"Corruption is a fairly universal problem associated with individualism and lack of ethics, for which the only antidote is the sowing of values and the creation of consciousness in any country in the world" Fidel Castro, 2003
Values constitute the core of human performance, insofar as they are positive meanings that become reasons for preferential choices for some modes of action over others, in the interest of achieving the fulfillment of social objectives.
So we can say that values are guidelines and guides for our behavior. Values guide human activity in all its manifestations, becoming indispensable elements in the regulation of human behavior.
Therefore, it is essential to mean that the awareness or individualization of values is not a mechanical act or derived from a voluntaristic aspiration, but a prolonged process of appropriation, personal construction, individual conformation in one's own and increasingly complex interaction than the subject is establishing with reality.
A professional performance based on values will be more consistent and stable than one based only on the knowledge of what should be, which is applied from reasons external to the human being, such as the demands of superiors or pressure from the collective. The internal motivation that works in an action based on values exceeds the level of cognitive performance motivated by external causes beyond the personality of the customs officer.
According to the bibliography consulted there are various concepts of the psychological categories value and quality, and it is even frequent to find authors where they are used interchangeably without any distinction, so it is necessary to declare that we assume as value: it is the positive meaning of a fact, object or phenomenon that acts as a regulation of behavior, by becoming a motive for human action; and as a quality of personality to one or one of the set of properties or individual and relatively stable traits that are manifested in the ways of acting typical of each person and that allow identifying the particularities of a specific personality.
The qualities are also regulatory psychological formations of the personality, which are expressed in our social attitudes; That is why qualities and values are indissolubly "related", since both share the same characteristic, that is, given the subjective burden that values have as motives for behavior, these are expressed through the stable performance of the subjects who are They identify as traits of their personality, or what is the same, the values are manifested through the qualities, although the existence of a certain quality does not necessarily mean the existence of its corresponding value.
Although the differences during their formation and development are not significant, below we summarize some of their particularities, only with the intention of being able to identify them independently, although the educational influences will surely contribute to the development of both psychological formations.
| QUALITY | VALUE |
| They tend to be stable. | As members of a value system, their particular significance may not be stable as it depends on the demands of the objective plane rather than on the individuality of the bearer subject. |
| They are individual and distinctive. | They are a manifestation of social demands in individuals. |
| They have an objective manifestation in the individual's performance. | As subjective meaning, they are objectified through the social performance of the individual. |
| They can be positive or negative in relation to social progress. | Its significance, in relation to social progress, can only be positive. |
| It can manifest itself as adaptation to the environment, as a response to social "pressures", even when its social importance has not been internalized. | Its manifestation, as a result of the adaptation of the individual to the environment, only occurs as a process of internalization of the social importance of the corresponding action |
Both psychological formations are an expression of the link between the social and the individual. So we cannot ignore the impact of the social on man in particular, nor can we minimize the imprint of subjectivity in the action of man on the social, by giving its own meaning to that content that is presented as value from the social. This is a contradictory process, which demands spaces for analysis and reflection and which also go through the satisfaction of the system of needs (material and spiritual) of the subject.
The process of formation of the worldview the person who begins in student life but continues throughout his working life, each individual is not only educated by social influences of all kinds, but also each one intervenes in a conscious way In the formation of his vision of the world, he identifies with certain scientific concepts and forms his subjective attitude towards the real problems he faces in society.
The worldview is not only knowledge, but also an internal position of man and, at the same time, a socially assumed personal significance. This is precisely why assimilated knowledge performs two functions: one of reflection; the other, of regulation of behavior adjusted to this knowledge.
The first offers the image of the world that represents it; the second indicates, in turn, what is the internal attitude, that is, subjective of man with respect to that world that surrounds him and the processes that develop in it.
This inner reality, prior to each daily act, is what constitutes the subjectivation of value from the individual angle. It is, therefore, a substrate, that is, a system of notions about good and evil, feelings and other moral and social content that have been developing since the early years of childhood, of the education received within the family and our teachers, and that predisposes us to think, feel, act and behave in a predictable, coherent and stable way, as well as to understand and appreciate others. That is why they give meaning to our life and facilitate a mature and balanced relationship with the environment, with people, events and things, providing us with a powerful feeling of personal harmony.
So values are also part of the conception of the world, they are one of its most active elements and also essential pillars of the philosophy of human life.
Thus, values help us to clear up the main questions of existence, that is, who we are and what means can lead us to achieve that fundamental objective to which we all aspire: human happiness.
To the extent that certain values provide satisfactory results and effects, they become entrenched in an individual, and on the contrary, they will be rejected by him when following them result in negative consequences or without value or significance for him.
In this process the man is shaping his system of values that will govern his attitude in correspondence to the socio-historical demands. Lacking a value system that corresponds to the characteristics of the social environment in which a person develops, can have, among other social consequences, that the person in question develops as a selfish, nihilistic, impulsive, skeptical human being, and that assume, in short, a life without meaning.
Value is not incorporated or internalized mechanically as part of individual subjectivity, but actively in a long process of active construction of personal meaning in which the subject is able to give said content meaning based on its history, its resources personal and sociocultural context in which he lives.
This has to do with the fact that in the analysis of this problem it is important to consider that all the values of society are going to be assumed in a personal and differentiated way - an analysis that does not eliminate the understanding of social conditioning. For what reason? Well, because whoever assumes the value is a concrete subject, who is also the bearer of a personality, who possesses certain individual, subjective resources, with certain potentialities to give meaning to the external evaluative element that he incorporates.
Sometimes, the subject is asked to regulate his behavior by means of a value that he does not possess, since he does not have sufficient maturity or the motivation to incorporate it into his moral behavior.
The imposition of a code or a certain value can lead the subject to the practice of double standards because the value in question does not make sense in the system of their personal relationships.
In the midst of a complex international situation, we find ourselves in a country where events and attitudes occur on a daily basis that indicate the flowering of a social subjectivity marked by greater humanism and solidarity evidenced in the existence of professionals whose success and achievement are not necessarily articulated with the profit or material welfare but with the provision of a service and the possibility of feeling useful.
Our socialist society has developed in a search for equity in the distribution of wealth, solidarity as an inspiring principle of internal life, human improvement, equality, justice, solidarity and dedication.
Understanding today's Cuba means understanding its ethical, liberating, independentist, sovereignty and national identity traditions, accentuated by the revolutionary process, which constitutes one of our main strongholds. Cuba defends its social project in a unipolar, contradictory world and in a social crisis, and the social potential shown in this extreme situation is also an expression of the values consolidated during these years.
However, it must be understood that the debate that is taking place today in Cuban society on a theoretical and evaluative level can be a formidable means of consolidating, transmitting and promoting the values that our social reality demands, and in fact needs.
It is not possible to forget that the ways of conceiving and especially of valuing life have changed in a certain way, since in Cuban reality previously non-existent inequalities have appeared, but which in turn are necessary to materialize the economic opening that is being carried out In our country.
At the same time, throughout the world, the most traditional values are transformed universally and also specifically in Cuba, such as those referring to marriage, family, paternity, maternity, etc.
All this finds its necessary influence on the conscience and morals of men, which shows that social and moral norms and values must be understood as a process of genesis, development and expiration. However, these social contents do not disappear in an absolute way, as they can become universal and be integrated into the moral and social progress of humanity.
That is why the search for values in a person cannot consist of an examination of vague and irrelevant concepts for their daily life, but rather in a continuous effort to find deep meanings that validate their personal identity, and establish and support commitments. and the responsibilities it assumes.
The education and consolidation of relevant social values are not only a deeply topical problem, but also an urgent need for our historical project in its battle to preserve social conquests.
The new conditions created, not exempt from contradictions and growing complexities, in the economic and spiritual realm, open the possibility of forming high human values. This will always have to be a vital problem for Cuba and for any society that aspires to create a minimum sensitivity and civility in its citizens.
We cannot forget that when our institution tries to form habits of conduct, values and elementary norms of coexistence, such as good manners and customs, solidarity and respect, it is working not only for the present, but also for the future.
It is vital to educate convictions and feelings that shape and promote the development of a moral conscience that allows, in the words of José Martí, "the mobilization of all the riches of the soul." Complete Works Volume 16.
The values in the social and professional activity of the customs officer
Our function as leaders is to ensure that the values to which we socially aspire are those that really intervene in the social relationships that we establish throughout the process and that workers regulate their actions motivated by satisfaction with the fulfillment of these positive social norms.
In our institution a group of shared values has been determined in the sense that Shared Values: are the set of precepts, norms, political, moral and social patterns that characterize the existing organizational culture and that condition or guide the behaviors of individuals and that they are shared, consciously or unconsciously, by everyone in the organization in question.
These values are part of business ethics and are essential, as they form the basis of the existing organizational culture and sustain the decision-making process, bring people together and commit them to work together for common goals.
It is very important that our workers know them, understand their meaning and defend the need to incorporate them into the daily performance of each customs officer and group in order to achieve quality compliance with the functions of the Cuban Socialist Customs. These values are:
Patriotism
Expression of man's loyalty to his homeland and our revolution, fidelity to the principles of the revolution, full willingness to defend the homeland and the Revolution at any cost
Integrity
Quality of integrity, integrity. Assimilation of duties and rights, rejecting all criminal manifestations and double standards
Responsibility
Consistent and timely performance of the individual in the fulfillment of their duties and rights. Conscious commitment to act in accordance with established standards and subject to law
Amiability
Courteous and respectful attention, but at the same time firm and professional, in the fulfillment of the functions of facilitation, control and confrontation with customs illicit. Pleasant, simple and polite treatment, as an expression of the development of the vocation of service, which conditions good opinions in our users. Performance in accordance with the characteristics of the service it provides in the context of our control responsibilities.
Although our code of ethics also recognizes some values that are not among the above but that are part of the value system of our organizational culture, these are:
- ProfessionalismDignityEthicsJustnessSolidarityHonestyAmong others
How values are formed
The process of formation of values, although it has stages, is not a phenomenon that ends at a certain age, there are values that are incorporated into the principles and personal convictions in the lives of people from an early age and have their readjustments in the course of life, according to personal development and the social conditions in which it takes place. Therefore, they have a dynamic character and have to be formed in the action that is carried out in accordance with the standards of life and conduct established in our country.
It is a process that must begin in the family and extend with marked force to all educational and work institutions, which prioritize the elementary values of group and social coexistence according to the level of development of the personality of individuals that interact in your process
The generality of the consulted authors recognizes four fundamental stages of formation and development of values, the first is framed in the early ages (preschool) and is called formation of notions about value, the second stage is developed in primary school children and is recognizes as extending these notions into individual meanings. During adolescence (junior high school students) the relationship with social meanings is established, third stage, and later, already in youth, the fixation and internal assumption of socially positive meanings is achieved in the form of personal convictions where values can and to fully carry out its regulatory function of personal development.
One might wonder then what are we going to do at the AAIJM if our work is with developed adults but it is accepted by the generality of the authors studied that values are not formed at once, nor are they immutable, but are assimilated and configured throughout of life and at every stage of this, people come into play with a value system that expresses how they see the world and how they fit into it.
At the same time, it can be said that man does not incorporate the meaning of the social in a linear or mechanical way, rather he mediates it, he subjectivizes it, and this is fundamental in the process of internalization or appropriation of one or more values.
It is necessary to look for ways and means to promote participation and to convert our political-ideological activities, as far as possible, into spaces of REFLECTION where the different aspects of the content are experienced, deepened, discussed and even questioned. since the process of attribution of meaning that leads to the formation of value requires individual reflection on the content and social meaning of the phenomenon or object of study.
Reflection is important because it is the process that allows the overcoming of the content as transmitted knowledge or as a developed skill to achieve the granting of a socially positive meaning to this knowledge and ability that is also manifested through the adaptation of its performance according to these contents.
This transition from the cognitive (knowledge of the meaning) to the affective (satisfaction with the performance) can be done by using reflection in our daily activities with our workers and not waiting for "integrating" or "practical" moments, which they are generally planned in activities of "great importance", to reach different levels of development of the values that we have decided to prioritize in each of our subordinates.
In general, the following are recognized as fundamental moments in the process of formation and / or development of value:
- Knowledge of the social significance of a certain value Self-criticism in relation to performance, in accordance with this certain value Tendency towards self-improvement and the adequacy of personal performance in correspondence with said value Fulfillment of tasks during professional training in accordance with this certain value Satisfaction with the performance in correspondence with the mentioned value.
In correspondence with this conceptualization, we propose a group of actions that, in a simplified way, we can state them in this way:
1. Clarify in your subordinates the idea of the meaning or conception of the value given (for example patriotism)
2. Promote commitment to that value through self-analysis.
3. Verify that they fight and work systematically to achieve acting in correspondence with that given value.
4. See if they manage to self-perfect their performance in the sense of incorporating value into their way of acting.
5. Promote tasks in which they show the intention to always act in correspondence with that given value.
6. Try to understand if they have absorbed the value and assume it "unconsciously" as a regulator of their actions.
7. Provide spaces for personal and group satisfaction for having acted in accordance with this value (encourage the best actions on a daily basis)
Communication is also an important element in the formation of values that must be trained and developed as it is not a gift that nature assigns. The man has different capacities and this is also expressed in the affective sphere. Not for pleasure, values cannot be understood only from the cognitive sphere, but as a unit of the rational and the emotional.
The formation of values is also achieved through the communicative style of the leader. When it changes it, it enriches it, it begins to affect its workers more favorably. Hence, to motivate workers, the first thing to do is to know their interests. For this reason, in a general sense, values are not developed if there are no essential communication spaces between leaders, the institution and the workers.
In moral and value education we must and we have to be able to encourage the different criteria that are present in our spaces for discussion to fit in and, from reflection, to locate where the fundamental essences of individual and group positions are.
Another element to take into account is the personal example of bosses and leaders at all levels, since for someone to be a model they have to become a kind of moral mirror where the other people who are part of their collective and environment look at themselves daily. Social.
On the other hand, when the values that come from the leader are legitimate, the workers feel identified with him. If the leader is genuine, the values of the society to which we aspire are expressed in him.
Nowadays in the times we live in, the need to preserve ethics and values as an element of the country's politics, as a guide to the revolutionary process, is reaffirmed every time, this makes each boss or leader know how to use authority and power. that has been given to him by the Revolution, so each day he must respond with honor and commitment to this task that has been assigned to him.
That is why all leaders and bosses must preserve the principles and values of the Revolution and act accordingly both in their work and personal life to also be consistent with the precept of Martí "Every man is obliged to honor with his private conduct, as with the public, to their homeland. " Complete Works Volume 21.
We cannot forget that values cannot be formed if we absolutize in this process only the man we aspire to, because we would be absolutizing the ought to be of this problem.
The solution to this question begins with the man we have, while continuing to aspire to the ideal of man we need. We are facing a long and complex process, evaluating strengths and weaknesses, what has been achieved and what is still to be achieved, mistakes and problems to be solved. Because we should not see reality as we want it, but as it is.
The truth is that the conscious apprehension of values, norms and positive qualities must start from a free and conscious internalization of the social models that we want, that we aspire to, because simply nothing should be imposed rather motivated, that is, always proceed to persuasion essential.
The formation of a specific value or that of a set is not a gift or favor of nature, but the logical result of the education and culture that we receive, and where the individual in question is inserted. This means that if we want our workers to be patriotic, responsible, upright and friendly, we must discuss these values, evaluate them, stimulate the attitudes that correspond to them, in short, those values must be “lived” in each of the actions. that we do.
Giving these values the place they deserve is also a pressing task for the Cuban system. With this we will be developing values so vital for man as the discipline consciously assumed and the spirit of essential sacrifice.
No one should forget that values are not imposed, rather they are proposed. So imposition is not the best option to build values. The formation of values such as solidarity, identity and others associated with patriotism, find their best ways when they mediate motivation, persuasion and the internal conviction of the subject.
This task demands dedication and creativity from us because forming values is also an act of creation, since creating is also transcending, that is, leaving something for a person to be remembered, either as an example of a worker, or as a model. moral, or both at the same time.
Let us also note that the problem is not only reduced to forming values in young people, but also in preserving and strengthening those values that the older generations possess. For this reason, bankruptcy, difficulties or conflicts of values cannot be deposited only in youth, it must also be understood through other segments or social strata.
The love of his worthy ancestors, his brigade, his profession, his institution, etc. They constitute something like that little piece of the world that belongs to us. Not because of taste, feelings and values as important as homeland, identity and unity, are strengthened and developed even more when educated in admiration for these realities.
Strategy proposal for the formation of values in the José Martí Airport Customs Office.
Support points
During the study of this topic and as part of the process developed over the years 2002-2004, the conclusion was reached that in the particular conditions of our institution the following support points can be assumed in the elaboration of the strategy of formation and development of values.
Scheme: Support points for the development of strategies.
These "points of support" must be considered as the pivot that generates concrete actions and articulating vertex of the influences that are intended to be carried out in the Institution. Given the need for your full understanding, we will explain each of them.
Protagonism of customs officers in the process of developing values
The role of customs officers is decisive for the process of internal transformation and self-improvement of their scale of values, which leads them from a heteronomous morality (in response to external motivations) towards an autonomous morality (based on internal motivations) (See Vigotsky 1966, Piaget 1969, Kolberg 1990). The content of values must be transformed internally into convictions and an orientation towards them, through direct subject-subject interpersonal relationships, communication, habits, and / or different types of actions and activities planned for educational purposes. Only in acting is where individuals can internalize the educational influences of the meaning of values.
For example, norms such as guidelines for conduct or criteria for action that dictate how people will behave in certain situations must be clearly defined in our institution and customs officials must also participate in their preparation, as it is not only about imposing external norms that condition the flourishing of certain values, but also involve them in the elaboration of their norms of behavior, so that they can become aware of the values on which they are based.
Exemplarity and prominence of the leaders and bosses.
Exemplarity and protagonism are manifested in demands on leaders and bosses accepted by all, which could be stated as follows:
- Be a good persuasive communicator, through an adequate boss - subordinate and leader - directed relationship Play the guiding role (leader) in this educational work Be more and more professional through an ethics and permanent improvement Work and support training and / or development of values in all the staff of the institution Be an example in the fulfillment of duties Be demanding in every way, in particular with the fulfillment by customs officers of their duties The exemplary and leading role of leaders and bosses, not They must have an individual character determined by the place of one or another particular function, but rather a collective protagonism where the efforts of all are integrated in a coherent way, in the common objective that is expressed in the strategies of the institution.
Objective - method relationship.
This point of support expresses the imperative of distancing ourselves more and more from an educational work focused on the formal transmission of certain topics or content and, based on the levels of political-ideological preparation achieved in the development of our staff, rise towards a new way of assuming our educational work through reflection and the real transformation of our members.
The methods of training and / or development of values are inherent to the work of the socializing functions of the institution and to all the professional actions of the customs officers The methods simultaneously affect the performance and personal experiences, as well as the most internal element of individuals: their consciousness, both rationally and emotionally. The methods place values at the center of their attention, from which the individual discovers and makes his own certain historical social demands, through which it opens a more general vision towards the meaning of the profession, the nationality, the nation, the homeland, the world, the universe, and its place in relation to all this. In short, it is the recognition that what is done is as important as how it is done.
It is important that the encounter with these social demands, seen as objective and subjective needs, awaken the interest and internal motivation of the customs officers towards the establishment of certain obligations and commitments in their actions towards themselves, with the people with whom they are related. and in relation to the phenomena and events of nature and social life, which demand an attitude and action on your part as an expression of the sense of duty, responsibility, integrity, kindness, patriotism, honesty, dignity, and solidarity, among other values.
The formation of values implies linking the how (solution methods developed individually by people) with the what for (the objectives as an embodiment of social need). In this relationship objective-solution method, the formation of values can be developed, with a social content: the objective and an individual content: the method. It is here where the society-person bond is expressed; It cannot be ignored that the solution of a social problem by the worker means his realization as a subject for the sake of collective improvement. That is, the social commitment that is created by the worker as a result of solving the problem, contained in the concrete actions carried out to solve it under the direction of the manager, generates the formation and / or development of values
Socio-psychological climate of the Institution.
If you accept what has been said so far, you will understand the importance of this point of support in achieving our intention. The socio-psychological climate is the environment where institutional activity takes place and encourages communication and interaction between bosses and subordinates, so it is essential to take it into account for the formation and development of values.
The climate not only encourages personal growth, but also conditions the manifestation of values in daily activity and makes it possible for these to be experienced, recognized and reaffirmed, through the conceptions (explicit and hidden) that are manifested in the performance of the subjects involved.
This point of support recognizes that a climate of dialogue, horizontal and participatory, is conducive to the development of values, because it allows each educational activity to become a space for reflection and essential analysis for the assimilation, incorporation and development of values as regulators of the conduct.
Comprehensiveness and coherence of all educational influences
This point of support integrates the educational influences in a single whole that allows to implement its multiple objectives that, in our current practice, are conformed by addition or summation, as independent edges that are sometimes prioritized, in the form of campaigns, which exercise sometimes a weak influence as the customs officers receive a series of asymemic and incongruous influences.
Hence, coherence in the planning and operation of the institution is an essential step in the design and comprehensive projection of educational work where the integration of all the influences that encompass the demands of the education of the personality and the development of the values.
Some recommendations for the development of values
Along with the points of support indicated, we have made the following recommendations based on the discussion process with the customs officers and chiefs in the workshops held:
- Coordinate educational influences with a systemic approach Design educational work within the Institution Develop concepts, attitudes and values through comprehensive learning (affective, cognitive and behavioral), which allows the customs officer to act in a socially desirable way Recognize the importance of Important socio-psychological climate in the institution for the achievement of the planned objectives State the objectives in a way that expresses the values related to the performance that is intended to be achieved Design, develop and evaluate educational influences, focusing on training and development of the prioritized values in each work period. Attend to the importance of the method in the effective development of the personality, based on the guiding nature of the objectives.Adopt a participatory conception as a basis for the stimulation of conscious action in the formation and / or development of convictions, values, evaluations, etc. Develop an interactive communicative style, where messages circulate in different senses.
Actions to apply a formation of values
- The most complex issues in the field of values training are, without a doubt, the selection of actions to be carried out to achieve the proposed purposes, because the diversity of content to be treated and the variety of objectives set prevents the use of a unique type of actions.
- Up to this moment, all the elements that justify and condition our positions in the formation of values have been raised, but what it is about is to specify it in practice. To do this, and facing the challenge of being interpreted as recipes to be followed to the letter (and nothing is further from our objective), some actions that can be undertaken in this interest were determined.
- Treatment of the motivational component of professional activity, to stimulate interest and commitment to personal preparation, social integration, the sense of duty and responsibility of customs officers Increase of spaces for reflection, through the use of modes of participation individual and group: participatory projection, sense of belonging to the group, rules of group work, sense of respect, receptivity, flexibility, confrontations to reaffirm ideas, acquire or enrich them, identification of their place and degree of acceptance in the group and other similar. Development of creativity, deployment of intelligence and talent united to the will in the achievement of certain goals, objectives or purposes of daily life, with noble, human ends, for the personal good, of the group,the institution, society, etc. Deployment of self-assessment and valuation, issuance of self-assessment judgments based on self-image and indicators of values represented in personal consciousness, recognition and declaration of personal possessions and shortcomings, self-proposal of goals. Comparative and critical evaluative judgments, proposals for improvement, etc. Development of specific objectives on the link between the professional and the political for the development of activities Correspondence of what is thought with what is said and done in reflective spaces and in life Solidarity relationships based on customs ethics that include mutual respect, fraternity, altruism, honesty, simplicity Timely use of persuasion and compulsion, of the requirement coupled with fairness and, especially,systematicity in educational actions and their control. Deployment of the humanistic component of professionalism: love of the profession, quality of the customs management process, constant self-improvement, etc. Operationalization of the values that are the object of educational work. To do this, the following should be done: brief and clear definition of the meaning of value, the traits that contribute to developing them in the personality (indicators) and the educational actions to promote their development; Here it must be taken into account what type of activity the leader carries out and what the customs officer does. Analysis in the group where each one self-values their role in it and assesses the situation of their colleagues while respecting their individuality. Discussion of problems, needs and alternative routes;assignment of responsibilities and elaboration of the collective code, promoting shared and transformative action. Control, with stable demands of individual purposes and collective tasks. These actions are intended to promote the spirit of self-worth and self-criticism, the ability to make decisions and regulate actions based on the assumption of individual and collective responsibilities, achieving the conversion of the self into the we. Formation of flexible thinking that reflects the Objective contradictions in the environment, which, transformed into conflicts or ethical dilemmas, provoke a reaction of commitment to reality based on certain moral demands, duty and responsibility, among other values. Stimulation of the sense of authenticity in acting, fullness and freedom,from sincerity, honesty and simplicity.
The purpose of these actions is that the members of the Institution recognize themselves as active members of society, assuming their role in the satisfaction of personal and social needs, and that they relate and interact with others, based on mutual respect., fostering the sensitivity, consideration and esteem of individuals as human beings.
Steps to take into account to carry out activities aimed at the formation and development of values
In our area, these activities can be PCC meetings, union meetings, political activities such as study circles, morning sessions, meetings where the central topic is corruption, activities where Alerts Bulletins are analyzed, daily coordination meetings, among others..
I- Preparation
1. First of all, you have to think if the activity is necessary, avoid abuse of meetings and / or activities.
2. Formulate and clarify the objectives of the activity.
3. Design the activity plan; In addition to the objectives, it is necessary to foresee the methods, techniques and procedures that will be used, an approximate time to be used for each stage, the materials, and consider the number and characteristics of the participants.
4. Convene well in advance, clearly indicating: place, day, time and approximate duration, motivating the participants by explaining at least the topic and the objectives of the activity.
II- Coordination Skills
1. Facilitate discussion and decision making and decision making.
2. Have enough command of the subject.
3. Know how to explain and expose clearly.
4. Create a climate of trust and participation.
5. Motivate everyone's participation.
6. Equally grant the use of the floor. Kindly restrain those who abuse it. Stimulate without forcing those who do not dare to speak.
7. Synthesize the main ideas raised without repeating what was raised.
8. Be firm but courteous to point out opinions that fall off the topic.
9. Know how to guide the meeting to provoke reflection, discussion or debate.
10. Do not abuse the use of the word, or impose your opinions. Know how to be patient.
11. Do not minimize opinions that diverge from your own, or celebrate those that are good.
12. If using a microphone, do not shout.
13. Know how to use humor appropriately.
14. Do not disguise as participatory a meeting that has already been cooked by subjecting the group to idle discussions.
15. If there is a conflict, the coordinator must be impartial, he must not act as a judge but as a partner who promotes the growth of the group.
16. The assignment of topics to discuss in a plenary or specific meeting can in fact become the denial of the dialogue itself and the exercise of judgment if we only discuss what we have assigned ourselves in advance.
17. The assignment of matters to discuss in a certain meeting or activity can fulfill its mission, if it is carried out with the essential professionalism, because otherwise it can become, in a frank formalism, thus losing all its meaning and formative effectiveness, as well as their degree of ethical involvement
III- Development
1. Create from the beginning a climate of joviality, enthusiasm and confidence.
2. It is important to take into account the organization of the chairs in the room to try to create that favorable climate.
3. Make the reports of the activity, the report.
4. The activity leader or coordinator should not monopolize the floor, encourage everyone to participate while respecting the order of the interventions.
5. Summarize opinions to help draw conclusions.
6. Respect the time established for each stage of the activity.
7. Make proper use of humor.
8. Remain calm and equanimous in conflict situations.
IV- Conclusions
1. Make a final synthesis, without trying to repeat everything, using the notes taken by the rapporteur if necessary.
2. Thank the group for their participation
3. Shorten if necessary with all the dates and place of the next meeting or activity.
4. Send a written report or summary of the event to those who participated as quickly as possible.
As a summary
The development of customs values is an intentional and directed process in which all the political and / or administrative management cadres participate, whose fundamental method is reflection and persuasion, but as it is not limited to learning a concept but rather which claims that moral concepts act as regulators of individual behavior, these have to be "lived" to be present in each of our actions and activities.
That is why discipline and compliance with the regulations in relationships between peers and with the public is the basis of the entire education and self-education process and the fact that the educational sphere is attended does not mean that the requirement is reduced and combativeness, but that each act of administrative or political demand is also a moment of educational activity for that individual and for their group.
The requirement to subordinates or colleagues, to be educational, has to be accompanied not only by the formal authority that the position or responsibility grants us but also by the moral authority that personal example assures us, hence the importance of reviewing and regulate our daily conduct by the shared values that characterize our institution, only in this way will our demand transcend the coercive measure and contribute to the transformation of the personality of our subordinates and colleagues.
We are sure that this material may be useful in your hands as a guide for your performance in this important activity and we hope that our considerations will be interpreted as recommendations to be enriched by the collective intelligence of the members of our AAIJM.
Bibliography
1. Cuéllar Hortensia, Do the Values Exist? Universidad Panamericana, Mexico, 2003
2. Ayala Jorge M., Values and Ethical Standards. University of Zaragoza, Spain, 2003
3. Tcor Dr.C. of Rúa Batistapau Manuel, Pedagogy of Values. Fashion or Necessity? CIP. FAR.
4. Tcor Dr.C. from Rúa Batistapau Manuel, Values and qualities. Formation and development. CIP. FAR.
5. Cnel. Dr. Cs Silva Rodríguez M. and Tte. Cnel. Dr. C de la Rúa Batistapau M. Approach to a pedagogy of Values in the Academy and the CEM. CIP. FAR: 2001
6. García S. and Dolan S. Management by Values. Mexico 1997
7. López Bombino Luis R. Reasons to form values: ideas that should not be forgotten. University of Havana.
8. Lic. Columbie Santana Mariela. Business ethics: a point of view.
9. Dra. Arias Magda L. Business and institutional ethics: notes for a debate.
Download the original file
