AMOD Methodology for the construction of a Training Curriculum
Seminar – Workshop led by Dr. Leonard Mertens
Buenos Aires, September 30, 1998

National Directorate of Employment and Training Policies
Ministry of Employment and Vocational Training

Introduction

This document provides an overview of the Seminar – Workshop led by Dr. Leonard Mertens, on “Analysis of Labor Skills and Curriculum Development”, held on September 30, 1998.

This activity is part of the actions that the Directorate of Technical Assistance for Employment and Job Training is conducting with the aim to identify and analyze different methodologies for the analysis of Labor Skills and Curriculum Development. It also fits in with the technical assistance activities that support the development of Pilot Project Work Skills Certification (Sub-Working Group 10 of MERCOSUR).

On this occasion, the expert presented and coordinated an exercise in applying the method AMOD (acronym in English of a model) for the construction of a curriculum based on Job Skills.

The event involved the active participation of specialists and technicians to the area of training, both from companies and training institutions such as the Public Sector, with whom he conducted an exercise of the method mentioned above.

This paper presents, first, some theoretical and methodological background of the AMOD method and scope. On the other hand, describes the steps required for implementation.

I. Theoretical and methodological background of AMOD.

Both the AMOD method as others (eg, the SCID, an acronym in English of Systematic Development of a Curriculum) are complementary methods of DACUM (an acronym in English of a Curriculum Development). The latter was created in Canada and developed in the United States at the University of Ohio in the late sixties, and part of the following events:

· Expert workers describe their job better than anyone else,
· To define a function, you must describe in detail the tasks that compose it,
· For the proper execution of tasks is necessary to understand the knowledge, skills, tools and attitudes that enable outstanding performance.

These assumptions are theoretically based on behavioral and functional perspectives. (1)

The DACUM is a participatory method that allows, essentially identifying the tasks and functions that a worker must be able to do to achieve a successful performance.

Among the strengths of the method, one can note the following:

· Generates interaction and synergy in the group,
· Third building group consensus,
· It allows the construction of a run or sequence of actions useful for the design of training,
• It is quick to apply and low cost
Promotes the participation and commitment of the actors (supervisor and employee).

In terms of its limitations, it may indicate that:

• Do not allow a relationship between behavioral and attitudinal aspects,
• Do not build performance criteria,
• Do not allow to develop training strategies and evaluation.

Given these limitations, using two complementary methods of the above-AMOD-SCID and for defining performance criteria and evidence in order to evaluate the person and guide the learning process.

The method promotes SCID-from the statements of DACUM-a detailed analysis of tasks.

The information surveyed allows you to set parameters under which the worker must show their performance: compliance with safety standards, attitudes and behaviors that lead to outstanding performance, possible errors, machines, tools and materials used.

Also, with this information are constructed tutorials in which the worker is supported to meet the performance standards expected.

The self-assessment is conducted through a questionnaire and assessment instructor / supervisor includes:

“A global assessment with a score of 1-4
“An evaluation of the critical points in the sequence of threads, using the yes / no.

It’s worth noting that the evaluation criteria in both methods differ: in the SCID describes the performance criteria based on measurable indicators, while in the AMOD reference is only subjective.

The AMOD method of the same principles of the DACUM, but differs from it because, like the SCID, “… seeks to establish a direct relationship between elements of the curriculum and the sequence of training and evaluation of the learning process … “and its main features, speed and ease of application.

Also, is characterized by putting emphasis on the relationship between self-evaluation of the instructor / supervisor.

II. Fitness AMOD method.

Establishment of the Panel (2)

Participating in the discussion board workers with proven experience and some of their supervisors. The experience is guided by a facilitator who is assisted by a colleague, who writes the particulars relating to the powers referred to by experts, preferably with another person who records the critical points that arise during the exercise.

In addition, others participate as observers (training instructors, teaching guides designers).

The construction of a map with the Work Skills AMOD method, involves implementing the following steps.

First stage: Brainstorming.

Once formed the expert panel, the first step is to promote discussion among participants about the identification of competencies and critical skills that should have examined the work profile.

As the facilitator is guiding the discussion of the panelists, the employee is recorded in card skills cited by the experts, which preferably should be translated into statements corresponding to the format: Word Object Condition.

A late to help view the output of the panel, the cards are being placed on a wall, no other criteria than their order of appearance.

According to the statements made, the facilitator will guide the discussion to topics that have not appeared or who have some degree of difficulty in its explicitness. The questions guide the discussion will be directed to inquire into the “problems” and “difficulties” considered as the most significant for the profile addressed.

In this sense, it is desirable that the other participants go out difficulties, which will serve as information for subsequent phases.

Once you finish all the particulars relating to the identification of critical competencies, we proceed to review what occurred in order to achieve consensus among the panelists.

Here, we present the results for this first stage, the panel produced by the method during exercise in the Seminar – Workshop. (3)

View Table No. 1: Identification of key competencies. Function: Training Manager

Second Stage: First grouping of statements.

After the whirlwind of ideas, conducting a first group of statements, eliminating those cards whose contents overlap or are not sufficiently distinctive.

Here are the results of this stage, produced by the panel during the exercise of the method in the Seminar – Workshop.

View Table No. 2: Identification of key competencies. Function: training manager. 1st Stage II Land

See Chart 3: Identification of key competencies. Function: training manager.

Stage II 1st order (continued)

View Table No. 4: Identification of key competencies. Function: training manager. 1st Stage II Land (continued)

Third stage: Identification of the main areas of competence.

This stage is the identification-by-panel areas of competence general enough to merge the skills or subcompetencies identified and ordered in the previous steps.

Once those areas agreed by the panel, will be placed under each heading, column-shaped cards with statements associated with the category, taking as a criterion an order from top to bottom. This directionality indicates a path from simpler skills to more complex. This process is repeated a
s often as general areas have been identified.

In turn, this process will make a second cleansing “of those cards, whose statements do not prove to be sufficiently distinctive.

The final product of this stage is a representation that allows to quickly view different levels of complexity, both within and between different areas area of expertise.

The following are the results produced by the panel during exercise method, for this third stage.

View Table No. 5: Identification of key competencies. Training Gestro. Stage III: Areas of Competence.

Fourth step: Construction of Training Curriculum

Once established the different columns or subcompetencies skills required to achieve general competencies (or areas of competence), we proceed to a final reorganization, comparing all sentences should be organized and training modules. For this, we shall consider the following criteria: how begins with what is, and how the training ends.

What is being sought at this stage is to build subcompetencies groups or families belonging to different general areas, so as to be able to establish a hierarchical order, which can range from the simple to the complex or practical to the theoretical, as deemed relevant by the panel of experts.

The slogan to carry out the clustering of the training modules subcompetencies operates with the following Restrictive: can only select one Subcompetencies, if you have previously selected in the preceding column.

The final product will be a series of modules grouped subcompetencies, belonging to different areas, similar levels of complexity, as represented in the display box that is presented below.

Also, we present the results produced by the panel during exercise method, for this fourth stage.

View Table 6: Curriculum Design. Training Gestro

View Table 7: Curriculum Design for Training

View Table 8: Designing Curriculum for training. Continuation

Fifth stage: self-evaluation process.

After building the map AMOD is the development of self-evaluation, using a scale ranging between 3 and 6 levels:

0: Unable to developing competition.

1: You can develop competition, but under constant supervision.
2: competition can develop, but any assistance.
3: competition can develop without supervision.
4: competition can develop without supervision, with a good level of quality.
5: competition can develop the quality and speed, showing initiative and adaptability to unforeseen situations.
6: competition can develop the quality and speed, showing initiative, adaptability and can lead others in developing the work

AMOD map is delivered to workers, who call themselves the scale above.

Each worker then checked against your score with the supervisor, and from there, start training activities.

Each time the operator feels it has improved or reached an achievement to be downgraded and confirm it with the supervisor.

Each time I have met a Subcompetencies learning, the expert committee, composed of employees, supervisors and representatives of the area of human resources, who, moreover, are the same people that made up the panel discussion, evaluated from the observation validates the performance and learning, giving a certificate of acquired competences.

1. Although the latter, according to Dr. Mertens remarks focusing the work in terms of outcomes rather than processes.

2. The exercise carried out during the seminar – workshop was aimed at the construction of a Training Curriculum for Training Manager. To accomplish this, we selected and formed, with some participants, a panel of five (5) experts. The rest participated as observers.
3.Cabe noted that in all stages of exercise-prioritized due to time-the end of it, rather than conducting a detailed analysis of critical competencies. Therefore, the results of this exercise should be considered as a first approximation in the construction of a curriculum for a Training Manager.

It is a technique used to identify job skills inherent in a productive function.

That function may be associated with a company, a business group or an entire sector of production or services.

The functional analysis is not in any way, an exact method. It is a working approach to approach the skills required by a deductive strategy. Start by setting the main purpose of the production function or service under analysis and forth wondering what functions must be carried out to allow the previous function is achieved.

Note: This is an aside of a document is in http://www.cinterfor.org.uy there is a full explanation of the topic.

Introduction

Globalization, advances in information technology and skills are guiding changes within organizations, requiring these to direct their policies and rules to make them more competitive. For this reason, this paper’s main objective is to propose a career plan based on competencies for the Fire Department at the University of Carabobo, in order to establish the different behavioral skills and / or emotional necessary for successful performance of the active members of the institution, through the study of different types of competence presented by Hay Group.

History

The University Council, in exercise of the powers conferred on it by ordinal 21 of Article 26 of the Universities Act, creates the June 7, 1982 the Bureau of Fire Prevention, Protection, Security and Claims of the University of Carabobo. On the same date approving the regulations, which states in Part I, Article I, as follows: “The Management of Fire Prevention, Protection and Security (PIPSUC), aims to safeguard the assets of the University, both As regards the prevention of fires and other disasters, natural and man-made, such as protection and internal security of the University of Carabobo. Regarding security, it also includes: the security of the lives of members of the university community, environmental protection and preservation of property belonging to the institution. “

In this sense, the new concepts in integrated security, direct their attention and efforts to give workers the information and knowledge in this field, in order to actively participate in preventing and controlling hazards that cause accidents occupational illnesses.

For this purpose, PIPSUC based their actions on the following laws:

1. Constitution of the Bolivarian Republic of Venezuela, in its Chapter V, Article 87 provides: …. “All employers ensure their workers (as) safety, hygiene and adequate work environment. The State shall adopt measures and create institutions that allow the control and promotion of these conditions. “

2. Organic Labour Act in Title II, Chapter VI, in Article 102 paragraphs “d” and “e” and Article 103 paragraph “e”, establishes the grounds for dismissal and retirement justified by the performance or omission of facts relating to safety at work, and in Article 237, states verbatim: “No employee may be exposed to the action of physical agents, ergonomics, psychosocial risks, chemical, biological or otherwise, without being warned about the their nature, the damage it may cause to health and lectured on the principles of prevention. “

3. Organic Law of Prevention, Conditions and Working Environment (LOPCYMAT), which states: “The purpose of this Act is to provide permanent and casual workers, safety, health and welfare, in a proper working environment and conducive to the exercise of their physical and mental faculties.

4. Organic Law on Protection of Public Assets, states in Article 34, the inescapable responsibility to have workers with the institution and to that end provides: “Any official or public employee responds civilly when with intent, negligence, recklessness or abuse of power causes damage to public property. The liability shall be paid in accordance with relevant legal provisions.

It was also based on other laws, decrees, rules and procedures relating to comprehensive security such as: Organic Law on Administrative Procedures, Law of the Environment, Universities Act, Act of exercising the profession of Fire Prevention Ordinance and Fire Protection, Labour Standards, COVENIN Standards, ISO Standards, Environmental Standards, among others. This is why the Fire Prevention Division, Safety and security, for the purposes of fulfilling the mission entrusted by the university authorities and enforce the provisions of existing law and internal and external rules on Security.

LOCATION

The Office of Fire Prevention, Protection and Security is located at Av Bárbula Students where the Fire College.

STAFF STAFF

Management PIPSUC has in its staffing:

1 Professor (Director)

118 Workers
Administrative 43 (21 firefighters)

ADDRESS PIPSUC

MISSION

The direction of fire prevention, protection and security (pipsuc), attached to the Chancelor of the University of Carabobo, aims to protect the integrity of the community ucista, as their workers, environment, facilities and equipment and and supporting neighboring communities through the implementation of safety programs and projects that include: fire prevention, homeland security, loss control, environmental protection, occupational health and safety, allowing educate and raise awareness among workers regarding comprehensive security to carry out their activities in an optimal working environment and in an institutional membership

ADDRESS PIPSUC

VISION

The direction of fire prevention, protection and security of the University of Carabobo (pipsuc), continue the process of growth and changes designed to achieve comprehensive security in each of the areas of the university, establishing levels of responsibility and participation effective means of plans and programs adapted to the new demands of the community ucista to optimize the quality and productivity at work with minimal health, environment and academic heritage, and it plans to make the university has an image of high level both internally and externally in its capacity as facilitator of comprehensive security.

MANAGEMENT PIPSUC

GENERAL PURPOSE

* Ensure the safety and protection of both the heritage of the University of Carabobo, as well as individuals who belong to that effect by implementing programs and actions aimed at integrated security to minimize losses and protect materials and equipment to ucista community.

SPECIFIC OBJECTIVES

* To determine the frequency of acts that violate university heritage through research, to establish priorities for attention.

* Provide information and advice on Comprehensive Security to all members of the university community through preventive programs in the areas of Industrial Safety and Occupational Hygiene, Environmental Protection, Fire Prevention, Homeland Security and Loss Control with to provide tools that are applicable in case of contingencies on campus.

STRUCTURAL ORGANIZATION OF THE DIRECTORATE PIPSUC

SOURCE: DIRECTORATE PIPSUC (1998)

SOURCE: UC TRAINING DEPT (1998)

PROFILES OF CARGO

Position: Fireman

Profile

Education and Experience:

BA firefighter more basic course lasting six months.

2 years of progressive experience at operational level.

Understanding skills.

Basic knowledge of:

* Emergency medical aid baseline.

* Firefighting.
* Rescue and salvage.
* Operation of radio equipment.
* Operation Fire Department tools.

Ability to:

* Apply fire fighting techniques.

* Apply search and rescue techniques.
* Maintain interpersonal relationship.
* Develop leadership skills.

Skills:

* Handling of equipment and firefighting tools.

* Handling of search and rescue teams.
* Team Management Fire Department units.
* Management of motor-pumps.

Position: Head of Fire Prevention.

Profile

Education & Experience:

TSU Industrial Safety and / or Fire, with 9 years of technical, operational, and strategic oversee the area of prevention, investigation and inspections of fire.

Other requirements:

Having held the positions of: Firefighter, Firefighter Chief, Firefighter Inspector and hold the rank of Sub-Lt.

Knowledge, skills and abilities.

Understanding:

* Risk analysis of fire.

* Reading and interpreting drawings Fire Department.
* Interpretation and implementation of laws, regulations and legal provisions for fire prevention.
* Preservation and handling of evidence.
* Investigations and inspections of fire.
* In
terpretation and application of technical standards (COVENIN)
* Statistical analysis.
* Industrial Safety and Occupational Hygiene Basic.
* Technical English.
* Training of trainers enterprise (FIE)

Skills:

* Make decisions.

* Give both verbal and written instructions.
* Establish action plans for fire prevention.
* Detect faults in the inspection and prevention plans.
* Detecting causes of fires and other accidents.

Skills:

* Management of computer equipment under Windows environment.

* Management of electronic measurement equipment and analysis environment.
Position: Head of Fire Department Operations.

Profile.

Education and Experience:

TSU Industrial Safety and / or Fire, 12 years of progressive experience in technical, operational, supervisory and strategic control in the area of Fire Department operations and coordination.

Other requirements:

Having occupied the positions of: Chief Firefighter, Firefighter Inspector, Chief of Prevention and hold the rank of Lieutenant or Captain.

Knowledge, skills and abilities.

Understanding:

* Coordination and Fire Department operations.

* Fire Department Command scenes.
* Position command.
* Mass Emergency Management.
* Resource Management.
* Supervisory Management.
* Teamwork.
* Leadership.
* Administrative procedures.
* Reading and interpreting urban plans.

Skills:

* Make decisions.

* Supervision of staff.
* Plan and coordinate Fire Department operations in case of contingencies.
* Reporting.
* Inter-institutional relations.
* Risk Analysis Fire Department.
* Resource Management.

Skills:

* Management of computer equipment under Windows environment.

* Management of audiovisual resources.
* Management of technological and human resources.
* Management of speaking techniques.

Position: Commander.

Profile.

Education and Experience.

Professional Diploma in career with the area of Industrial Safety or career to end, preferably with postgraduate studies in Strategic Management with 18 years of progressive experience in technical, operational and management planning in the area on Fire Department.

Other requirements:

Be professional career firefighter and have served as Inspector General of the fire service and have the largest range of fireman.

Knowledge, skills and abilities.

Knowledge:

* Strategic Management.

* Legal provisions in the Fire Department area.
* Organic Labor Law.
* ISO 9000 and 14000.
* Budget Management
* General Ledger.
* Human resource management.
* Analysis and Risk Management.
* Management Information System.

Skills:

* Decision making.

* Inter-institutional relations.
* Establish chain of command.
* Maintain relationships.
* Plan and organize.
* Managing resources.

Skills:

* Management of computer equipment under Windows environment.

* Management of speaking techniques.
* Handling Internet.

PROPOSED MODEL OF CAREER PLANNING BASED ON COMPETENCE

Department of Prevention, Fire Fighting and other events.

The Fire Department of the University of Carabobo has four main functional areas including:

Area of Home:

This area is for the training and adaptation of what will be the Fire Department history of all those who want a career playing Fire Department Firefighting activities, emergency medical aid, search and rescue and other contingencies .

Operational Area:

This area corresponds to all actions leading to the firefighting, emergency medical aid, search and rescue and care of other accidents, whose objective is the provision of corrective actions directly to labor camps.

Preventive or Technical Area:

This area corresponds to achieving predictive and preventive actions on the causes and consequences caused by fires and other contingencies, this is where the laws are implemented and standards necessary to meet the minimum requirements for fire protection and as well as research of causes of accidents, training and preventive education.

Management Area:

This area corresponds to the status responsible for overseeing the planning, coordination, implementation and monitoring of all actions aimed at achieving the goals and objectives of the organization and more efficient management of all resources (human, financial, technological).

SOURCE: OWN (2002)

Taking into consideration the classification described above, we proceeded according to the characteristics that define each of these areas took the group according to Hay McBer skills, this group is defined as follows:

Achievement and Action:

Individuals set their own goals so ambitious, in excess of the standards and expectations, taking special care to avoid mistakes and avoiding obstacles to reach successful results.

Support and Human Service:

Individuals identify links to other government programs. They make effective use of internal sources and / or deliver services appropriate external balancing policy objective and client’s needs above. Processes are handled client-sensitive way seeking constant feedback and act on customer feedback and taking personal responsibility for the quality of service. Train staff in customer service approaches.

Impact and Influence:

The ability to make someone else to do something, without using power or authority.

Management

Individuals are effective negotiators, who are committed to continuous learning and their environment while recognizing the need for his organization to manage learning and intellectual capital. They are focused on achieving goals assigned to their work unit giving directions and courses of action, managing work and allocating resources efficiently. Work planning and deploying resources, they define work goals and milestones, alliances form when possible and conduct risk analysis. They demonstrate a consistent understanding of the requirements of the framework for financial management, human and material resources.

Cognitive:

The individual has the cognitive ability to understand and respond effectively to the complexities inherent in customer service. These multiple relationships can view events, information pertaining to the operation of work units, the rule of Rama and objectives. Their cognitive abilities allow them to synthesize information from various sources, see different angles problems, recognize patterns, trends or causes of events and develop strategies, see implications and consequences, developing strategies and determines what is needed to achieve business goals.

Personal Effectiveness:

Ability to determine appropriate targets “doing the right thing.” Based on the principle of reliability is the relationship with myself.

The following is identifying the skills required for superior performance in each of these, following details:

* In the starting area competencies are:

PERSONAL EFFECTIVENESS

SUPPORT & SERVICE

Self

Self-confidence

Flexibility

Understanding Interpersonal

Orietación Customer Service

• Within the powers of Personal Effectiveness can be noted that the commitment to the organization, was developed during the course of their careers, before being promoted to area technical / operational.

• In the area of technical / operational skills are:

COGNITIVE

ACHIEVEMENT AND ACTION

Technical Knowledge

Analytical Skills

Achievement Orientation

Concern for order, quality and accuracy

Home

Searching for information

• In a management skills are:

INFLUENCE

MANAGEMENT

Impact and influence

Organizationa
l Awareness

Establishing relationships

People Development

Assertiveness and use of positional power

Teamwork and cooperation

Leadership Team

ONCLUSIONS AND RECOMMENDATIONS

With the completion of this work showed that currently the university fire department has a career path model, in which there are several faults, which do not permit job performance in accordance with the requirement of the charges and climbing routes, resulting in an active staff motivation for developing the objectives of the institution. That is why the proposed model seeks to provide competency-based trends since that institution profiles based only on knowledge, skills and abilities, thus achieving better cohesion between the functional areas are developed and the emotional-behavioral active staff of the institution, seeking a better motivation in the performance of the duties of these personnel.

It is recommended to study the feasibility of implementing the proposed model, both at the University of Carabobo in other Fire Departments.

It is recommended the redesign of the profiles by the Office of University Sector Planning.

BIBLIOGRAPHY

FLETCHER Shirley, design of training based on job skills. Editorial overview, 2000. Mexico City

BUTTERISS, Margaret. Reinventing Human Resources. Editorial Oedipus, Gestión 2000, 2000. Barcelona. Spain.

Pernalete, Belkys. Behavioral Competency Dictionary and / or Emotional. Compilation. Valencia, Venezuela 2001.

Learning Resource Network. Learning Resource Center. Corporate Competency Profile for Middle Managers.

http://learnet.gc.ca/eng/comcentr/manage/building/profil2a.htm. On line.

Is the effective capacity to successfully carry out a work activity fully identified.

The labor competency is not a likelihood of success in the implementation of the work is a real and proven.

Various approaches exist on the subject of occupational competence, then some of them:

Labour competency is:

Production capacity of an individual is defined and measured in terms of performance in a given employment context, and not just knowledge, skills and attitudes, these are necessary but not sufficient by themselves to effective performance.

Exercise effective capabilities that enable the performance of an occupation, compared to the levels required in employment. “It’s more than technical knowledge refers to knowledge and know-how.”

The Social Construction of significant learning and useful to the productive performance in a real work situation that is obtained not only through instruction but also, and in many ways-by learning from experience working in specific situations.

The International Labour Organization (ILO) defines the concept of “professional competence” as the suitability to perform a task or perform a job effectively by having the necessary qualifications to do so.

In short, is to be “competent” with the work that is entrusted to the person.

Some of portal resources that can be used are:

What is the competition work?

There are many different definitions about labor competition. A generally accepted concept establishes it as an effective capacity to successfully carry out a work activity fully identified. Labor competition is not a likelihood of success in the implementation of the work is a real and proven.

The following are several definitions of labor competition:

Mexico: Production capacity of an individual that is defined and measured by performance in a given employment context, and not just knowledge, skills and attitude, these are necessary but not sufficient by themselves to an actual performance.

Spain: “Professional competencies define the effective exercise of those capacities that enable the performance of an occupation, compared to the levels required in employment. “It’s more than technical knowledge refers to knowledge and know-how.” The concept of competence includes not only the capabilities required for the exercise of a profession, but also a set of behaviors, power analysis, decision making, information transmission, etc., Considered necessary for the full execution of the occupation.

ILO labor competition is the social construction of learning meaningful and useful to the productive performance in a real work situation that is obtained not only through instruction but also, and in many ways-by learning from experience working in specific situations.

It is worth noting that the ILO has defined the concept of “professional competence” as the suitability to perform a task or perform a job effectively by having the necessary qualifications to do so. In this case, the terms competence and qualifications, are strongly associated as the rating is considered an acquired capacity to do work or perform a job.

Quebec: A race is a set of socio-affective behavior and cognitive skills, psychological, sensory and motor allowing it to perform properly a part, a function, an activity or task.
Federal Council on Culture and Education (Argentina): A set of identifiable and quantifiable knowledge, attitudes, values and interrelated skills that enable satisfactory performance in real work situations, according to standards used in the occupational area.

AUSTRALIA: The competition is conceived as a complex structure of the performance attributes required for specific situations. It is a complex combination of attributes (knowledge, attitudes, values and skills) and tasks that need to play in certain situations.

This has been called a holistic approach as it integrates and relates attributes and tasks, allowing several intentional actions occur simultaneously and takes into account the context and culture of the workplace. It allows us to incorporate ethics and values as elements of competent performance.

GERMANY: Has professional competence who has the knowledge, skills and attitudes necessary to practice a profession, practitioners can solve problems independently and flexible, is able to assist in their professional environment and work organization.

National Council for Vocational Qualifications (NCVQ): In the English system rather than find a definition of occupational competence, the concept is latent in the structure of the standardized system. The labor competency identified in the rules through the definition of elements of competence (performance achievements that a worker is capable of achieving) performance criteria (definitions about quality), the scope and knowledge required.

In this system have identified five levels of competence that distinguish the degree of autonomy, variability, accountability for resources, the application of basic knowledge, the breadth and depth of skills and abilities, monitoring the work of others and portability of a workplace to another.

Performance management is a major concern which employs those responsible for managing human talent in organizations, his concern about the advances and contributions of each of the officials and the urgency to intervene in the processes of improving continue to understand the impact necessary to implement and develop an appropriate Performance Management.

This issue does not refer solely to the evaluation of the performances obtained by the staff, necessarily involves a look at all the actions taken by the organization to promote compliance with the expected results.

In this sense it must be noted that performance management begins with the selection process, the identification of profiles of people required for the posts, the training and develop training, motivational factors each of the people and even the elements of corporate culture that lead to commitment and motivation of individuals.

Performance management encompasses, then, a number of elements that enable it to assess the contribution of officials and verify their impact on expected corporate earnings also is a tool which strengthens the need to know the elements that support or hinder the task that takes place daily with customers.

Some important elements that must be considered when managing a performance management process are:

Assumptions performance evaluations. It is important to consider the impact that causes a process like this in those who are subjected to interviews, questionnaires and feedback on their performance, intentions and the extent to which plan and conduct the performance evaluation processes do not always match the interpretation of it are made. These assumptions should be clarified and be clear of the purposes and interventions that emerge from this process in order to avoid misunderstandings that lead to creating unnecessary resistance when conducting evaluations.

Characteristics of performance appraisals. History has shown that not all assessment processes have the same characteristics and patterns that are used vary and range from pre-designed formats to the blank pages where each of the evaluated interprets the new challenges we must face in order to enhance performance significantly. It must then find its own model for the company that holds the quality factors, confidentiality and accuracy, so addressing issues that can be operated by management and kept levels of objectivity that allow for a range exceeding the mere opinion.

Final results expected from the Performance Management The management will have on their hands if the model used is adequate to the reality of the company, a tool whose results are not the end of the process but the beginning of a plan intervention both to the organization as to the teams and people, so it can adjust the behavior and performance expected by the organization’s evident in each of the participants in the evaluation process.

Monitoring and coaching activities. Performance management then has a range greater than the mere assessment as means to structure a program of activities that must be monitored and accompanied not only from the human management but also from each of the managements, which succeeds in establishing a program the coach with the participants, so that the evaluation point to improved performance not only of people and equipment it necessarily impacting on the achievement of corporate goals.

Evaluation of the Performance Management process. Performance management then becomes a process that must be periodically reviewed to identify potential areas for improvement and identify whether those involved in it need any training to enable them to integrate all the elements required from planning to evaluation, the realization of it and of course the design and implementation of improvement actions.

Finally, it is important to recognize that performance management, promotes productivity within the organization, is a way to contribute to business success and the achievement of the purposes defined by the organization.

Summary

The competency-based training work takes much of its importance in
a strong current of contemporary social thought, internalized by several entities that relate to work and education. Leaders, technicians and specialists put special emphasis on the linkage between socioeconomic development and the ability of the human person to build an irreplaceable agent for change and of course as the beneficiary.

There is a nuance that matter to point out: it is no longer only to create more jobs
work but to raise the quality of jobs, the effect of a parallel increase in
quality and capacity of the individual graduated from vocational schools or instances of learning, retraining or upgrading in enterprises.

The main purpose of a skills certification system is to create competitive advantages for the organization. Allows adaptation to change through HR related systems.

A Human Resources system can use the powers to clarify the actions that need to be working correctly.

Human Resources is becoming the engine of change and organizational management. Through the certification of skills is possible to link what people say and do daily with the mission, vision and values of the organization.

In this sense, the research focuses on one of the largest companies in Mexico and the world: Petroleos Mexicanos.

Petroleos Mexicanos is undergoing a period of transformation for
competitive enough to obtain standards worldwide.

In this way, to respond to these approaches, we are addressing
our efforts towards the detection of high-performance behaviors and certification of skills that raise productivity in the UNIT WELL DRILLING AND MAINTENANCE OF NORTH DIVISION (UPMP) and that lead to sustainable competitive advantage.

It is important to clarify that the model developed by the Corporate Pemex is only focused on the professional staff, and only take it as a conceptual reference for the proposed model, which is aimed at operational staff that includes a drilling crew and maintenance well, because a fundamental part of the main business line of UPMP and is linked to the Mission and Vision of the same: the drilling wells and maintaining high standards of quality and within a strict framework industrial safety and environmental protection.

I. Introduction

The oil sector, particularly the Unit Drilling and Well Maintenance (UPMP), is growing with ample opportunities in the inner world and opportunities to expand abroad. Our company has had, since 2000, an increase of production with significant leaps higher figures that require a different approach in the management of human resources.

Thus, the design and use of occupational profiles, with a focus on job skills are a priority in implementing the proposed model.

We are entering the stage of balancing the human factor in PEMEX Exploration and Production (Unit Well Drilling and Maintenance), a complex process which should mainly involve the organization, under the notion that human capital is not can or should “decapitalize” therefore this factor is inextricably linked to competitiveness in absolute terms.

To improve the level of productivity, and smart investments
in capital resources and the use of advanced technology, required high
education.

Access to education, since that led to the formation, consolidation and maintenance of operational and managerial cadres, to that required by the
scientific and technological research, including technical training, is a prerequisite for improving productivity.

The core proposal is to demonstrate the feasibility and cost-effectively improve the
productivity and working conditions from giving an impetus to continuous learning of staff by the proposed model based on UPMP organizational capabilities, which will call, from now on, Model Integrator UPMP Ladder Detection of High-Skill Performance / High Commitment for Drilling Crews, supported by UPMP Skills, Business Skills and Competencies of specialists required to enhance the multihead drilling crews UPMP and key performance indicators.

This model is the concept of Competency Model
PEMEX, created by staff from PEMEX Exploration and Production.

The approach itself is not new, what is new is the context in which
is proposed, and the orientation to learning, taking as reference the Economic Approach of Competence of the Firm, with a modern tone of the firm, which brings together different disciplines (economics, management and sociology).

We believe that flexibility in the use of teaching techniques and is-
restructuring of content, time and place, with open access and tailored to specific needs, appear as the new creed of training
for learning organizations and where the proposed new Model Integrator UPMP’s Ladder Detection Powers High Performance / High Commitment for drilling crews for the development of human talent will play a significant role in promoting this change.

Objective

Submit a Model for the Evaluation and Certification of Labor Competencies Crews Drilling and Well Maintenance, led to a significant increase in productivity.

Specific Objectives

1. Identify Workplace Skills Drilling Crews
and Maintenance of Wells.
2. Describe the work environment Crews Drilling and Well Maintenance of UPMP, in order to determine whether it is possible to move the performance curve normal to a performance of order
superior.
3. To evaluate the certification of labor skills required for a
de-sempeño higher and higher productivity in the Crew Well Drilling and Maintenance of UPMP.

II. DEVELOPMENT OF THE UNIT

Getting modules to detect behavior development and achieve
certify the skills of high performance drilling crews and maintenance of wells should be the guiding principle of the Strategy Unit Drilling and Well Maintenance for the integral development of its staff, focused on strengthening the skills required by the company and appropriate to the new conditions in which the knowledge, skills and attitudes of the staff will enhance their productivity, profitability and positioning in their markets.

In this project, we will be training from a holistic perspective
of the organization and not as a discrete effort to educate individuals. It relates to the approaches of knowledge management and learning organizations, where the concept of training is extended to the whole organization.

Will analyze forms and management tools that allow training for the improvement of productivity in UPMP, based on the synthesis of
the rules established by the lead agency for certification of labor skills in Mexico: KNOW (Council for Standardization and Certification of Labor Competencies).

The more specific actions identified as strategic priorities are
oriented business organizations should develop their basic system of preparation and development of Human Resources. This is a responsibility of managers of organizations, which should encourage the ability to learn through the certification of skills to design a learning organization that allows for change in all areas, much faster than competitors. This is the true and almost the only sustainable competitive advantage.

III. THE CONCEPT OF OCCUPATIONAL QUALIFICATION. BEYOND THE CONCEPT OF JOB TO KNOW

A job classification is the set of competency units and elements. Specify the criteria and ways to assess, through the efficient performance, knowledge, abilities and skills required for competition.

Appearance again, to focus on promoting the results on the tasks and operations. However, the best behind the approach is its encouragement of the creation of certification systems.

To regain certification as a credential is not issued to the end of an education, but as evidence of the competence of the holder, is ensuring the relevance of their knowledge, skills and understanding with
a job.

Are being recognized in the employee skills and their ability of analysis, contingency solutions, commitment to the goal of employment
and also their knowledge and skills.

A certificación2 system will facilitate the portability of workers
from one job to another. It is clear that more and more cross-curricular competencies focused on building “portable” between different jobs and do not recognize the workers in traditional systems.

The certification of compliance with a performance standard that everyone knows, facilitate market transparency, generates an increase in the
quality of training activities and thus training programs. The
literal explosion of actors in a market where the demand for training
exceeds supply, can be efficiently exploited in the language of the
quality training, after the certification of competence.

On the other hand, the new management a crucial element in organizations around the results, performance and productivity in short, is
being the enhancement of human talent. This is reflected in the emergence of new powers while requiring higher levels of education; also carry content closer to the knowledge and skills that are at work are recognized, certified, and therefore portable.

The laborales3 competency-based training is presented as a reference to take into account to achieve this purpose, because:

· Centra its focus on demand
· Develops the concepts of education and training as a continuous process,
· Enables better institutional coordination between work centers and
offer training and education,
Labor market · Provides accurate and timely information,
Favours the implementation of training programs and training to quality, flexibility and relevance required, and

2 Gonczi, A. and Athanasou, J. Competency-Based Education and Education Standards of Competence, Mexico, 1996.

3 Tippelt, R., Amoros, A. Competency-based training. Lima, SENATI / GTZ / DSE, 2000. 25p. Presented to the Teacher Training Seminar, March 2000
· Allows achieve faster adaptation and updating of the system
Education & Training to the needs of technological change and productive.

The competence approach also can help to answer a
effective pending issue in the country, establish mechanisms to evaluate the various ways in which man learns to function at work and give them recognition in the market through certification.

As noted by Mitrani (1992) 4, that an organization has on its staff with skills developed and differentiated, it is the only
guarantee that the company achieves organizational competitiveness.

Research Questions

1. Why is it necessary to implement a skills management in
Unit Drilling and Well Maintenance North Division
2. Could the crew productivity Drilling and Well Maintenance be determined by the Management Competence in the
Unit Drilling and Well Maintenance North Division
3. Is it possible to move the performance curve Average Crews Drilling Performance Curve to High Performance and
High Commitment

Strategic Alignment through Competence Management

In order to understand the handling of the issue and its importance, it is necessary to specify
which is what this model to allow us to perform alignment, sustainability and competitiveness in organizational management:

Currently, the sources of competitiveness are found in the globalization of
markets and the ability of firms and individuals to attach to this process as well as in the production directed by changes in demand and human resource management in networks and high performance teams, which regards people as the main assets of organizations

IV. JUSTIFICATION FOR THE RESEARCH

The operating system standards and certification of competence
Unit labor Drilling and Well Maintenance Division-North allows you to get, among others, the following benefits:

Have indicators on the level of skills of the workforce,
to specify the needs of the company and guide their training strategies, as well as reduce the costs of staff recruitment and induction.

To have common criteria for job performance of crews
drilling, to recognize and credit to each individual the
occupational competence achieved, regardless of how it was acquired.

Raising levels of productivity and competitiveness of the Drilling Crew UPMP, by strengthening the quality of
human resources, reduction of accidents and occupational hazards, the
efficient use of available resources and improving the environment
work.

To facilitate the transferability of work skills in the same organization, thus also boosting productivity and competitiveness of the
whole economy, reducing costs caused by the rotation of
personal, as it has performance criteria widely accepted and recognized by the market.

Train human resources to respond to technological advances and
economic change, by establishing a language
common in the provision of education and training and the productive sector.

Have technical and methodological resources for the development of training based on labor competency standards and certification,
processes and operations of Crew for Drilling and Well Maintenance.

To develop the competency model UPMP, related to that problem in our project, we’ve found 10 technical skills
crews associated with drilling and well maintenance, and
listed below:

Each of these skills requires specific skills, and are
which will be discussed in the research project to determine each and the degree of control required by staff that includes a drilling crew and maintenance of wells, in order to achieve certification of these skills.

Match

The main reasons for this proposed research project are the following:

The desirability of reducing the gap between knowledge and productivity
The need to increase the productivity of operational staff
Drilling Crews and Maintenance of Wells, to achieve the
degree of competitiveness required in today’s global environment.

The detection of requirements in business planning particularly due to the difficulty of having information and organizational knowledge.

Have results of the implementation of a certification model by
Skills can be considered as best practices for
this line in PEMEX Exploration and Production, particularly in the
Unit Drilling and Well Maintenance North Division
Drilling.

To contribute to the conceptualization, development and implementation of a model of
for knowledge management in the North Division UPMP.

V. TYPE AND DESIGN OF THE RESEARCH

Deriving from the nature of the research, design is made according to the proposal to Kerlinger (1979, pp. 116) and Hernández Sampieri (1991), which is a non-experimental study, because they are not building any situation but observed existing situations that occur in their natural context for later analysis. Here we will explain and describe the variables and Emotional Commitment Training Base Strengths detection as determinants of productivity at the Department of Drilling and Well Maintenance in the North Division PEMEX Drilling

The data will be collected over time in a period of 1 year
(January 2005 to December 2005) to make inferences about the emotional commitment by the tool developed by Gallup Engagement Index and their effects on labor productivity.

Principal Hypothesis

The sooner you achieve the certification of job skills
in various skills related to Drilling Crews UPMP by the proposed model, the greater increase in productivity will be reflected in workers in the North Division UPMP.

Parameter High

• The Labor Skills Certification Crews Drilling and Well Maintenance will develop advantages
sustainable competitive for the company.
· A further strengthen
ing of the Human Resources derived from proper planning of the learning process focused on the lower level of competence in domain, the greater the economic and productive development of the Drilling Units and Maintenance of Wells, supported by crews drilling and maintenance of wells.

Methodology for the Certification of Competences

The Skills Certification study it primarily with a focus on sustainable changes in the training of actors who make up the UPMP, in the light of the Competence Certification of Drilling Crews and Maintenance of Wells, using the proposed model.

The competences as a basis to stimulate the training of human resources for the job, are a major factor in successfully face the challenges of the environment in which it competes Unit Well Drilling and Maintenance (UPMP).

Approaches to the competency model

There are a huge variety of methodologies for designing models

Competence. All are the result of the application only or the combination of three approaches:

• Generating

· Deductive
° inductive
• Assessment of the Impact of Competence Management Model in UPMP productivity through the identification of “technical or knowledge gaps.”
· Fight for the appropriate charge, rather than an operational need,
its contribution to strategic management.

VII. CONCLUSIONS

The internal human resource management based on job skills, is a model which aims to raise the level of worker performance through the development of skills, knowledge and behaviors needed for a given operation. However, throughout this research, conducted at first with the purpose of developing a thesis, then, to reap the results in order to apply them in the company, we have found new theory based on recent research in the field neuroscience, which gives it a twist of 360th to approach competency-based training by detecting gaps in knowledge, and which we state as follows:

Most companies do not know how to discover and harness the talents

to employees. The cause of this problem is the system of selection and training of human resources, which is usually based on three mistaken beliefs:

1. People stand in a position behave

identical.
2. This behavior can be learned.
3. This behavior should be learned, because success is achieved by correcting the weaknesses of employees.

A clear example of this is that, generally, in the process of recruitment, after reviewing the curriculum of applicants, it is assumed that

two people with the same background, have the same performance potential. Right, however, would take into account the specific talents required for each position, and try to match the strengths of people who could occupy it. Training programs, meanwhile, do not put the focus on perfecting what people do well, do not consider it necessary to devote time and resources to what “works.”

In this way, taken for granted the strengths of employees and the focus is put on their weaknesses, with the intention to “correct.” The term “areas for improvement” ends up being a euphemism for “weaknesses.”

The main results can be collected from these theories, based

in the studies of Harry Chugani, a neurologist at the medical faculty of the
And Wayne State University psychologist Martin Seligman of the University of
Pennsylvania as well as studies by the Gallup Organization, are:

The companies that achieve excellent results that create links

emotionally with their customers, and also foster a work environment based on the identification of the Q12 (conditions that define an excellent working environment proposed by Gallup), in which their best employees are dedicated to what they do best and are emotionally involved with the company.

As we conclude that the first step is to identify the talents of staff, the second, finding the proper relationship between the qualities of each individual and the skills a job requires. Contrary to what is commonly thought, if a person lacks the natural instincts to a certain activity, will not achieve excellence by receiving more first-level training. The third step depends on the managers (in its broadest sense). To them to encourage emotional engagement of employees. The consequence of taking these three steps is an emotionally committed workforce, which becomes the fourth step or level. His passion for the company to spread the “clients”, thus winning their emotional commitment, the fifth level on the road to excellence. It is known that retaining customers is more profitable to retain new customers. So, companies that earn the loyalty of customers achieve higher growth and profits than others, and ultimately a higher market value, the last level to achieve excellence and sustainable competitiveness.

There are also critical to the System Administration

Successful Performance, based on the 4 Disciplines of Sustainable Growth,
developed by the Gallup Organization, and supported by a study involving a
more than 10 million customers and more than three million employees and that for reasons of space, only those specified:

Discipline 1: Keep all employees aware of what is expected of them.

Discipline 2: Teach employees to identify, explore and develop their strengths.

Discipline 3: Align the whole approach to performance and review the systems on the identification, exploration and development of the strengths of employees.

Pemex drilling crews. Case: Unit Drilling and Well Maintenance North Division

Discipline 4: Design and build each post to create performances of class

world in the post.

Nomenclature

KNOW: Council for Standardization and Certification of Competences.

UPMP: Unit Drilling and Well Maintenance

Keywords

Work. Competence. Training. Training Policy. Job Market. Industrial Sector. Occupational Certification. Competence Management. Knowledge Management. Innovation. Certification. Standardization. Labour productivity. Emotional Commitment. Sustainable Growth.

BIBLIOGRAPHY

1. ANDREANI, R. and E. Lluch (1991). Competency-based education. An overview. Santiago: CIDE, 30p.

2. Buitelaar, R. and L. Mertens (1993). The challenge of industrial competitiveness, CEPAL. Santiago, December.
3. Curt Coffman and Gabriel Gonzalez Molina (2002). Follow this path: How the World’s Great Organizations Drive Growth by Unleashing Human Potential. Warner Books, October 2002, New York. 4. BUNK, G. P. (1994). The transfer of skills training and training of professionals from Germany. European Journal Vocational Training, No. 1. Berlin: CEDEFOP.
5. Gonczi, A. and Athanasou, J. (1996). Competency-Based Education and Education Standards of Competence, Mexico.
6. Le Boterf, Guy (1994). De la compétence. Essai sur un étrange attracteur. Les Editions de l’Organisation, Paris.
7. Le Boterf, Guy and others (1993). How to manage the quality of training. Ediciones Gestión 2000, SA, Barcelona.
8. Levy-Leboyer, Claude (1997). Management skills. Ediciones Gestión 2000, SA, Barcelona.
9. Lemaitre, Pierre and Maders, Henri-Pierre (1991). How to improve administrative organization. Ediciones CEAC, SA, Barcelona.
10. Mitrani, Alain and Coldstream (1992). Skills: a key to an integrated management of Human Resources. Deusto, Barcelona.
11. MERTENS, Leonard (1996). Systems of work competence: emergence and models. Background Paper presented at the international seminar “on competency-based training: current status and prospects, Guanajuato, Mexico, May.
12. Seligman, Martin (1995). What You Can Change and What You Can not: The Complete Guide to Successful Self-Improvement Learning to Accept Who You Are. Publisher: Ballantine Books. USA.
13. Tippelt, R., Amoros, A. (2000) Competency-based training. Lima, SENATI / GTZ / DSE, 2000. 25p. Presented to the Teacher Training Seminar, March 2000.

Introduction

Today, in the era of knowledge, differentiating it from other organizations and their competitiveness, are the individuals who compose it. Thus, human capital becomes the most valuable asset an organization has, standing above the physical and financial assets, and even over other intangibles.

This distinctive feature is the basis of current organizational competitiveness, and consists essentially of the skills of individuals, that is, in simple terms, knowledge, skills and qualities of its members. So hence, the importance of its management, as these individual skills as well as being key in distinguishing organizational core competencies, are responsible for generating the core competency, which is what allows us to obtain sustainable competitive advantages.

In this context, and in what follows, this research will attempt to help clarify the potential of a competence management system for organizations, for possible implementation and subsequent application in human resource policies from a strategic perspective

Summary

Today, the research projects developed by many academic institutions and business practices reflect the enormous interest to implement competency management as an indispensable tool to further the development and involvement of its human capital

Competencies are behaviors associated with the experience, knowledge and emotional capacities. Management skills are associated in the workforce with basic management skills and processes are learned through life and made a habit through repetitive behaviors that are incorporated in people to achieve the expected results.

Companies need personnel performing work that may potentially affect the quality of your products or services it provides, have the right competencies. These skills can be acquired through formal education process or through direct training in the company, the experience can be a factor to indicate that it has such jurisdiction.

The concept of competencies for the development of people is not new. It has been present in the Middle Ages, in the training of craft apprentices, in the development of “curriculum” at the level of education. In the world of work the concept of competition can have many meanings: Tasks, results, effectiveness, personal characteristics, skills and attitudes are some related terms.

In this work we attempt an exploration of the powers of the management level in companies in the city of San Luis Potosi for the purpose of providing information for the process of updating the curriculum.

The definition of competency profiles is based on a variety of information through documentary analysis, selective glimpsed (as in this exploratory study), direct observation, etc. Annex 1 shows the questionnaire used

In this paper explores the skills for communication, for planning and administration, for teamwork, strategic action skills and competencies for globalization, and management skills for personal and interpersonal relationships. [1]

Each job that requires human effort has a job profile. The best way to describe this position is in terms of behavior.

In a nutshell:

“If the job talk, what behavioral characteristics would ask ?”.

Introduction

A few years ago companies could grow simply because of seniority. They knew they would occupy the post immediately above it occupied when it was or was retiring. That story was replaced with a professional profile characteristics based on curriculum and evaluating the intellectual potential and capacity to interact with people. Management positions were a goal in the ranks but not based on a need to learn and practice their skills by not exercising power and authority.

Today, thanks to globalization, we have a lot of information on an ongoing basis, this leads us to implement and create new ways of working, to carry out new processes and new skills in human resources. Similarly, the market is different and resources should also be approved to satisfy this new market increasingly demanding quality of service and cost of the

Companies need personnel performing work that may potentially affect the quality of your products or services it provides, have the right competencies. These skills can be acquired through formal education process or through direct training in the company, the experience can be a factor to indicate that it has such jurisdiction.

Presently in the management of organizations requires that each member of the organization to become more responsible for the planning and the results of their work and have more power to take the decisions necessary to achieve even do their job.

The market value of a company is no longer based on the accumulation of capital and other tangible property, is based on intangibles such as knowledge, technology, loyal customers and other terms related to “human capital.” It is a fact: the welfare of firms and nations depends on the knowledge and skills of the people.

For some time, the concept of competency-based development has taken a keen interest. Since the development of technical staff to leadership development managers and executives. All these strategies are necessary to compete in a globalized world, tech and rapidly changing. It is then understood the need for organizations to be concerned with identifying and developing key skills base.

What are competencies?

The competence approach is initiated by the years 1960 by Brundrett (2000) and is called a modern approach to skills by Adams (1996) and Brudrett (2000) and from Boyatzis (1982) appears in the corporate lexicon. [2]

The concept of competencies for the development of people is not new. It has been present in the Middle Ages, in the training of craft apprentices, in the development of “curriculum” in education. In the world of work the concept of competition can have many meanings: Tasks, results, effectiveness, personal characteristics, skills and attitudes are some related terms.

The skills determine what a company needs to align people with strategy, what is the best way to develop, as assessed, are approaches to be completed and meet the leaders of the organizations responsible.

This involves defining the skills levels of management should incorporate into their practice works, as these are learned and the person may develop through different stimuli. Organizations must establish mechanisms to measure and, thus, project development and correct potential

Competencies are behaviors associated with the experience, knowledge and emotional skills. Management skills are associated in the workforce with basic management skills and processes are learned through life and made a habit through repetitive behaviors that are incorporated in people to achieve the expected results.

Conceptualizing skills.

There is no consensus on the conceptualization of competition. Some authors believe that this notion comes as part of a business address, with no idea of social relationships, being a kind of counterpoint to this assessment concept in French sociology of work.

Gallart and Jacinto (1995) define competence as the set of knowledge brought into play by the workers to resolve specific situations of work, setting a dissociation between competition and action, with a requirement for certain knowledge to guide this action.

Zarifian (1999) considers that there are many approaches that have been formulated for the concept of competition. Their analysis has been done for different angles: from the perspective of vocational training institutions, the prospect of the ministries of labor, business and trade unions. The author argues that the competency model is confirmed as a dynamic construction that articulates the organization’s core competencies and skills of individuals and groups, and its impact on organizational evolution.

Arruda (2000) deals with the evolution of evaluation for the concept of competition, through a general contextualization. Affirms that the professional evaluation in the contemporary scenario emerges as an important element in the composition of the factors that govern the competitiveness of countries, organizations and individuals.

Sandberg (1994) considers that the concept of competition came definitely in vogue from the launch of the book The Competent Manager. This author argues, essentially, a new type of approach to human competence at work, being the most widely used and traditional, is currently the rationalist approach.

Leiba-O’Sullivan (1999) refers to the cross-cultural competencies, skills necessary to adapt the individual in foreign countries, making a distinction between dynamic and stable skills. The author discusses the issue surrounding the three-dimensional taxonomy Black

It is often said that training of workers has to be considered an investment for the company (not an expense) because a trained worker is more profitable for it. Fear (and therefore confidence) in some businesses is that workers, once acquired knowledge, let our company and what seemed an investment for us, is used by our competitors.

The above notwithstanding, this fear may lose ground if we know and apply the relevant regulations. Establishing labor law in regard to the covenants of concurrency to avoid unfair competition?

Before analyzing what sets the rules on competition covenants, we will talk briefly about what “not set”, ie the definition of what is unfair competition.

Unfair competition means that worker’s activity using the tools, contacts and knowledge acquired in a business to apply them in other assets (whether salaried or self) without the consent of the employer, if you cause on the current employer or potential injury. Therefore, and based on our definition, unfair competition occurs when the employee is abusing the good faith contract and used for their benefit (and without consent) training means that you have been offered by a company.

With this in mind we analyze two situations:

– When the worker is in our company: The worker can not legally compete with the company unless expressly approved by the employer to do so. Otherwise, the employer can fire (provided that under certain circumstances) for disciplinary reasons.

– When the worker ceases in the company: The employer can restrict (through a non-competition agreement) that the worker provides services on a competitor to the training received is not exploited by a company in the same area during a specified period to be discussed later.

And that is the non-competition covenant

The non-competition agreement can be made between employer and employee at the beginning of the employment relationship, during the term hereof or the termination of the employment contract. The duration in the case of technical, non-competition covenant can last two years, while in the remaining categories, the time limit is six months. For the pact to be considered valid, it is necessary that they occur mainly two things:

– That there is a true and real interest of the employer where the employee is not providing services to competition. This interest must be true and real technical or commercially motivated, so that the worker is required to sign this non-competition covenant holds specific information on how to work in the company, to apply for the competition, gives them differential value and prejudicial to the company.

– The Constitution provides that a worker can freely choose their work. In the case of non-competition agreement are, in some ways, limiting this right that the Constitution gives to all people. Therefore, for the non-competition agreement is considered valid, there must be, by the employer, adequate financial compensation. If the employer fails to make the worker is exempt from the pact.

Finally it is important to know what happens when the employee breaches the covenant established:

ESi the company proves that the worker has concurred with the company and has produced a real and true, the worker must return to the company’s compensation to be paid during all the time.

È If in addition it is proved that the worker has competed with the company at their own fortune, the court may order the closure of the establishment concerned.

If you want the best workers, invest in them. Figures such as non-competition covenant help your investment safer.