learning focuses on individual responsibility within the group, positive interdependence in the achievement of a common goal, collaboration skills to function effectively and the symmetrical and collaborative action of the group based on the task.
The method of communicative action constitutes the main route followed by the facilitator / teacher and the trainees to achieve the objectives in the cognitive, emotional-volitional and evaluative levels.
On the other hand, it is important to highlight that the teaching principles constitute the starting point of the facilitator / teacher, which have a transformative function and are manifested in the following general norms: scientific rigor, qualitative differences in the different stages, formative character- developer, collaborative activity and objective process. In this sense, the principles of symmetry and collaboration are fundamental references for the capacitive process.
A specific technique to work on in the following space is left as a research task in each encounter. Preparation is carried out and a previous forum is practiced for learning the techniques selected by the trainees.
Then, if time permits, the corresponding demonstration is carried out.
The use of relevant teaching aids, such as: posters, tape recorders, video and other supports constitute a valuable instrument to increase the effectiveness in the assimilation of knowledge and the development of communication skills and, of course, to contribute to understanding of the material, maintain attention and bring professionalism to the presentation.
This implies the observance of general methodological recommendations that are specified in their scientific rigor (readable, simple, exact and realistic), educational content, adequate management, complexity and close relationship with the objectives that are expected to be achieved in the organizational form.
It is essential that subjects learn to design, execute and evaluate some techniques -presentation and application- for collaborative work, which are organized in three approximate basic times: presentation (10%), application (70%) and feedback. (twenty%).
In this sense, the following techniques are systematized: labyrinth in action, brainstorming, conformation of behavior, spontaneous group, case studies, incidents, clinical, advised instruction, colloquium, mini-conference, dissertation, criticism, debate, dialogue, panel, expanded panel, field, forum, role play, interview, group of listeners, practical exercises, reaction group, symposium, accordion and list reduction, among others.
In the fourth moment of the course its evaluation and feedback is carried out. The evaluation expresses the relationship between the objective and its result in the approach to the training purpose in the different dimensions that identify its complexity. This process focuses on the self-evaluation, co-evaluation and hetero-evaluation of the participants.
Taking into account what has been said so far about organizational communication, it is estimated that evaluation (auditing) as a way to improve and measure its effectiveness. The evaluation allows to record and validate the quality of reception, understanding, acceptance, use and proposal of feedback variables.
The feedback after the implementation of the techniques has the fundamental goal of consolidating and promoting learning, pointing out their main achievements and difficulties. Indeed, the ability to give and receive feedback is a basic component for the success of work and interpersonal relationships in the activity. Indicates if individual and organizational change has been carried out; therefore, evaluation is an essential tool for examining policies, networks, and strategic planning.
The reflections expressed not to consider communication in itself, but to appreciate it as a way to achieve organizational goals, constitute an aspect that is sometimes forgotten by those interested only in interpersonal relationships.
It is convenient to remember that in order to achieve effective communication, the decision maker must know and characterize the recipient, define the right moment for the message, choose what kind of language to use and, of course, what attitudes and values should be appealed to. It is estimated that to evaluate communication it is essential to take into account the regulatory, innovative, integrative and informative-instructive networks.
The evaluation of communication must offer the systematic record of the current state of interpersonal relationships in the organization as a necessary condition to reinforce the positive resonance of the results achieved in a personalized way, rectify and ratify the system of planned communicative actions.
To this end, it is important to bear in mind the following steps: establishment of regulations, plans and standards, measurement and recording of execution; comparison with the established and -of course- the consequent action, together with the observation of a set of requirements to achieve its effectiveness: ethicity, objectivity, systematization and public character.
In short, it is important to measure the impact of the training received, that is, the assessment of the dynamics of the quantitative and qualitative changes in people and the organization; establishing the direct or indirect causal link with the other elements of the system and the environment.
The fifth phase of the course or additional phase is programmed jointly by the facilitator / teacher and the trainees to complement the journey and make the preparation and improvement process more effective.
Precisely, at this moment a corrective work (individual and group) is imposed as a result of the systematic record of performance at different moments of the training journey. For this, it is important that the facilitator / teacher takes into consideration that errors are useful for learning, as well as the value of unlearning as a function of change, in a way that contributes to expressing messages through data interconnected with verifiable reality.
Activities can be implemented in a laboratory prepared for this purpose and the possibilities offered by information technology and communication technologies in collaborative networks will be exploited. There is the possibility of taking advantage of the tutorial approach (consultations or orientation services) in this process, through the use of didactic elements of the so-called assisted distance.
The proposal of the new program as a result of the research is designed based on the requirements of professional performance and contextualized learning needs from the systemic-cultural within the framework of universalization, which maximizes its student-centered approach, assumes self-management of knowledge through blended activities, responds to various situations due to its flexible profile. Due to its structured nature, it favors the development of the individual and group training process.
The program is located within the Diploma for the Reserve of Pictures and in other postgraduate figures, it consists of 100 hours of classes, of which 38 hours are dedicated to informative mini-conferences, debates, consultancies and panels and 62 to the development of practical activities self-learning (discussions, situations, role-playing and simulation) in a historical-cultural context.
The design of the program is based on the dialectical approach of the main elements of the contextualized curriculum and focuses on the systemic processes of action-reflection-action, in which dynamics of meaningful learning are incorporated in the solution of teaching tasks based on the principles of symmetry and collaboration and taking advantage of the didactics of blended learning with the use of networks and hypermedia.
The latter seek that the subjects dominate and operate in collaborative networks in this branch of knowledge and that they value, analyze, generalize and exchange the contents of the proposal. It starts from the recognition of communication as the essence and socio-psychological support of organizational management, in which man constitutes the center and becomes a dynamic subject of the training process.
Conclusions
The proposals offered favor reaching the following conclusions:
- The unity of the foundations: epistemological, psychological and pedagogical of the proposal, allows to take advantage of the strengths of transformational leadership and organizational culture in the pedagogical process. As well as the possibilities of the trainees, potentialities of the learning group and the environmental conditions as dynamic elements in the contextualized design of the capacitive process.
- Communicative actions at a quasi-communicative level do not manage to go beyond the empirical in the decision-making process, in which the focus on tasks predominates and shows that in decision-makers and collaborators, protective / compulsive behaviors with critical / demanding messages stand out, which they are outsourced in a climate of tension / conflict in the organization.
- The effectiveness of the didactic model with an andragogical approach requires starting from the dialectical conception of the categories activity, personality and organization and the recognition of the essential relationships between the theoretical, methodological and practical dimensions in the metacommunicative structuring of the educational direction.
- The process of training decision-makers through the methodology and pertinent design of a program constitutes a way for the improvement of the educational professional from the dynamics of the personological and group under the conditions of the new Cuban university.
- The proposal is supported by the results of the methodological triangulation carried out, by satisfactorily contrasting the results of the case study, the criteria of the experts consulted and the records obtained from the participatory observation, which recognize its feasibility for teaching communication. organizational in the management process and for the Science of Management.
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