The Importance of Skills

Increasingly, the demand for competition in the person is demanding, given the requirement that scenarios require according to the role to play. In the specific case of the companies we are concerned, these actors need reliable than those involving skills to operate, produce efficiently, ensuring not only survival but development and retention of market conquest. What really are the skills? What is involved? Why its importance, scope, impact? It is very true what is said that a company decides to accept work for Powers, must work systematically to identify the skills required by staff because it is almost impossible to make use of skill sets developed by other organizations. Although you can use lists of generic skills developed by different authors, nothing relieves the organization of additional work to adapt and disseminate among staff, and that in fact you are creating a new way of perceiving the work itself . In order to determine its importance, relevance and scope, it is important to determine what is meant by responsibility in this regard can point out some definitions that allow us to determine its scope, relevance, namely: To Boyatzis (Woodruffe, 1993) are "sets of patterns of conduct, the person must carry a fee to efficiently perform their duties and functions Ansorena Cao (1996): "A skill or personal attribute of the behavior of a subject, which can be defined as characteristic of their behavior, and under which the task-oriented behavior can be classified in a logical and reliable. "(p.

76) Script (quoted in Spencer and Spencer) are defined as "underlying characteristics of people who indicate ways of behaving or thinking, generalizing from one situation to another, and that are maintained over a reasonably long" Woodruffe (1993), raises as "a dimension of open and gross behavior, which will allow a person to perform efficiently." It follows as recorded by Nelson Rodriguez Trujillo: 1. Are permanent features of the person, 2. They arise when performing a task or work is done, 3. They are related to the successful implementation of an activity, is labor or otherwise. 4. They have a causal relationship to job performance, ie are not only associated with success, but it is assumed that actually cause it. 5. Can be generalized to more than one activity. Therefore, a competition is what makes the person is, redundant, "competent" to perform work or activity and successful in it, which may mean a combination of knowledge, skills, dispositions and specific behaviors. If any of these aspects, and the same is required to achieve something, you are not "competent".

The ILO reminds us that in the competitive analysis is to be clear what it represents: Identification of competencies: The method or process followed to establish, from a work activity, the powers to mobilize to perform this activity satisfactorily. The skills are usually identified on the basis of the reality of work this implies that facilitate the participation of workers in the workshops of analysis. Coverage of the identification can go from the workplace, to a larger and more convenient occupational area or field of work. There are different methodologies for identifying and varied skills. Among the most commonly used are: functional analysis, the method "curriculum development? (DACUM, for its acronym in English) and its variants SCID and AMOD and methodologies characterized by a focus on identifying key competencies behaviourist.

Standardization of skills: Having identified the skills, its description may be useful to clarify the transactions between employers, workers and educational entities. Usually, when standardized systems are organized, develop a standardized procedure, so that competition identified and described in a common procedure, it becomes a standard, a valid reference for educational institutions, workers and employers. This procedure created and formalized institutionally normalized powers and becomes a standard level that has been agreed (company, sector, country). Competency-based training: Once prepared the description of competence and standards, developing training curricula for the job will be much more efficient if you consider the standard orientation. This means that training aimed at creating skills with clear references to existing standards have much greater efficiency and impact of those unrelated to business needs. Trujillo Rodriguez rightly points out in his analysis, it is considered that the very conception of Competence, with its multidimensional nature, makes them complex, which is required to analyze how they are formed. Spencer and Spencer believe that the powers are composed of features including: motivations, traits psychophysical (visual acuity and reaction time, for example) and forms of behavior, self-concept, knowledge, manual dexterity (skills) and mental or cognitive skills.

While Boyatzis suggests that competition may be "motivated, a trait, a skill, self-image, perception of their social role, or a body of knowledge used to work." In reviewing the features or components of competencies, we note that in some way associated with psychological constructs, but these are combined in a certain way, to generate the ability to perform effectively in specific tasks or activities, to make the "competent" person. The way they are combined can only be determined through analysis of how successful people operate at work. Of course, an important aspect that lends itself to analysis is also referred to Rodriguez when he says how much is the number of competences? In this regard notes that the competition number "existing" can be very broad. Thus we have, which Levy-Leboyer (1996) presents six different lists. Ansorena Cao (1996) includes 50 behavioral competencies. Woodruffe (1993) presents nine generic skills, which means that there are many other specifics. Competency Dictionary Hay McBer (Spencer and Spencer, 1993) includes 20 competencies in the basic list, sorted by clusters, and nine additional unique capabilities known.

Barnhart (1996) includes 37 core competencies in seven categories. In all these lists are powers that have the same name for the same concept, but there are some which, being similar, are different names (versus Problem Solving Decision Making). Also, some skills are grouped in different ways (Customer Orientation can go to Support and Human Services - Spencer and Spencer - or Management - Barnhart). This makes the number of competencies to define can become very large, precisely because of the fact that the competencies are linked to the specific context in which is shown at work, suggesting that each organization can have sets of different skills and that no organization can take a list of competencies prepared by another organization for use, assuming that there are similarities between them. We recommended Rodriguez for evaluating skills that are used for new psychometric instruments that must be generated based on the definitions of competencies, or to use existing tools, as it relates to the components of the competitions. In any case, the tests must be interpreted based on a dynamic interpretation that is closer to competition.

The other assessment tools such as interviews and Assessment Centers, when properly implemented can get closer to what is required in the workplace, but also tend to be more expensive than psychometric tests and suffer from a higher level of subjectivity Finally, do not forget the analysis of competition, the ILO notes on some of the key skills, in which more emphasis is now from the perspective of human resource management are not generated in the knowledge transmitted educational materials, but in the forms and challenges that can foster the learning process. Paradoxically often emphasizes the generation of focused attitudes towards the initiative, problem solving, abstract thinking, interpretation and anticipation, in the midst of educational environments in which the basic unit is the group, all are at the same rate and all are subject to the same quantity and quality of media in a completely passive role. Certification should be considered competence: This refers to the formal recognition of the jurisdiction shown (thus, evaluated) of an individual to perform a standardized labor activity.

The issuance of a certificate means the prior of a competency assessment process. The certificate, in a standardized system is not an accredited diploma studies, is a record of demonstrated competence, is obviously based on the defined standard. This provides much greater transparency to the certification standard systems, allowing workers to know what is expected of them, know what skills employers are requiring your company and the entities that carry out training facilitates their development of its curriculum. The certificate is a guarantee of quality on which the worker is capable of making and possessing the skills to do so.

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