You can say that the so-called information society is, at the same time, the communication society, the society of knowledge and, above, the learning society. Behind all this are the information technology and communication, whose progress is so fast it opens a challenge to use: we have to put on, with greater success, technology to better serve society and, therefore, of organizations.

It is often spoken of the need to “learn to learn, even in the training segment of the company. It is not, of course, loop the loop: can probably be said in general, our ability and attitude to learning and continued development are not always up to the times demand. Both executives and managers, like other workers, we must improve our knowledge and skills through new methods, more in tune with new times and new possibilities. On the one hand, we may lack self-criticism, or do not receive sufficient feedback about our lack of competence, but also it is very important that we know how to achieve desired personal and professional maturity that leads to high performance. Today there are many different ways that are postulated: e-learning, blended learning, coaching, outdoor learning … And many also have traits of competence to respond: knowledge, skills and personal attitudes, beliefs, behaviors, …

You can say that the so-called information society is, at the same time, the communication society, the society of knowledge and, above, the learning society. Behind all this are the information technology and communication, whose progress is so fast it opens a challenge to use: we have to put on, with greater success, technology to better serve society and, therefore, of organizations. Even at the beginning of last century, many companies would suffice with the manual skills of their employees, but now in the XXI century, companies need our brain is well cultivated. Organizations need both knowledge and rational and emotional intelligence of each of us, to develop its own collective intelligence for the benefit of the community.

In your professional environment, the individual is exceeding its traditional size and reach, as we all know, an increasing role unimaginable just a few decades ago. Indeed, no longer speaks only of intellectual capital as valuable asset in business: it speaks also of emotional capital, whose value is also unquestionable. The company faces the future, every person capable of doing so, takes its commitments and acting accordingly. Both the development of our intra and interpersonal skills as the continued acquisition of new skills and functional, are inexcusable in the XXI century and we need to serve these purposes in a manner consistent with our daily functioning: as a commitment.

It must be emphasized that: we hit, both in defining these new disciplines to learn or develop, as in choosing the most efficient methods to achieve this.

What’s more, we meet our individual learning contributes to the development of the collective. Postulates as strong as those related to knowledge management, with customer orientation, with skills management and, ultimately, to the concepts of intelligence and health of organizations come to emphasize the purpose of acquiring the necessary knowledge and make them flow into enterprises for the benefit of the results.

Knowledge and skills, in short, that add value to the organization in the short, medium and long term, ensuring prosperity.

Learning with your computer

It is said, and so we believe, that in the coming years will see a dramatic growth in the car driven learning served by computer (note: auto led, yes, but not isolated), within enterprises. Among the methodological solutions, without prejudice to any other, proposes technical progress, are, as is well known, user-computer interactive systems, in which the program functions as a coach or tutor, but with visible limitations. Progress in network capacity will drive online multimedia learning taking advantage of intranets, but this method is not always a suitable alternative: it depends on the content to learn.

The virtual campus, taking advantage of Internet technology to recreate the context of relationships in the presence of training, are a proven tool that are incorporating high-tech companies, aware that the development of their people-one to one – can not occur in isolation. Practice is not learning alone; it is more to learn in solidarity: in communicating with others, through ad hoc forums incorporated into corporate communication networks. The development of our competencies must align with the needs of the organization and be at your service.

The training market is served by computer pointing particularly to the business world, but so does the other segments of education, especially universities. In fact and for example, the idea of university-corporate training model already adopted by many large organizations such as Disney, Motorola, Alcatel, Union Fenosa, etc .- is an impulse for innovation and efficiency in methods of learning and professional development. The corporate university model points to the recognition of “powers” or disciplines result of the activity of the company, its culture and management style, establishing “careers” tailored to different groups.

Quality and educational effectiveness

Today, the so-called multimedia learning psychology is well studied. The magic of a good teacher can not be replaced by displays of technique: they must serve the educational effectiveness to ensure learning and user loyalty. In its dialogue with the computer, the student is sensitive not only to exchange ideas and the language used, it is also used chromaticism, a semiotic own display (symbols, gestures, etc..), The combination or synergy of resources, the challenge of learning to perceive … The student appreciates the feedback well-developed computer, stroking or some measure of emotional reinforcement, some empathy and to some point of complicity, in short an intelligence must be produced mutual between student and computer.

The student has to learn efficiently and must be satisfied while he does one of the purposes, hidden or otherwise, of these systems is that students become aware of their progress and enjoy learning. The energizing effect therefore serve both to keep learning, and for the immediate practical application of new technical skills dimension, functional or personal. The method many users get loyalty, if not frustrate the expectations of quality and educational effectiveness, but not only expected to be attractive for the users: businesses have to see in this kind of multimedia e-learning e-learning-a efficient and cost effective solution for the continued development of its human resources.

Curiously, the search for efficiency sometimes leads to expect instant results from the training activities, but when it comes to developing, for example, personal skills, it takes time. You can not expect amazing results of a workshop, or online program, about communication or leadership: the workshop, or online program will be necessary but not sufficient. The best thing would be the subsequent start of a process of coaching, more or less formally orchestrated. The boss may be a good coach: remember that the manager-leader who is running is characterized by the contribution to the development of its employees.

Market multimedia training

When contemplating the multimedia training market segment within the companies, it is a distinction between three main groups: large organizations with dispersed sites, both within his country and other countries, companies of a certain size, but geographically concentrated activity and, finally, small businesses, whose training needs are sometimes channeled through partnerships. Although multimedia technology offers specific solutions for each segment above, there is no doubt that the first group, large organizations typically equipped with intranets-demand solutions to their great extent, systemically designed and equipped for flexibilit
y, versatility and efficiency. Solutions in accordance with its corporate culture, with its human resources policy, with its technological stage and the functioning of the organization.

Learning without computer

Still referring to the so-called training, apprenticeship served car driven by computer is not going to do away with traditional classroom training. What does happen is that this form of classroom training, especially when it comes to skills (soft skills) and managers, using new methods increasingly participatory. Nor should we dismiss the car driven without a computer learning: reading, viewing videos, etc.. The goal is inexcusable continuously enrich our professional profile, both in knowledge and technical skills and personal traits. Obviously, it is easier to learn PowerPoint to learn how to lead people to improve their performance.

Needs Analysis

The professional profile of each of us is always perfect, but each person has to develop their potential with the proper orientation to results, the solution deployed human resource development in each company has to be holistic and synergistic, consistent with the environment in which it applies and, ultimately, is to be effective.

Before planning our learning and continuous development in the company, we have to self-assess from an individual perspective but also from a group, as members or managers of functional units, project teams, etc. And likewise we do from an organizational perspective, could be said that cross-functional and even, in some ways, transjerárquica-as people within a company, shared vision, values, strategy, objectives and other common references: much more appropriate if we deal with high responsibilities. We address each of these three levels of performance and commitment-individual, relational and global-present in varying degrees but all of us are, at the same time, three references and paths through which we advance our ongoing development.

In response to each of these references, we must advance both in knowledge, as in feeling, thinking and acting: in it. It is as if to analyze our learning and development needs, we had to do it at a greater distance, and also with increased viewing angle. Obviously, not all men and women of the companies need to know everything, or be creative or be leaders or be computer experts, not to be strategists, but the organization as a whole, lacks determinants not present. The company has to have the skills it needs the right people, and must achieve synergistic understanding among all, in achieving the desired objectives.

However, although each person has their individual development needs based on their position in the organization, there are many skills that most of us should develop further, and so far we had not sufficiently addressed. We talked about common needs that are more common than might appear: conceptual thinking, analytical and synthetic ability, customer orientation, self-control, empathy, oral and written communication, flexibility, team spirit, the systemic perspective, creativity, and many more powers, provided for the benefit of the health and future of our organizations.

Sometimes, in reference to the health of companies, we have heard of lethargy, anemia, anorexia … (and we could go, in alphabetical order, through the neurosis and even psychosis by), but not so far take the analogy: we can talk more specifically with problems like complacency, cowardice, targeting the president (rather than the market and customers), the preeminence of personal interests, bureaucratic excesses, the stagnation of information, poor communication internal, the exaggerated concentration (or devolution) of power and various other more and less serious disorders.

In your case, these evils would be reflected first in various financial and nonfinancial indicators, a complete analytical, “and could eventually lead to self-destruction of organizations. Almost everyone can contribute individually and unconsciously organizational health to deteriorate, although the contribution to the recovery and improvement must necessarily be collective. The improvement of our professional profile is closely related to health and prosperity of our organizations.

Conclusion

To view our learning, we can not simply acquire knowledge and technical-functional office confined to our job. We have to incorporate some cross-functional knowledge and, as suggested, a good number of soft skills, including so-called emotional competencies, in that many experts seem to agree. There is talk of emotional intelligence not only at the individual level: also at the team level and organization, so that we have to evaluate and improve emotional intelligence in the area that we are responsible or share responsibility, and also of ourselves.

Would have to “measure” our emotional competencies (intra and interpersonal skills), using tests or applying the techniques of multisource feedback. And no rush to accept or reject these inputs, improve where and as appropriate.

For strong emphasis on what he called a third reference or path-learning-organizational perspective, we know that many companies have had an illness or operating services are now trying to prevent. We must learn from any mistakes committed in our environment, and cultivate the values and behaviors that contribute to better health and intelligence of our organizations. So, apart from the emotional aspects of so-Today, “a global understanding of the functioning of the organization contributes to our personal effectiveness and satisfaction, and avoids uncomfortable annoyances. Whatever our job or hierarchical level, we must try to understand why things are done, even if it means we have to challenge them appropriately, through the appropriate channels. In sum, we must expand the vision beyond our job, and often ask how we can best contribute to the environment in which we operate and the objectives of the organization.

Government policies that encourage entrepreneurs to invest in training through tax benefits has allowed substantial progress in the number of workers every year are benefiting from it.

Introduction

The increasing importance being given to investment in training requires the HR professional must be highly trained to design projects based training demands generated by daily events in the global context in which it competes.

In the era of globalization is a challenge for companies in developing countries to design training projects and technically affordable contingent that hand in hand to compete with developed countries and thus to achieve the growth and development that will ease openness to the world in terms of equivalence.

Chile is currently in this situation. While investing in training every year, there are many companies that do not measure the impacts of training with concrete results, no tracking of it and the policy seems to be “just have to take this franchise.” Moreover, contacts with OTEC allows them to “consider interesting offers, but there is no previous diagnosis in order to identify training needs in accordance with departmental or organizational objectives, therefore, such courses are more responsive to the need to spend 1% to the need to adequately train workers to compete with highly developed in the open market in which they are embedded.

For this very reason, courses are often contracted but not measure the results of training, not evaluation indicators have to compare against a before and an after, and less is tracked on how to integrate knowledge training to working life of workers and their job performance.

If there is a colleague who believes that this happens in your company, I invite you to review this document. It raised the necessity that every HR professional should develop, implement and evaluate training projects on a systemic approach, results-oriented. The proposed approach puts it in a context of organizational development, training where the action is related entirely to the processes of changes and improvements you are looking for any intervention at this level. It is designed as a practical guide designed to show the basic steps to consider and address them in the best shape, either as an external consultant or an internal professional in the company.

1 STAGES OF A PROJECT FOR TRAINING

We all know how the world is changing minute by minute. That is why many training plans fail, even in its core parts such as the methodology used or the timing of implementation. That is why the Analyst – Consultant must go beyond the simple act of training when preparing the project. You should consider foreseeable situations (separate from engineering) and unpredictable situations (characteristic of the human sciences).

Pain Abraham, in his book “An engineering approach to training,” says the four stages of a training project (Demand Analysis, Project Development, Implementation and Evaluation) should be planned in parallel, primarily because it permits criticism the design development process (especially the formulation of objectives), to ensure a proper contact with the environment and improve the structure of the project. This avoids the risks of a segmented treatment.

Figure N º 1.1presenta a summary table of the stages of the training project, with which I intend to mislead the reader to understand the benefits of dealing with a systemic way.

Figure No. 1.1
Aspects
Stages
“To achieve what goals?
What tools?
On what issues will work
Demand Analysis

· Diagnostic
· Conditions of Contracting
· Meetings
· Remarks
· Analysis of documents
· Analysis of the situation
· Analysis Strategic
· Analysis of Organizational Culture
· Problems
· Expectations
· Starring
· Risk
· Recipients
· Results Expected

Project Development

· Draft
Analytical · Project
· Conditions of success
° Criteria for consistency
° Criteria choice of means
· Calculation of terms
° Criteria for selection of participants
· Finally, goals and objectives
· Media
• Definition of action

Implementation

“Programming of activities
· Head
· System monitoring and adjustments
Coordination · Group
· Customer Claims
· Remarks
· Meetings
· Polls
· Organization of the action
· Responsibilities
· Conditions of success
· Tracking

Evaluation

· Settings and Ideas for new projects
· Meetings
· Questionnaires
· Remarks
· Test
· Results and Effects
· Conditions of success

1.1 SYSTEMIC MODEL OF DRAFT TRAINING

The approach the project involves a systemic way, as noted by the systems model, an entry, a process and an output feedback for input. Figure No. 1.1 the above chart.

Figure No. 1.1

The following will present each of the stages separately with useful tips to consider for the Analyst – Consultant in charge of preparing the draft.

1.2 ANALYSIS OF THE DEMAND

There are companies that have good performance evaluation systems and allows them to work with valid indicators for diagnostic serious training needs. Other surveys and applied made workers and their line managers. However, this is not common. There is a lot of companies do not have any performance evaluation system and even less developed training plans. A diagnosis is not even part of the language of business.
The origin of the demands for training are usually different: new technology, union pressures, line managers or the workers themselves. Many require training in some areas to create necessary but are unaware of the real underlying problems or the solutions they seek.

A key consideration is the environment, understand the situation in which workers operate are to be trained and they can make use of the learning outcomes. This requires that the analyst or consultant considers the company’s strategic focus and technical nature. When the project is approached in this way, we can better define the roles so that each of the players will either reporter, trained or analyst. Thus, the analysis of the relationships between each of them will define the scope, areas of consensus and conflict, in which bargaining is required for the training activity can develop and achieve their goals.

For Analyst – Consultant has several advantages when developing the project, as summarized in Figure 1.2.1 Number

Figure No. 1.2.1
ADVANTAGES
The project itself
The Analyst by
A company

‘Gather around the same logic to people from different universes (Production Workers, Unions, Managers, Analysts OD, HR Analyst)
Facilitate the commitment of those involved on the basis of clear risks
· Define the roles and responsibilities of each of the characters
· Provide assessment procedures since the beginning of the project
· Differentiate the goals and means of training.
· Detect the problems that underlie spontaneous demand, to enable a more appropriate response.
To strengthen the role of adviser responsible for training operating personnel against
· Located at training in the perspective of medium-term lake in the company.
· Responsibility by trainers with regard to the overall problems of the company
• Commit to training and trainers working with a method of direct interaction with users.
· Define precise objectives to be achieved and the methodology for the implementation of the project.
• Commit to the company trainer in terms of results.

As many companies know they must be trained, but do not know how, when and how and, sometimes, performance deficiencies are identified but not adequately relate to materials and methodologies, is necessary for the HR professional intervene
and provide appropriate solutions.

Here are some things to consider in a general way to address the diagnostic phase:

1. When establishing the source of demand: on what matters or needs, its relationship with the counterparty (workers – managers), reasons or grounds for the application, etc.
2. At the time of conversation with the caller (union president, operational manager, etc.) Know his training, his position and role within the organization and for training, their professional motivation, their attitude to training and trainers etc.
3. At the time of making the first hypothesis: in what form, the question arose, what the expectations are obvious, what history will tell, what is the source of the problem, which causes were detected, and so on.
4. Environmental analysis: how to situate the problem in the context of the company, which is the company’s current situation (climate, skills, projects), how they relate to other units (processes).
5. Expectations: what expectations the players show respect to the project, what role assigned to the Analyst – Consultant.
6. The actors: Who are the beneficiaries who decide to have received similar training before, what is your level of competence (knowledge and know-how), those most involved, and so on.
7. Obstacles: What obstacles perceived the time of the interviews, what restrictions should be considered, and so on.
8. Resources: what resources are counted (rooms, auditoriums, deadlines, amounts involved, etc..)

Most likely is that as human resource specialists, our main interest is more in people in their jobs than processes (own materials engineering). For this reason, we aimed to analyze the characters on the training expected. For this I suggest consider the following when considering the application:

1. Knowledge: What are the competencies required to serve in that position?, What is desirable and what is indispensable?; What are the rules for access to that job? (Check there) What are the procedures?; How many people inside the company or work unit have the same knowledge? How long it takes to train a person in these jurisdictions?
2. The control of the rules: How much autonomy does the worker?; Will properly interpret work procedures?; Can you create new procedures or only apply
3. The hierarchical position: Narrow information to senior and lower?; Do you take decisions that have an influence on other people or in the allocation of resources?

Many have wondered, once completed the project in a “perfect” in their development and implementation phases, for which the measurement could not be carried out. Big reason is because the diagnosis did not consider the expectations of people and their attitudes. This is very important to consider the culture and organizational climate. Some questions that the analyst should consider are: What are the feelings and values?; What are the problems that create conflict, distrust, hostility and how it manifested?; What are your views on the usefulness of the work team?; What is your opinion of committees and working meetings?; how people lie about the possibility of negotiations or the existence of rules and procedures?

1.3. DEVELOPMENT PROJECT

This step is to translate the perception of the situation, seen in the previous stage, in a system of action. The phases of this stage are:

· Preparation of the draft
· Analysis of the draft with senior management.
· Reformulation, analysis of the analytical project
· Preparation of the final draft

1.3.1 PREPARATION OF THE DRAFT

The advantage of developing a draft response is to propose a preliminary analysis on the technical feasibility, economic, social and political project.

This blueprint should be used as one tool of the Analyst – Consultant and Senior Management to define the operation of the project after several adjustments. A blueprint should include the following:

• Definition of the problem from the analysis of the diagnostic phase
• Definition of the objectives
· Goals to achieve with training
· Population benefited from the project
· Contents of the course and choice of methodology to use
· Estimation of the resources involved
· Dates and deadlines

1.3.2 ANALYTICAL DEVELOPMENT PROJECT

The analytical project is the result of exchanges between the analyst – consultant and senior management on the basis of the draft. In this way, and may discuss with senior management the aims, goals and objectives, the people involved, timing, action devices, evaluation criteria and the commitment of resources.

Finally the project is ready to be presented. Figure No. 1.3.2 presents in outline form the contents of the project, its diagnosis is based, the conditions of employment (company, OTEC, etc.) and the clarification of roles.

Figure No. 1.3.2

Diagnostic
Conditions of Contracting
Clarification of roles
Involves defining:

· Initial situation
· Problem encountered
· Expectations and environmental sensitivity.
· Media available from the company (strengths and weaknesses).
It involves:
• Definition of the objectives and goals to achieve.
· What is the population involved (workers benefit)
• Definition of criteria for selection of participants.
Selection of course content (study and evaluation of the bid if necessary, according to the diagnosis).
· Support methodology to use.
· Programming and deadlines.
· Resources mobilized.
· Criteria and means of evaluating the results.
It involves:
· Responsibility for the management of the company (senior management).
· Responsibility in the OTEC or training agency.
· Responsibility of employees for the program beneficiaries.
· Responsibility Analyst – Consultant.
· Responsibility of the reporters.
· Responsibility for overall coordination of the project

1.4. IMPLEMENTATION OF THE PROJECT

In the implementation stage is where they test the analysis and forecasts made at earlier stages and compared with reality.

On many occasions reporters experienced and successful training courses have noticed little or no results in courses that meet technically well-made projects. This is because the framework established by the actors (managers, workers) was not adequate, and that’s an implementation issue.

This means to motivate and mobilize participants to fully assume its responsibilities in the operational and strategic aspects. In this line managers and senior management should be vigilant, because much of the success or failure depends on how you take responsibility. That is why the Analyst – Consultant must on the one hand, worry that create the preconditions for the training activity, and secondly, that line managers and integrate these achievements address training in daily life the company.

The main tasks are to be carried out.

1. Starting the project, coordinating activities and create the conditions for optimum development. This involves the clarification of roles with each of the protagonists.
2. Ensure the setting of the project, recording the feed-back of the incumbent workforce and providing the elements to redesign the project if needed and further development.
3. Coordinate monitoring and adjustment.

Item No. 2 is not minor. In rigid and inflexible institutions many training programs fail because they have implemented to the letter even in minor details, releasing the circumstances, each incident that comes from pampering environment or change the situation now. The key is to ensure the validity of the initial conditions, verify the stability of the situation analyzed at diagnosis, to react quickly to perceived changes and find the necessary adjustments so that action can overcome any difficulties. Hence the importance of maintaining regular contact with the players involved, how they perceive the d
ifficulties in each of the phases of implementation, from coordinating groups to the way of instruction. To facilitate the progress of the program is very important that workers feel that they have taken their views into account in the previous stages.

To coordinate the monitoring and adjustment system also corresponds to the implementation stage. The main objective is to ensure the return of information. Training must be implemented at any time and contingent, which is why the Analyst – Consultant in charge should develop and propose tools to ensure the results of field training sessions. workers and line managers must work together, it is the master key that can insert the training project in the life of the company.

1.5. EVALUATION OF THE PROJECT

This step is very important because it completes the process, feedback and prepares new scenarios for future training activities. This stage should not be confused with the implementation of the monitoring system, which is typical of project implementation. The assessment is the analysis of data given in the previous stage from the previously defined conditions for success and the adjustments made. This is where you exploit the observations on the results and effects of the activity, producing useful information for senior management on the project itself, the overall training plan (if any) and the general operations of the company .

It is common for companies that are serious about training projects conducted further evaluation. In these cases, performance appraisal systems are a great alternative, however, do not give us an overall view of each particular project. This is because there are variables that are not commonly considered, and because each project is based on a specific need as discussed above.

Here it is important to cross back the interests and expectations of workers to determine where to find it possible to develop the project, the methodology of intervention carried out and the development of criteria and indicators for final evaluation.

The main functions are:

1. Check the performance of the contract agreed at the start of the operation. It should be an opportunity to honest feedback among actors, coordinators, the analyst – consultant in charge of design l project, the project manager and rapporteurs.
2. To gather the perceptions of stakeholders regarding the project, results (what he believes he learned) and its effects (how she used to work unit) This function can be subdivided into two:
· To the extent to which stated objectives were achieved above
* Typical effects of training in the work unit
3. Develop reports that allow management to senior management. These reports should at least include information on: the functioning of the organization (work unit that requested the training), information flows (related to organizational climate and affect the action of training) and indicate a point of departure for new training activities.
Measuring the impact of implemented training projects is a complex activity. When working with tools that allow for management control of projects can be executed to check the discrepancies between the results expected and the unanticipated effects. This is vital for the analysis for developing the final reports to be delivered to senior management.

As always the projects are exposed to environmental changes and adjustments during implementation is part of it, is vital to achieve consensus in all phases of the project, including evaluation. This is because you need to understand the impact of training not only in improving the production process, but the workers’ perceptions about it, which affects the organizational climate and paves resistance to future intervention actions.

Conclusion

As you noticed, seek training projects results from a social standpoint and operational. Training programs should always aim to change, is to develop skills and competencies, enhance knowledge, improve performance, streamline processes, communication flows, customer services, among others.

In this context, to place the draft training in organizational development programs has superior advantages. The importance of addressing the projects in a systemic, rertroalimentando each phase with the perceptions of workers from meeting their ultimate goals were detected at diagnosis.

We can not help but feel that the work being carried out not only impart knowledge but to develop people, which at bottom is organization.

So the approach that gives more like a DO program that a typical training program. My interest is to show that we can address the training projects in a much wider context that involves individuals and the entire organization. The results can be considered as a great opportunity for organizational learning, not only for the Analyst – Consultant, but for heads coordinators, line managers, workers, and in general, the entire organization.

As specialists in human resources, we have a responsibility for the company in which we perform or we will play in the future. This will not only register and settle SENSE courses, or coordinate workshops with OTEC, but to see training as an opportunity to develop each worker expected and will result in companies ready to compete against the world open to us every day.

BIBLIOGRAPHY

“Personnel Administration and Human Resources” Werther Williams, Kaith Davis, 5th Edition
“An engineering approach to Training” Abraham Pain.

The business mortality rates are high, even higher than those of humans. The infant mortality rate of firms is even greater. Many companies do not disappear by introducing rules of succession, are highly dependent on certain people. They are like small pools of water that evaporate. The companies added that last drops of water continuously so that the pool becomes a stream and then into a river. A river is part of the landscape but the water droplets that make up are different in time. However, he also lived companies disappear or weaken both targeted by predators. Few willingly give up life, business suicides are rare. What are the causes of death? In some areas the answer is clear: companies are dying because the environment changes. But the environment changes for all. Over the past few decades is more turbulent, unpredictable, global, for years was inflation, currently planned worldwide deflation. When the “know-how of a company, its product range, its labor relations are in harmony with the environment, the job of management becomes the allocation of resources. The human and financial resources be allocated to those parts of the organization best placed to take advantage of a converged environment and in harmony. The other side of the coin is that when the environment diverges, it is very harmonious growth policies should be replaced by the politics of survival. Often fails to change from one to another. In the euphoria of the expansion is not perceived changes in the environment or are as they are not. In addition, the boom period of the sub-structure of the company that benefited most of the situation has become more powerful and independent. Companies continue too long, policies that produced good results over time and inadvertently come into crisis Why? Why companies do not perceive the signs of change? Intriguing question for which it is important to find an answer. Psychologists say that the answer is human nature to resist change, which in principle is good not to rush to change for change. However, when the change is a requirement of survival, we must overcome the resistance and the only way to do this is painful. The business equivalent of pain is the crisis lasts long enough for most of the members of the organization to feel and be convinced that something must be done to resolve it. In situations of crisis, the deeper they are, the more they lack the time and options. Crisis management is a way to resolve it, but it is dangerous. This explanation does not provide much hope for improvement, it compares the company with a Greek tragedy. And yet there is a wide range of improvement. You can manage internal change is foreseen that wait for the crisis on the condition of being able to see in time changes in the environment. Long-lived companies show that it is possible to see signs of change earlier than most. Why, then, many do not see what happens around
Chris Argyris gives two explanations:

No one can see what the mind has not experienced before, no one will see what evokes unpleasant emotions.

Account Argyris at the beginning of the century a group of British explorers arrived in an isolated valley in Malaysia. There they discovered a small tribe that was literally in the Stone Age. They had not invented the wheel. The explorers came into contact with the head of the tribe that was a very intelligent and deep knowledge of their world. They decided to experiment to bring the head to Singapore, which at the beginning of the century was already a fairly sophisticated society, technologically and economically. Twenty-four hours the boss walked by this sophisticated world subjecting thousands of signs of potential change for its own society, and then returned to their valley. In amazement, the British discovered that this intelligent man had just seen something interesting for your own world: a man carrying more quantity of bananas that the chief had never seen together. In the world of the tribe’s men carried on their shoulders and Singapore saw a vendor with a cart full of fruit .. I had scorned all other signals: the mind can not see what has not experienced before. Can not this be the only explanation for why firms do not see the signs of environmental change.

Another explanation, more recently, “continues Argyris, is given by the Swedish neuro-biologist David Ingvar in an article entitled” Memory of the Future “in which the results of its investigation into how the human brain handles the future. It seems that part of the brain is continuously busy making plans and programs for the future. These plans are organized sequentially, ie they are time paths into the future. The healthier, more temporary way the brain develops under both favorable and unfavorable conditions. And what is even more surprising, the brain stores the alternative routes. It may be a contradiction in terms but we have a memory of the future in addition to the past. Ingvar hypothesized that the memory of the future has several functions. Obviously it helps decide when the time comes but its role is to filter out irrelevant information. Too much information reaches the brain through the sense organs and much of it should be ignored for our body to function properly. However, if there is a correspondence between incoming information and an alternative time paths of stocks, do not ignore the data, we perceive its meaning. The message of this research is clear: only perceive those signals from the outside world that are relevant to any future option we have developed. In many companies, there is one road, a project, the operational plan or strategy, and covers only a rather near future. Argyris calls this phenomenon the “one-way business mind,” which means they see little thought has been given only one option for the future.

Completing the previous paragraph we have introduced the word “draft.” Ingvar not the only one who investigates and analyzes the memory of the future “projects. In our country, José Antonio Marina (1993) has brilliantly developed the project concept as the foundation of creative intelligence. Defined as “an unreal thought as he turned over control of my behavior.” Marina added that as all living beings man is thrown into the future, brought to him by the dynamism of life. He says the original or creative projects, what we call in business terms are innovative, that keep the subject from its expected development area. The first component is the goal, the goal advanced by an individual, in order to perform. Except in very simple cases in which the lens is designed with precision, the projects contain only an empty search pattern. Remember that Navy refers to the creative intelligence, intelligence processing.

The processing intelligence is a learning process that examines and evolves from current assumptions under which the organization operates and develops new organizational practices based on new assumptions.
It is important to distinguish between knowledge and practice. Generally, the knowledge can be articulated. I understand and practice the skills implied that generally can not be articulated. It’s the difference between the theory of how to ride a bike and body know how.

In order to realize the transformative intelligence that we must have more knowledge and new understandings. The new knowledge must be embedded in organizational tacit practices that become routine.
The performance adaptive processing differs from the understanding that the first set seeks to improve on current assumptions but without examining them or call them into question. That is, improvement and fine-tune their practices based on old assumptions but still accepted as the correct way to think about the business of the company.

We started with the question of why organization after organization assumes first revolutionary ideas such as giving power and responsibility to employees, total quality, visionary leadership, networking, reengineering, information technology and many others who prescribe academics and consultants as a means to get to the future,
then shock launch programs to implement them, and after some time reach the conclusion that the ideas do not work.

Why must resurface every few years the idea of giving power and responsibility to employees, to become involved in the changes that will affect them, concepts that have been known for decades, with new labels and still light up in a few companies? Or worse, why do many companies report that real responsibility and power granted to employees and daily practice shows that almost no change
Why are many organizations overlook the theory and MC. Gregor, the assumption that individuals are able and willing to contribute to their organizations, an idea advocated in his classic “The Human Side of Enterprise” (1960) because they think that employees are basically lazy and therefore should be motivated and controlled by managers, according to theory X

Basically, for two reasons:

First. So far it has worked the most conservative model and cynical of human nature and organizations, which many call the model of “command and control.” Companies have been able to operate effectively with those perceptions cynical of human nature and have grown under the assumption that the hierarchy is a mechanism of control and coordination necessary and sufficient. The reason is that companies have been able to function under these assumptions in a reasonably predictable and stable environment in distinct markets changed slowly, slowly evolving technologies, and political-economic environment that made possible the success even with relatively low efficiency and effectiveness.
But we know that in today’s environment at a very rapid change, as technologies and markets, and globalization requires firms to compete with are much more productive and effective. The need for change, transformation of enterprises is now far greater than ten, twenty or thirty years. However, when we look at the results of attempts to change, we found few organizations that achieve good management of these changes. We have to conclude that there must be reasons to explain this slow generative learning.

The second reason lies in the cultures of the companies and even national cultures are immersed in the cultures of organizations. And it is that cultures evolve very slowly and, barring disasters or massive destruction and the emergence of new organizations, there are few fundamental cultural change. Of course, we mean real cultural change, not programs casual, warm washcloths who call if mimes as “creating new culture.”

When examined in detail, the latter are nothing more than minor adjustments within a given culture or if you want to implement changes call into question the basic assumptions of the organization, they encounter resistance, subversion or incomprehension. In other words, the second reason which explains why organizational changes are so scarce is that they require us to give up some deep cultural assumptions and remake the company on new cases. And that kind of unlearning and subsequent learning is necessarily painful and slow.

According to Schein are insufficient explanations such as “resistance to change,” “human nature is like that (though partly so as shown by Professor Nigel Nicholson in a recent article that discussed elsewhere in this book). Schein said that in every company there are at least three sub-cultures, two of which have their roots outside the organization and therefore are more entrenched in their particular set of assumptions. Every organization develops an internal culture based on its operational success and this is the “operational culture.” But all organizations are also within design functions, and technocrats who report their basic technologies, would be the “engineering culture.” Finally, every company has its first or team of top executives as part of the “executive culture” . These three cultures are often not coordinated and lack of coordination resulting in the failure of organizational learning. This raises the question whether, instead of talking about learning throughout the organization, focus should be on the learning of those who occupy the engineering and executive cultures.

For their part components to the fundamental role to innovate and invent new forms and processes. Here are some examples.

Example 1 .- In a company of design and implementation of computer systems, the development team of new products, consisting of four telecomunicacones engineers worked with the consultant to develop their learning ability using the techniques outlined in this book. The work had positive results: increased level of trust among team members and also as a result of internal communication. One result was the improvement of research and development processes that previously were much more individual, thereby producing overlapping and “rediscovery of the wheel; clear that culture and incentive system in the company favored this individualistic approach and encouraged the group. But the direction of the company, thought he was losing control over the group, because it was he who set the timetable and agenda. Although the results improved significantly, the management did not acknowledge the anxiety of “losing control” and little by little, the team was falling apart.

Example 2 .- A business selling food products at wholesale decided to simplify the systems and records management, including receiving and invoicing through an intra-net connected to its suppliers and customers. Consultant was engaged to the human and organizational change to the paperless office, working in tandem with the designer business information technology. The change meant the one hand, a reduction in headquarters staff, located in a place of Madrid with easy access, very comfortable and continuous working time, the company’s management decided that a consultant and software company, would direct training programs for all staff affected by the change and that, once implemented the system, people would decide the direction they should or leave the company or be reassigned to control inventory and stores that were located on the outskirts of Madrid . The conditions and working hours were less satisfactory than those of the central office, but would offer a premium wage. No one would be fired. The training process failed miserably because it literally “no one wanted to learn” anxiety of change, misinformation, fear of losing something without knowing what would be gained in return.

Example 3 .- A chemical factory, additives for construction, insulation, waterproofing and cleaning and maintenance workshops and metallurgical companies. The founder and chief executive of the company is a person with a clear vision and business orientation: “My company provide any type of chemical that asked construction companies and metal processing.” The company has a spectacular growth process three years and set up your turnover figure is several billions of pesetas. The CEO calls the consultant because “the company gets out of hand.” Enterprise culture, image and likeness of its founder had neglected the administrative and inventory control and the task of the consultant was to work with a program of coaching the first executive to be aware of how their style and their culture permeated the entire organization and that it was necessary to look for checks and balances without affecting the company’s business dynamics. Anxiety transmitted back to the organization.

How can learning occur and what are the conditions necessary and sufficient to unlearn and relearn?. To understand this, we need to examine some of the psychological dynamics of anxiety. When our old models no longer function experience a de-confirmation or lack of confirmation. We entered a state of anxiety that we might call the anxiety of survival. Unless we change we will get our targets, we will achieve our ideals and, in extreme cases, will not survive.

However, we also have anxiety the prospect of giving up some of our tacit assumptions and practices. We call it the anxiety of learning.

If I allow myself to beco
me a learner I will become incompetent and even I can get to lose my identity. The greater the anxiety I experience, most deny it, defensively, the data de-confirmed and I’ll hold on to my known systems. We call this process such as resistance to change is natural and expected. Consequently, if we are logical to conclude that the change occurs is necessary for the survival anxiety exceeds the learning. The normal approach is to scale to occur survival anxiety levels so high that potential trainees are paralyzed even more defensively, deny or rationalize to discard the data des-confirmed, or pretend to learn to take off the pressure of managers.

A method for starting the learning process and better alternative is to realize that if we reduce the anxiety of learning, it will be lower than survival. Edgar Schein calls this process of creating a psychological security, to make the learner feel that it is possible to learn without the loss of self. The problem is that it is often very difficult to create enough psychological safety to overcome learning anxiety, especially when, simultaneously, the required productivity gains. It is absent when organizations are in the process of downsizing and reorganization towards more “lean and agile. To feel safe psychologically need time and space to reflect that the data de-disconfirmation settle in our consciousness, we need training to learn to learn, counselors who support us, fields for practice and positive visions of the future.

According to Schein all forms of learning and change start with some sort of dissatisfaction or frustration generated by data de-confirm our expectations and hopes. Either adapt to new environmental circumstances that thwart the satisfaction of some need or if we refer to the generative and creative learning referred to Peter Senge, a pre-requisite is a mismatch based on a des-confirmatory information. The de-confirmation acts as a driving force in a situation of quasi-stationary equilibrium. But the information is insufficient, because we can ignore it, reject it as irrelevant, blame others or bad luck the undesired event or, more commonly, to deny its validity. To be motivated by the change we have to accept the information and connect with something that matters. The de-confirmed cause what we call survival anxiety or the feeling that if we do not change we will not get what we need or not, the goals and ideals that we have suggested (“survivor guilt”)

To feel the survival anxiety or guilt, we must accept as valid and relevant data des-confirmation. Anteriormentre We have already referred to the “anxiety of learning.” It may be more desirable to adapt and reach our goals to take risks. The anxiety of learning is the most important restraining force and increases in proportion to the increase in the de-confirmation and balance is keeping defensively avoiding the de-confirmation.

So, the consultant should help to generate a sufficient level of psychological security and therein lies one of his skills, mixing technique and art. For example working in groups, creating parallel groups that provide a certain distance from work each day, providing “practice fields” in which only the errors are assumed to be feared, dividing the learning process into manageable chunks, making processes coaching executives and managers

Lewin showed that not enough motivation and you need to redefine the cognitive processes.

Introduction

Every day more companies verified conviction that human resources are the most important asset base and some of the competitive advantage in a strategic development plan.

This means that every day there will be greater investment in training, retention and replacement of staff in our organization. The changes are occurring in ever shorter time. The adaptation of the company to them requires a special commitment to its human resource. The identification of humans with the company is the sole basis that will make the permanent change to prevent the advance of the competition.

Even after a program of orientation, new employees rarely are able to perform satisfactorily. It is necessary to train them in the work for which they were hired. The orientation and training can increase an employee’s fitness for office.

While training helps members of the organization to perform your current job, your benefits may be extended to all his working life and can assist in the development of that person to meet future liabilities. Development activities, on the other hand, help the individual in the future management responsibilities regardless of the current.

Many programs that start only conclude helping to train the potential development and increasing the capacity as an employee directors.

The training at all levels is one of the best investments in people and a major source of welfare for the staff of any organization.

Training and staff development

The training means the preparation of the person in charge, while the purpose of education is preparing people for the environment inside or outside of work.

Concept and types of education

Education: is any influence that humans receive from the social environment during its entire existence, to adapt to the norms and existing social values and accepted. The human being receives these influences, assimilated according to their inclinations and predispositions and enrich or modify their behavior within their own personal principles.

The type of education that we are interested in professional education.

Vocational education is education, institutionalized or not, tending to the preparation of men for professional life. It comprises three interdependent stages, but clearly differentiated:

· Vocational Training: Vocational education is preparing for a career man.
· Improvement or professional development: the professional education that perfects the man even a career within a profession.
• Training: vocational education is adapting to man for a position or function.

The “vocational training” is the professional education, institutionalized or not it seeks to prepare and train for a profession in a given labor market. Its objectives are broad and consequential, ie long term, seeking to qualify a man for a future profession. It can happen in schools, and also within companies themselves.

The “professional development” is aimed at enhancing education, develop and perfect man for professional growth in a particular career in business or to become more efficient and productive office.

Through the development of current employees is reduced reliance on external labor market.

If employees are properly completed, it is more likely that vacancies that identifies the human resource plan can be filled internally.

The promotions and transfers also demonstrate to employees who are developing a career and not have only a temporary position.

The “training” is the professional education that seeks to adapt to man for a particular company.

It is a short-term educational process applied in a systematic and organized, through which people learn knowledge, skills and abilities in terms of objectives. In the sense used in management, training involves the transmission of specific knowledge relating to work, attitudes towards aspects of the organization, and the task is complex or simple.

Training and Development Goals

A good assessment of training needs leading to the identification of training and development objectives.

The objectives should state clearly the gains that are desired and the resources made available. Should be used to compare individual performance against them.

If the objectives are not achieved, the personnel department takes feedback on the program and participants.

The main objectives of the training are:

1 – To prepare staff for the implementation of various specific tasks of the organization.
2 – Provide ongoing opportunities for personal development, not only in their current positions but also for other functions for which the person may be considered.
3 – Change the attitude of the people, for various purposes, among which are creating a more satisfactory among employees, increase their motivation and make them more responsive to the monitoring and management techniques.

The content of training may involve four types of behavioral change.

1 – Transmission of information: the essential element in many training programs is the content: to distribute information among the trainees as a body of knowledge. Often, the information is generic, referring to work: information about the company, its products, its services, its organization, its policies, rules, etc. can also shelter the transmission of new knowledge.

2 – Development of skills, especially those skills and knowledge directly related to current job performance or possible future occupations: they are often targeted training directly to the tasks and operations that are going to run.

3 – Development or modification of attitudes: usually refers to changing negative attitudes more favorable attitudes among workers, increasing motivation, development of awareness, staff management and supervision, in terms of feelings and relationships of others. You can also engage and involve the acquisition of new habits and attitudes, primarily related to customers or users (such as training of vendors, developers, etc..) Or sales techniques.

4 – Concept development: training can be conducted to raise the level of abstraction and conceptualization of ideas and philosophies, either to facilitate the application of concepts in administrative practice or to raise the level of generalization, training managers can think globally and large

These four types of training content can be used separately or jointly.

The benefits of employee training

How training benefits to organizations:

· Leads to higher profitability and more positive attitudes.

Improves the knowledge of the position at all levels.
· High morale of the workforce.
· Help staff to identify with the objectives of the organization.
· Create better picture.
Improves heads-subordinate relationship.
• It is an aid to understanding and policy making.
· It speeds up decision making and problem solving.
Promotes development for his promotion.
· Contributes to the formation of leaders and leadership.
· Increases productivity and work quality.
Helps to keep costs down.
Eliminates the costs of external consultants.

Benefits to the individual that impact positively on the organization:

· Help the individual in problem solving and decision making.

• Increases confidence, assertive position and development.
· Forge leaders and improving communication skills.
· Upload the level of satisfaction with the job.
· It allows the achievement of individual goals.
Eliminates fears of individual incompetence or ignorance.

Benefits in human relations, internal and external relationships, and policies:

Improves communication between groups and individuals.

· Help in orienting new employees.
· Provides information on official regulations.
° makes viable the policies of the organization.
· Encourages group cohesion.
>· Provides a good atmosphere for learning.
· Convert to the company in a better quality environment for work.

Training

The training is the intent of providing the means for learning.

Learning is a behavioral change, based on experience. Learning is a fundamental factor of human behavior as strongly affects not only the way people think, feel and do, but also their beliefs, values and objectives.

Learning Factors

• The individual tends to pursue the answer is perceived as a reward. Similarly, tends to discontinue the behavior that brings no reward. This phenomenon, which tends to repeat the behavior rewarding and eliminate non-rewarding behavior is called “law of effect.”

• The frequency of stimuli is another important factor in learning. In general, repeated stimuli tend to develop stable patterns of reaction, while infrequent stimuli tend to be answered with greater variation.
• The intensity of the reward affects learning. If the reward is great, learning tends to be fast, but if the reward is small, it fails to attract the same attention of the individual.
• The time lag between performance and reward also affects learning. An immediate reward appears to produce faster learning than a delayed reward.
· Another factor is the difficulty to unlearn many old patterns of behavior that come into conflict with the new to be replaced. Three conditions are needed for this replacement: different operation, time and new environment. These conditions must be associated with greater rewards for taking the person to unlearn old things and buy new things.
• The learning is affected by the effort required to produce the answer. Some answers are much more difficult and complex, the learning process must begin with the most simple and concrete and gradually geared towards the more complex and abstract.

Principles of Learning

The learning itself is not observable, are the results that can be observed and measured. The best way to understand the learning is through the use of a learning curve. The sample learning stages of progression and stages of stabilization. The trainer assumes two objectives for the learning curve:

1. ensures that the curve reaches a satisfactory level of performance

2. ensures that the curve reaches that level in the shortest time possible

Although the rate of learning depends on individual factors, using multiple learning principles to accelerate the process:

Ü participation: learning is often faster and more lasting effects when the learner can actively participate.

ü Repeat: repeat may allow more or less permanent traces in memory.
ü Relevance: learning becomes relevant if the material being studied has meaning and importance for the person receiving the training.
ü Transfer: a greater consistency of the training program with the demands of the post, it is faster in the process of mastering the position and tasks.
ü Feedback: provides people with learning, information on their progress.

Other learning principles

Î The individual must accompany the results of their performance.

î The individual learns best when motivated to learn.
î Learning is profoundly influenced by the reward and punishment.
î The distribution of periods of learning must consider fatigue, monotony and adequate periods for the assimilation of learning.
î exercise and practice are often essential for learning and skills retention.
î efficient learning depends on the use of appropriate techniques. These techniques vary by type of material to be learned: they range from the comprehensive presentation to the techniques of acquisition of motor skills.
î learning depends on the aptitude and abilities.

The training process

First step: Identification of training needs

If the training activity is not strongly aligned with the interests of the business is very difficult to justify.

Any company develops projects that are priorities for their own survival and development. These projects involve activities that are not being made in the present.

Only a miracle would make the activities carried out properly involved were never without a learning action. Therefore, the search for training needs is not much more than the clarification of the educational demands of the priority projects of a company.

The identification of training needs is a responsibility of line and staff function, corresponds to the line manager responsibility for the perception of the problems caused by lack of training.

At the incumbent all decisions relating to training, whether or not to use counseling services provided by specialists in training.

The main methods used to determine training needs are:

Evaluation of performance:

By the performance evaluation is possible to discover not only to employees who are performing their tasks below a satisfactory level, but also find out which parts of the company demanding immediate attention of those responsible for training.

Note:

Verify where there is evidence of inefficient work, and excessive damage to equipment, delays in relation to the schedule, excessive loss of raw material emphasized number of disciplinary problems, high absenteeism rate, etc.

Questionnaires:

Research using questionnaires and checklists (check list) which highlight training needs.

Application for supervisors and managers:

When the need for training points to a very high level managers and supervisors themselves are likely to obtain training for its staff.

Interviews with supervisors and managers:

Direct contacts with supervisors and managers about potential problems can be solved through training, usually discovered in interviews with officials from various sectors.

Interdepartmental meetings:

Interdepartmental discussions on matters pertaining to business objectives, operational problems, plans for certain purposes and other administrative matters.

Review of Employees:

Evidence of knowledge of the work of employees who perform certain functions or tasks.

Changing work:

Whenever total or partial modifications to the routine of work, previous training is necessary for employees in new methods and processes.

Exit Interview:

When the employee will leave the company is the best way to know when not only your honest opinion about the company, but also the reasons that prompted his departure. You may come to light several differences in the organization, subject to correction.

Analysis of Objections:

Knowledge and defining what you want in terms of skills, knowledge and ability, makes it appropriate to prepare training programs to build capacity and provide expertise according to the tasks and formulate specific plans and training economic and adapting teaching methods.

In addition to these media, there are some indicators of training needs. These indicators help to identify events that would lead to future training needs (indicating a priori) or common problems of existing training needs (indicating a posteriori).

Indicates a priori:

Are the events that, if they occurred, would provide future training needs easily predictable. A priori indicators are:

Q expansion of the company and acceptance of new employees.

q Reducing the number of employees.
q Change of work methods and processes.
q substitutions or turnover.
q Faltas, personal leave and vacation.
q Expansion of services.
q modernization of machinery and equipment.
q Production and marketing of new products or services.

Indicators-post:

Is the problems caused by unmet training needs. These problems usually are related to production or with the staff and serve as diagnostic training.

A. Production problems:

Q inadequate quality of production.

q Low productivity.
q frequent break
downs in equipment and facilities.
q Communications defective.
q Extended time for learning and integration in the field.
q excessive expenditure on the maintenance of machines and equipment.
q Excess errors and waste.
q High number of accidents.

B. Personal problems:

Q poor relations between staff.

q excessive number of complaints.
q Little or no interest in the work.
q Non-cooperation.
q fouls and substitutions too much.
q Errors in the execution of orders.
q Difficulty in obtaining good elements.

Second step: Programming training

Once the diagnosis of training, is the choice and prescription of training aids to heal the perceived needs. Once the determination has been made of the requirement was applicable to their programming.

The training program is systematic and based on the following issues, which should be analyzed for determination:

1. What is the need?

2. Where was first reported by
3. Does it occur in another area or in another sector?
4. What causes it?
5. Is it part of a greater need
6. How to resolve it, alone or combined with others?
7. Do I need any initial indication before resolving
8. Our need is immediate
9. What is your priority over the other?
10. “The need is permanent or temporary?
11. How many people and how services reach
12. What is the time available for training?
13. What is the likely cost of training?
14. Who will run the training?

Today, and especially skilled professionals, the key to attracting and retaining talent not only focus on the economic aspect.

Are increasingly being used more elements to succeed in attracting and retaining talent.

In this regard, citing the report by the Hay Group and APD in Spain, the main reasons to attract talent are:

Key reasons to attract talent

In this graph shows the great importance of professional development (20%), leadership in the sector (14%) and innovation (13%), displacing other concepts that traditionally had as final, such as remuneration (7 %).

In the professional development training is a key element.

In addition, training is one factor that makes it different from other elements (such as economic) and training is that both the company wins the person: the person is developed professionally and the organization has people trained and therefore more efficient and effective.

As you can see, at least on paper, is very interesting. Less pretty reality is that training is an investment in an asset that can leave the company and therefore, losing that investment. However, it must be borne in mind that training should always be integrated into a concept of retaining talent and therefore low turnover of staff which always has more advantages than disadvantages.

In the same study by Hay Group and DPA quoted above, shows the difference in training according to the different sizes of companies where there is a clear difference in training activities among small and medium and large enterprises:

From the professional point of view, knowledge is a critical asset that brings competitiveness and employability. In an environment where change is a constant with a definite impact of technology and economic situation, the practitioner needs to develop professionally. So what steps you can take the company to meet this demand for training?

In addition to traditional classroom training, an increasingly important element in this context is the e-learning (e-learning). The tele has two fundamental requirements that the difference in the classroom training:

*

On the one hand serve the demand for training of professionals allowing the flexibility to hire the courses “on demand”, ie, charging each person that you want, or one that will better utilize the company over to his place work.
    *

On the other, do not alter both the development of the company. Can be made from their own jobs, and at specific times, without having altered the life of the company, and without losing parts of the workforce for extended periods of time.

You have also the characteristic of being able to work with them at the time of day you want, and professional, because their training is no more inconvenient to follow a course not face. The variety of online courses offered by the market, allows the company to a continuous recycling of its professionals, while meeting the needs that the company has new knowledge to tackle new projects.

In conclusion, talent management includes the variable “training” as a vital factor in creating, training and equipment to grow “honors.” The inclusion of training will make it consistent professional incentive to aim for.

TRAINING AND DEVELOPMENT

Even after a program of orientation, new employees rarely are able to perform satisfactorily. It is necessary to train them in the work for which they were hired. The orientation and training can increase an employee’s fitness for office.

Although training (synonymous with training) helps members of the organization to perform your current job, your benefits may be extended to all his working life and can assist in the development of that person to meet future liabilities. Development activities, on the other hand, help the individual in the future management responsibilities regardless of the current. Many programs that start only conclude helping to train the potential development and increasing the capacity as an employee directors.

The training at all levels is one of the best investments in people and a major source of welfare for the staff of any organization.

You must add the phenomenon called “knowledge explosion.”
Benefits of employee training.

How training benefits to organizations:

· Leads to higher profitability and more positive attitudes.
Improves the knowledge of the position at all levels.
· High morale of the workforce.
· Help staff to identify with the objectives of the organization.
· Create better picture.
Improves the relationship managers – subject.
• It is an aid to understanding and policy making.
· It speeds up decision making and problem solving.
Promotes development with a view to promotion.
· Contributes to the training of leaders and leadership.
· Increases productivity and work quality.
Helps to keep costs down.
Eliminates the costs of external consultants.

Benefits to the individual that impact positively on the organization:

· Help the individual in problem solving and decision making.
• Increases confidence, assertive position and development.
· Forge leaders and improving communication skills.
· Upload the level of satisfaction with the job.
· It allows the achievement of individual goals.
Eliminates fears of individual ignorance or incompetence.

Benefits in human relations, internal and external relationships, and policies:

Improves communication between groups and individuals.
· Help in orienting new employees.
· Provides information on official regulations.
° makes viable the policies of the organization.
· Encourages group cohesion.
· Provides a good atmosphere for learning.
· Convert to the company in a better quality environment for work.

Steps to training and development.

Both the specialist staff and managers need to assess needs, objectives, content and learning principles that relate to training. The person who is responsible for this function (trainer) must assess the needs of the employee and the organization to reach the objectives of their work.

Needs Assessment:

The cost of training and development is extremely high, when considered in global terms. For maximum performance of this investment, efforts should focus on staff and most attractive fields.

The needs assessment allows a diagnosis of current problems and environmental challenges that must be confronted by developing long-term.

Changes in the external environment, for example, can become sources of new challenges.

A change in the strategy of the organization may create a need for training (launch of new products). Training can also be used when problems are detected high-level waste, high rates of accidents at work, low levels of motivation. Although training is not always used as an automatic response to problems, undesirable trends in either direction may be indicative of a workforce with poor preparation.

Regardless of these challenges, the needs assessment must take into account each person. Individual needs can be identified by the personnel department or supervisors, or they may consider unsolicited applications training.

Even in cases where employees are spontaneously available training courses, training managers do not have a guarantee that these courses are tailored to the needs of workers. To determine the courses to be taught and used to define it more accurate assessment approaches

1. Identification task: is to evaluate the description of a particular job, to identify their main tasks. Then, develop specific plans.
2. Surveys among the candidates for training: to identify areas in which they wish to be trained. The advantage is that people who receive the program are more likely to consider it relevant.
3. Technical Trainer’s total participation and skilled: it consists in a method to get ideas of a group on a given topic. Ask a group of trainers, managers or supervisors on a sheet to record all the specific training needs that each one has detected. Then he asks each person to express their ideas and recorded each contribution. Then, participants voted to select the five most important training needs. The votes are tabulated to determine the most urgent needs.

The figures for production, quality control reports, complaints and reports of safety, absenteeism, turnover and exit interviews highlight issues to be addressed through training and development. Training needs may also arise from interviews career planning or performance evaluation checks.

Training and Development Objectives:

A good assessment of training needs leading to the identification of training and development objectives.
These objectives should state clearly the gains that are desired and the resources made available. Should be used to compare individual performance against them.
If goals are not achieved, the personnel department takes feedback on the program and participants.

Program content:

The program content is in accordance with the needs assessment and learning objectives.
The content may be proposed to teach specific skills, provide knowledge and influence attitudes.

Principles of Learning:

The learning itself is not observable, are only the results which can be observed and measured. The best way to understand the learning is through the use of a learning curve. The sample learning stages of progression and stages of stabilization. The trainer assumes two objectives for the learning curve:

1. Please browse the curve reaches a satisfactory level of performance.
2. Please browse the curve reaches that level in the shortest time possible.

Although the rate of learning depends on individual factors, using multiple learning principles to accelerate the process:

• Participation: Learning is often faster and more lasting effects when the learner can actively participate.
· Encore: repetition may leave more or less permanent traces in memory.
· Relevance: learning becomes relevant if the material being studied has meaning and importance for the person receiving the training.
· Transfer: a greater consistency of the training program with the demands of the post, it is faster in the process of mastering the position and tasks.
· Feedback: provides people with information on their learning progress.

Training and development approaches.

No one technique is always the best, the best method depends on:

• The effect on cost.
• The desired content of the program.
• The suitability of facilities that are available.
· The preferences and the ability of individuals.
· The preferences and ability of the trainer.
· The principles of learning to use.

Direct instruction on the post:

Is given during working hours. Is basically to teach workers and employees to play a current role. Instruction is given by a trainer, supervisor or coworker. In most cases the trainer’s interest is focused on obtaining a particular product and not in a good training technique.

We disti
nguish several stages:

1. It gives the person who will be trained as a general description of its purpose and results expected of him.
2. The trainer do the work in order to provide a model that can be copied.
3. Individual is asked to imitate the example. Demonstrations and practices are repeated until the person to master the technique.
4. It calls on the person carrying out the exercise without supervision.
Job rotation:

Each move from one to another as is usually preceded by a session of direct instruction. In addition to providing variety in the daily work helps the organization during vacations, absences, resignations, and so on.

Value Expert – trainee:

There are very high levels of participation and transfer to work, with advantages in the immediate feedback.

Lectures, videos and films, audiovisual and the like:

They tend to rely more on communication and less imitation and active participation. The conferences can save time and resources, other methods may require extensive periods of preparation and higher budgets.

The low levels of participation, feedback, transfer and repetition show that these techniques can be better when organized roundtables and discussion sessions at the end of exposure.

There is a training method that, given the possibility of instant feedback and indefinite repetition is different from the others: computer simulations, usually in the form of games. It is used to train managers in making decisions.

Simulation of actual conditions:

To prevent instruction interferes with the normal operations of the organization, some companies use facilities that simulate real operating conditions (airlines, banks and large hotel facilities). This technique allows transfer, repetition and significant participation and organization of materials and meaningful feedback.

Action or skit:

Requires the training to perform different identities.

It is common for each participant tends to exaggerate the other’s behavior. One of the fruits that are available is that each participant gets seen in the way they perceive coworkers. This experience can create better links of friendship and tolerance of individual differences. It is used to change attitudes and the development of better human relations. Active participation of all trainees and get high quality feedback.

Case study:

Through the study of a specific situation or simulated, the trainees learn about the actions it is desirable to engage in similar situations. For this, the suggestions of others and with themselves. In addition to learning through the case under study, the person can develop skills in decision making. When cases are well selected, have relevance and resemblance to the everyday circumstances, there is some transfer. There is also the advantage of participation by discussing the case. It is not often find elements of feedback and repetition.

Reading, individual studies, programmed instruction:

The instructional materials for individual learning are very useful in circumstances of dispersion or very difficult to assemble a group attending a training program.

Are used in cases where integration requires little learning (courses based on readings, recordings, programmed instruction booklets and certain computer software).

The fascicles of programmed instruction booklets consist of a series of questions and answers.

Some computer programs can replace the programmed instruction booklets. Based on similar theoretical approaches, to further progress in certain subject at the pace you want.

The programmed materials provided elements of participation, repetition, relevance and feedback. The transfer tends to be low.
Laboratory Training (awareness):

It is a form of group training. It is used to develop interpersonal skills. Can also be used to develop knowledge, skills and appropriate behaviors for future job responsibilities. Participants are suggested as objective the improvement of human relations skills through better understanding of themselves and others. This technique aims to share experiences and discuss feelings, behaviors, perceptions and reactions that generate these experiences. It is usually used professional psychology as a moderator of these sessions. It is based on participation, feedback and repetition.

Human Resource Development.

Through the development of current employees, reducing the reliance on external labor market.

If employees are properly completed, it is more likely that the vacancies identified by the human resource plan can be filled internally. Promotions and transfers also demonstrate to employees who are developing a career and not have only a temporary position.

The development of human resources is an effective method to address some of the challenges that test the ability of modern organizations:

· Obsolescence of staff expertise is the process suffered by the employee (or group of them) that no longer possess the knowledge or skills necessary to function successfully (medicine, engineering). The obsolescence occurs especially among people who have been longest in the service of the organization. Not usually originates from the individual, but in their lack of responses and adaptation to new conditions. The dilemma for many organizations is particularly difficult when it adopts a passive philosophy regarding obsolescence.
Social and technical · Changes.
° Rate of employee turnover.

Evaluation of training and development.

In order to verify the success of a program, personnel managers should insist on the systematic evaluation of their activity.

First, it is necessary to establish evaluation standards, before you start the training process. It is given to participants to review prior to training, to determine the level of their knowledge. A post-training test and the comparison between the two results allows to verify the scope of the program. The training program will be fully achieved its objectives if all the rules of valuation and whether there is a transfer to the workplace.

The criteria used to evaluate the effectiveness of the training is based on the results of the process. The trainers are especially interested in the results refer to:

· The reactions of trainees to the program content and the overall process.
· The knowledge that is acquired through the training process.
· Changes in behavior arising from the training course.
· The results or measurable improvements for each member of the organization, as a lower turnover rate of accidents and absenteeism.

There is a difference between the skills taught in a course and the degree of actual transfer. The success of a training and development program is measured by the actual levels inducing performance.
Steps for the evaluation of training:

1. Evaluation standards.
2. Review prior to the course or program.
3. Skilled employees.
4. post-course exam
5. Transfer the post.
6. Monitoring.

International Group training:

The growing trend of organizations to have a remarkably diverse workforce in terms of nationalities often lead to the need to provide training to groups that may differ profoundly in terms of academic background, history, expectations, etc. Flexibility is always an essential factor in these cases. Respect national and cultural differences always tend to pay dividends.

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.

Here, we present the results produced by the panel for the exercise of the method, corresponding to the 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: You can develop competition, but with possible attendance.
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 to 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.

While most training companies is considered a fundamental activity for growth, when adjusted costs, reduced budgets for this purpose significantly Why?

In the last decade, conducting training courses within companies has taken a quantum leap. I mean a growth in both the number of seminars and courses and the quality of the topics and specializations. The same pattern was followed by the offer, since it can be seen a growth in the number of companies providing training services. This change has been generated, mainly because companies recognize a need for continuous improvement of its work force, whatever the level within the hierarchical structure.

Now, if, as Peter Drucker says, “.. was the application of knowledge to work that created the developed countries in implementing the productive explosion of the last hundred years …” if companies value the training staff, why not, when you start a process of reducing costs, in most cases starts decreasing significantly from training budgets?. On one occasion, a customer who had requested a budget for a course on Technical Sales said, “for now we will stay because we are selling many difficulties.” Finally, six months later (if, six months), conducted the training. There was a difference, sales had declined even more.

Again I ask what is it that leads to delay such decisions?

After analyzing the process that is practiced in the companies for the procurement of services of training, I have concluded that the most important challenge lies in the fact of considering it as an expense and not as an investment.

Designing training as an investment necessarily leads to the development of a process that involves several people from different areas of the organization, for example, the head of a sector, human resources staff and perhaps the direct user. This type of investment requires analysis, is what is technically called a wise purchase.

Different authors make the following points as stages of the process:

1. Recognition of the need
    2. Definition of the type of product or service and developing specifications
    3. Search for suppliers
    4. Analysis of proposals
    5. Supplier selection and development of the order
    6. Performance Evaluation

Taking into account the stage set, comparing the process of buying a machine with the process of buying a course will be seen more clearly why I believe that training does not receive the treatment corresponding to an investment.

Purchase of machinery

A range of studies identified the need to incorporate new technology. They can participate in the process the Head of Production, Plant Supervisor, Technical Office staff, the Head of Procurement including the worker, each offers his point of view. This information is taken into account to make the final selection of the supplier.

Once acquired, however, the assembly is done very carefully so as not to cause difficulties at the time of commissioning.

The worker, who has received all necessary instructions for handling and control begins to produce. The Supervisor runs the place several times a day to make sure there are no drawbacks. The Chief compiles statistics for that management can follow the evolution of production. After a period of production, all who were involved trying to dump your knowledge that the new equipment will generate higher profits. In short, is an investment, it must perform.

Buying a Training Course

If it is large companies, the Human Resources staff is trying to convince the area responsible for importance and necessity of providing training for its people. If instead we refer to SMEs, the owners are wondering if the time is right, if you need to train at all and believe that training does not solve the problems. For these reasons, usually in large companies, is only the Human Resources staff involved in the stages of recognition of the need and the definition of the class of service. In the small and medium interviews are postponed or replaced by “a model program.”

Finally taking into account the importance of “constant improvement of the workforce,” approving the completion of training. There he began another stage in the decision process, I mean the establishment of guidelines for implementation such as: place of performance, days and times, all participants, and so on.

The criteria used in these decisions are very different from those adopted for other investments. For example: “we need to do the course in two intensive days because we can not divert more staff time.” Is this suitable for a learning process? Seems not to matter. Conduct an “enterprise, quickly assembling a machine without being sure it will work properly? Nobody would dare to try.

Let us continue the comparison. After the training, each person who has participated in this training back to their daily activities and try to implement what they learned. Do you have any difficulties? Have you managed to use one of the tools received? Can his new knowledge, serving others in the industry where he is

Most of the companies could not answer these questions because unlike other investments, or the Supervisor or the Head or Manager right track. Nobody on staff to report on how things could be improved by putting into practice what they have learned. The absence of feedback is sometimes caused by not enhance training, sometimes for lack of time “and others for fear of the unknown. In short, there are measures and evaluates the performance of the investment.

Dear reader, training is an excellent tool for developing your business. Is half that used properly, will pave the way towards achieving its objectives. Training is not an end in itself, is addressed to someone and for something. We therefore recommend:

1. Conduct a survey of training needs. Meet the demand. Get involved with your staff to identify their strengths and weaknesses, thus more conveniently selected content to work in training.

2. If the course is done within your company, provide the instructor (whether internal or external), all necessary information so you can design training to suit your needs.

If you are going to send their staff to be trained outside the firm, carefully inquire about content and methodology to be used on that day. Remember: YOU WILL MAKE AN INVESTMENT.

3. Try to harmonize training times with the requirements of the company. I refer to the analysis of the course duration and frequency of encounters.

4. At the end of the training work to maximize the benefits of this investment. Be demanding, transform the “know” to “knowledge applied to work.” You can submit: “From what was learned in the course are there any changes it deems appropriate to do and why?. The following month insist, what tool could implement this month that would improve the quality of work in our industry?

5. Finally, share with their people performance evaluation. Provide feedback to staff and each day they will offer better results.

In the business world, staying one step ahead of the competition can mean the success of a company. One way is through a process of flow of knowledge and ideas within an organization, resulting in a better understanding of both the external and internal environment of the company and allow employees to learn more and know where you are is running.

Having a constant flow of information and ideas within a company, is a powerful tool for acquiring knowledge, which undoubtedly will help to achieve the objectives significativode company

In the business world, staying one step ahead of the competition can mean the success of a company. One way is through a process of flow of knowledge and ideas within an organization, resulting in a better understanding of both the external and internal environment of the company and allow employees to learn more and know where you are is running.

The idea of knowledge-based policy is to get ideas, data, etc. To organize, store and share among all members of the organization that will result in all the company holds important information and knowledge to understand better what is being done, why and where it wants to advance in the future.

All that searching for information, and their selection, organization and dissemination, which aims to have a professional company, having knowledge that enable them to develop a better way to work, benefiting both they and the company in general, to have a greater ability to understand everything concerning the handling and movement of it.

To develop this process, many other companies charge to find the best way to disseminate knowledge, which will give them a greater advantage over their competitors, and additional employees will feel more motivated to work more closely together with the organization and more committed to achieving results and objectives of the company.

The most important thing is to learn from past experiences, to apply that knowledge to future planning, making decisions and solving problems that may arise, with a better idea of what can be done and how will achieve.

The main purpose of the foregoing is achieving increasingly significant increase in productivity in all respects and in all areas and units of the organization, to “train” it to all professional staff work and strive for the welfare of the company.

The point of the experience is not to repeat the mistakes that were taken in the past

The major achievements and benefits with this constant flow of ideas and knowledge, are to develop both personally and professionally to the employees of a company, try to get off all the potential saving them, improve the production of the company and obtain also, a competitive advantage over rivals.

Many companies are unaware of what they know or have, causing it to be slower at not being able to exploit the full potential can be saved. Likewise, there may be the case that all knowledge about a particular area or dependency is in the hands of one person, and no effort to share with others.

This individuality and selfishness that the processes will not be as agile as they should be and where it promotes and creates organizational inefficiencies. For this reason, it is necessary to change the ideas or thoughts of the employees in terms of dissemination of information, so that there is more learning and growth for the benefit of themselves and the organization in general.

All this research and dissemination of knowledge, has no other purpose than to increase the ability to assimilate changes or new ideas and translate them into best acts, to create better products and services with greater speed than competitors. This translates into higher productivity and make employees feel more motivated to work in the company.

The important thing is to look ahead, leave the old ways in the past and have a futuristic vision of the company, where people fight to be more modern, agile and effective and have the opportunity to look at the challenges that will be submitted not as problems but as opportunities to continue growing and improving all the time.

It is necessary to convert experience into knowledge and to be prepared for whatever may come and face the changes that may occur with great energy and optimism, facing the future will no longer be uncertain if it knows where to go and not die trying.

What is the importance given to properly establish what the training needs of an organization, and the serious harms training policies generate wrong diagnoses made

Starting a shallow analysis, we can say that in every organization there are training needs. The reason for this assertion is simple: there is always someone who does something because they do not know how.

From this point could be considered very simple task to identify what training needs, but the complex reality of people embedded in an organizational environment, makes this process requires a deep analysis.

The first premise, and perhaps the most important is to identify, evaluate and separate the training needs of those who are not.

This is of great importance since, establishing problems that can be addressed with training, and that this does not coincide with reality, is to make the wrong diagnosis and wrong from a point.

If this situation is not corrected and given a training plan based on an erroneous diagnosis will result: the claim of the organization, the frustration of participants and the discrediting of the training area.

Taking into account these possible consequences is extremely important to assess what problems “can not be solved with training”

The beginning of the analysis should be guided not only by the description of what are the needs, that can provide those requesting the evaluation, but requires a careful and detailed field work with those involved in the process.

This analysis will show to those who have training needs through lack of knowledge, skills and attitudes for a particular job. But also emerge, who, being in position to do so (assuming the knowledge skills and attitudes) do not.

This is the first major division of the diagnosis, which should make it clear that problems whose solution does not appear dependent on the implementation of training programs and it must be a reason for the study of organizational analysis.

Just as important, is to analyze and define the culture of the organization requesting the process and its historical and current performance in relation to habits related to training.

It is necessary to establish whether that culture be collected prior permits and
express or training problems tend to relate their problems to other factors.

If this analysis is not performed correctly, even conducting a very detailed field work, no training needs arise, and that those involved do not see it as such.

At this point we can go deeper into the analysis, and establish who are the ones who must realize that really, there is a need for training.

First, we could locate the trainer, since being a professional with autonomy and independence within the company, who will see them first, not to be conditioned by the culture of the same.

After the power system of the organization that is who requires something that can not be done under the present conditions, is exposing a necessity.

Also, managers or direct supervisors of those involved must understand that “something” that the organization needs and can not be carried out, has a reason related to lack any ability to do so. They must communicate clearly what the organization requires of those involved, motivation to remedy that situation by learning and stimulate, during the implementation process of learning.

Finally, it is essential that the very person sees the need to modify or incorporate knowledge, skills or attitudes that can see into practice what the organization is required and can not do it out of ignorance.

We note that not always easy to perform a task he can recognize that the task is poorly done or can be improved. These needs for discrepancy, are undoubtedly the most difficult to establish.

As for those needs that arise from organizational changes or additions, are in themselves the importance of being the area of learning.

In any case and without entering into contradiction with everything said above we should not forget that a training need is not important in itself but, what value is assigned thus make do.

It is at this point that we come to our conclusion, stating that any learning in the organizational field, is not only an intrinsic value, but becomes a strategic resource for business management. Much more in organizations that underpin the growth in the development of their intellectual capital.