ROGLE
20Oct/17Off

¿El imperio de los nómadas laborales o la necesidad de supervivencia extrema?

Hoy me han compartido un enlace que considero interesante. En él se plantea (o intuye) un sistema de relaciones laborales que ya he leído en otros artículos o he escuchado en conferencias de directivos de recursos humanos donde le ponen otros nombres  o enfoques, pero creo que apuntan a lo mismo. El artículo lo puedes leer en

http://www.expansion.com/emprendedores-empleo/empleo/2017/10/19/59e8b768ca47415c118b45b7.html

Yo  sospecho que, artículos como este, son la forma en que determinado lobby empresarial (formal o informal) está intentado presionar a los legisladores para que acaben con todo resquicio de garantías de “estado de bienestar” vendiéndolo como es algo deseado por los trabajadores “nomadas”, cuando en el fondo lo que se busca es evitar cualquier compromiso con la fuerza laboral (al tiempo que se espera o exige de los “colaboradores” un 150% de compromiso con la organización).

No critico que se busque más flexibilización desde las empresas, pero reconozco que puede haber muchos más aspectos negativos de los imaginados detrás del desmantelamiento total de los derechos de los trabajadores, porque la gente no es tonta y la asimetría de “poder” se acaba pagando (y toda la historia de conflictos laborales del XIX y las primeras dos terceras partes del XX son una prueba de ello).

Insisto en que no es una cosa sencilla y comprendo las preocupaciones desde el lado de la gerencia cuando tienen las manos y las decisiones muy atadas por la ley y la balanza se desequilibra hacia el otro lado… toda situación de excesiva ventaja acaba derivando en abusos (implícitos o explícitos).

Sin embargo, haciendo una analogía histórica, los humanos empezamos siendo nómadas por necesidad (no porque nos gustara). Porque en el momento que conseguimos la mínima posibilidad de ser sedentarios, la adoptamos y entonces empezó a crecer la civilización, gracias a unas condiciones que permitían el máximo desarrollo del talento humano (a costa de excluir a otras especies y fagocitando recursos). Supongo que, del mismo modo, estos “nómadas” lo son porque no les queda otro remedio (alguno lo será por vocación, igual que quedan aventureros por vocación) y sólo una relaciones estables a largo plazo permiten generar sinergias y hacer crecer el talento colectivo muy por encima de la suma de las individualidades.

No se si desde la dirección de las empresas pensaréis que tengo un planteamiento muy ingenuo/idealista del asunto

5Oct/17Off

Exito de la jornada “Ven a trabajar al sector automoción: conoce los perfiles que demandamos”

He asistido a la jornada organizada por AVIA (Ven a trabajar al sector automoción: conoce los perfiles que demandamos).

El evento ha sido un éxito de participación y en él los alumnos han podido escuchar de primera mano los perfiles y competencias demandadas por las  empresas del sector y han estado hablando con responsables de operaciones o recursos humano de varias empresas y han podido dejar sus CV o informase del proceso para optar a prácticas, becas o empleos en el sector.

28Sep/16Off

Publicado-Marin-Garcia & EtAl (2016) Proposal of a Framework for Innovation Competencies Development and Assessment (FINCODA)

Marin-Garcia, J., Andreu Andres, M., Atares-Huerta, L., Aznar-Mas, L., Garcia-Carbonell, A., González-Ladrón-de-Gevara, F., Montero Fleta, B., Perez-Peñalver, M., & Watts, F. (2016). Proposal of a Framework for Innovation Competencies Development and Assessment (FINCODA). WPOM-Working Papers on Operations Management, 7(2), 119-126. doi:http://dx.doi.org/10.4995/wpom.v7i2.6472

In this article we propose an innovation competence model of the people which is based on the existing literature to integrate and complement existing models. The main contribution of this work consists in demonstrating the differences and similarities of current models and in providing a conceptual definition for each model element. In this way, both researchers and people in charge of human resources in companies obtain a framework with which to design measuring instruments to assess innovation competence, which can fulfill the twofold demand of validity and reliability.

This work has been conducted as part of a European project financed by the European Union [“FINCODA” Project 554493-EPP-1-2014-1-FI-EPPKA2-KA] (http://bit.ly/FINCODA-EUsite01). (The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein); and by the Universitat Politénica de Valencia PIME/2015/A/009/A “Evaluation of innovative behavior indicators in university students”.

Cartton abstract

Keywords

competence assessment; innovation; model; literature review
22Sep/16Off

¿La mejora continua es innovación? Is continuous improvement innovative?

You can watch this video to open mouth:

And after you can read this post that come from Lean.org (http://www.lean.org/shook/DisplayObject.cfm?o=3301)

“Innovation is a popular – and important – concept. So, here are three questions. What is it? What does lean thinking have to say about it? So what?

I did some deep-diving recently into this thing we call innovation. It’s interesting how there’s not much in the way of an accepted definition. So, consolidating a lot of stuff from different sources (you’re welcome), running it all through my own filter (apologies!), here’s a stab: An innovation is anything that is novel and valuable. Novel means new. Especially a new idea or method or something that has a “process” piece to it. Valuable – the link here with lean thinking is clear – means that someone, anyone perceives the new thing/method/process as having value. Value from the perceiver’s perspective.

Innovation

What does lean thinking have to say about innovation? First, I think the word/concept gets overused. Does new or novel mean better? There’s somehow the perception that “innovation” is further up the food chain, higher up the evolutionary scale than lowly “improvement.” Ever hear this: “Oh, that’s a nice incremental improvement, but what we need is innovation!” Radical innovation. Disruption innovation. Well, sure. We want to be ahead of the curve. To set the trend. Henry Ford. Steve Jobs.

But, while an innovation by definition has “value,” an improvement by definition means the new way is better than the old. From that standpoint, improvement is underrated; it could use an image makeover.

And, I bet you agree, it has become all too common to draw too deep of a distinction between the two. Almost all innovations are actually improvements on things or ideas that already existed. Not much new under the sun. No? What’s under the sun are, literally, the four forces of nature. Just four.

Branford Marsalis (the less famous brother), in reference to the tremendous creativity and innovation that is jazz, observes, “Everything you read about jazz is: ‘Is it new? Is it innovative?’ I mean, man, there’s 12 f-ing notes. What’s going to be new? You honestly think you’re going to play something that hasn’t been played already?” Very interesting. Of course, tremendous creativity comes from combinations and the very constraints imposed by the “12 f-ing notes.” Still, Coltrane, Miles, Gershwin – they’re just playing around with the same 12 notes. The universe has four forms of energy.

Lean Thinking

Lean thinking itself was an innovation (new and valuable) and an improvement over what preceded it (and what still exists in so many places) that contains within itself the means of further innovation and improvement. Masaaki Imai, to whom we owe much, gave us this framework about 30 years ago:

data

Imai’s framework is useful in thinking about types of problem solving (though we should add one more, a topic for next time!). Lean thinking suggests, however, that we be careful to not draw the lines between them – sustain + Kaizen + innovation – too harshly. There’s much overlap, with one bleeding into the other. As lean thinking is itself an innovation, within it are specific methods for innovating (as there are for kaizen and sustainability, as well) such as set-based innovation, Lean Startup methods, A3 and kata techniques, and most importantly the fundamental approach of engaging everyone in the act of innovating in their own work. Innovation is not the purview only of a chosen few to be applied in only special situations.

So what?

It’s taking that thought further that highlights the deepest contribution of lean thinking – the role of innovation in the work. We think of the iPhone as a tremendous innovation, like the internet, the automobile and now autonomous driving. But, the actualization of each of these, the underappreciated enabler that propelled them to change our lives was, first of all, the many technical innovations that preceded them (no iPhone without iPod, without Macintosh, without Apple II…). And secondly, the innovation in the work to be done entailed in bringing them to life. Here’s an animation that tries to tell that story. I’ll be curious to hear what you think. (Click HERE to view Innovation in the Work animation)

John

John Shook
Chairman and CEO
Lean Enterprise Institute, Inc.
jshook@lean.org”

Guardar

22Sep/16Off

Lanzamiento de micromaster MOOC en EDX.org

Hoy se ha lanzado la primera edición del micromaster Liderazgo y trabajo en equipo en grupos de mejora continua en la plataforma MOOC de EDX.org

Tienes más detalles del curso en:

https://www.edx.org/micromasters/upvalenciax-liderazgo-y-trabajo-en-equipo-en-grupos-de-mejora-continua

Y en la nota de prensa de la UPV tienes más información de en qué consiste un micromaster:

http://www.upv.es/noticias-upv/noticia-8412-pionera-en-espa-es.html

18Ago/16Off

¿Es posible que me quede sin trabajo por lo mal que escribo?

En unas semanas empezará un nuevo curso y tendré la oportunidad de leer una gran cantidad de textos escritos por mis alumnos en diferentes ejercicios, trabajos, exámenes o entradas de foro/blogs. Si nada cambia, volveré a experimentar la sensación de que, las personas matriculadas en mis asignaturas, cada vez escriben peor y, además, les importa poco tener esa tara. Creen, que en el mundo dominado por los emoticonos y la taquigrafía de chat, no tiene importancia dejarse una “h” por el camino, permutar una “v” por una “b”, ignorar la existencia de las tildes o esparcir las comas y puntos como quien lanza serpentinas.

Quizás tengan razón… Pero mi intuición me dice que se equivocan. Yo creo que, en un mundo digital, se escribe infinitamente más que se habla y que la primera impresión de una persona no la da su imagen, sino cómo escribe.

Es posible que yo piense así porque soy “un tipo raro” o porque soy de otra generación. Es posible, que las personas que tengan que decidir si contratar o no los servicios de mis alumnos en sus empresas, sean tipos tan raros como yo o, muy probablemente, de mi generación.

Y si no lo creéis, leed este artículo en la HBR (https://hbr.org/2012/07/i-wont-hire-people-who-use-poo), que tiene un título tan explícito como este “I Won’t Hire People Who Use Poor Grammar. Here’s Why” y del que os extraigo unos fragmentos (aunque recomiendo su lectura íntegra):

“But grammar is relevant for all companies. Yes, language is constantly changing, but that doesn’t make grammar unimportant. Good grammar is credibility, especially on the internet. In blog posts, on Facebook statuses, in e-mails, and on company websites, your words are all you have. They are a projection of you in your physical absence. And, for better or worse, people judge you if you can’t tell the difference between their, there, and they’re.”

” If it takes someone more than 20 years to notice how to properly use “it’s,” then that’s not a learning curve I’m comfortable with. So, even in this hyper-competitive market, I will pass on a great programmer who cannot write.”

“I hire people who care about those details. Applicants who don’t think writing is important are likely to think lots of other (important) things also aren’t important. “

[rating]

23Jul/15Off

Buenas Prácticas docentes para la competencia transversal de trabajo en equipo.

4Feb/15Off

Summary FINCODA project (January 2015 –December 2017) [EU-Grant-554493-EPP-1-2014-1-FI-EPPKA2-KA]

EICE IEMA (Innovación en la Evaluación para la Mejora del Aprendizaje)

Framework for Innovation Competencies Development and Assessment (FINCODA) 554493-EPP-1-2014-1-FI-EPPKA2-KA

Related to the following “Competencias transversales UPVlc”:

  • Creatividad
  • Innovación
  • Trabajo en equipo
  • Liderazgo

Introduction:

Universities don’t have tools to measure the development of students’ innovation competencies during their studies. Therefore we don’t actually know what teaching and learning methods are effective when aspiring the enhancement of innovation competencies, although we should organize higher education in a cost-effective way.

Companies are lacking of tools and methods to assess innovation competencies as part of their knowledge management activities: in recruitment processes, in internal development activities and when subcontracting training services for their staff.

We urgently need new reliable and valid tools for innovation competencies assessment that could be used throughout the young innovators path from university to working life organizations.

Our project perfectly implements two priorities of ET 2020 Strategic Framework, namely “Strategic objective 2: Improving the quality and efficiency of education and training” and “Strategic objective 4: Enhancing creativity and innovation, including entrepreneurship, at all levels of education and training”. To make these priorities true in higher education, we need active university-enterprise cooperation and valid tools to measure intended learning outcomes.

FINCODA project will produce several remarkable tangible outputs:

  • A toolkit for behaviour assessment: available as an electronic guide on the Internet. It can be used as a self learning material of guide for training purposes.
  • Software application for innovation competencies assessment (basic version is OER and more advanced versions may include small fee for maintenance work of the tool)
  • Massive Open Online Courses related to:
    • Behaviour assessment (MOOC 1)
    • Behaviour assessment and the use of innovation competencies assessment tool (MOOC 2)
  • Workshop (Joint Rater training workshop for all Partners). Month 13

Rater training workshop, targeted mainly for partner organizations. It will be organized in Hamburg Germany. It serves the purposes of training key staff from all partners to behaviour assessment as well as testing the novel toolkit. Participants will later on act as trainers in their own organizations and in cooperation events with other stakeholders.

  • Workshops (Innovation competencies assessment workshops). Months 26-35

Innovation competencies assessment workshops will be organized in all partner countries. There will be joint format agreed in project level and HE partners are responsible for organizing those workshops in their countries, by utilizing their expertise and premises. In English, Finnish, Dutch, Spanish, German.

Members

5 European universities that form a strategic alliance called CARPE (Consortium of Applied Research and Professional Education).

  • TUAS (Turku University of Applied Science), HAW (Hamburg University of Applied Sciences), HU (University of Applied Sciences, The Netherlands) , MMU (Manchester Metropolitan University), UPVLC (Universitat Politècnica de València).

9 Employers of innovators and developers of new innovations; innovation intensive companies from 5 different corners of Europe.

  • Elomatic Ltd (Finland). Leading European consulting & engineering company and a global provider of 3D Plant & Ship Design Software Cadmatic with over 700 engineering professionals.
  • Hamburger Hafen und Logistik AG (HHLA, Germany) makes annually enormous investments in both vocational and in-service training for their nearly 5000 employees.
  • Lactoprot (Germany) use outstanding innovative technologies to optimize production processes and quality in their core business. Focused on the processing of milk.
  • ECDL (The Netherlands) is a multinational operator that has profound experience working with schools, educators and commercial enterprises.
  • John Caunt Scientific Ltd. (UK) specializes in product innovation as the core activity of their nuclear radiation detection, measurement and shielding products business.
  • Carter & Corson Partnership Ltd. (UK) has over 14 years’ experience in designing, developing and implementing competency frameworks and diagnostics in recruitment, assessment, development and training. They will work closely with partner HEIs in refinement and validation of assessment tool.
  • Enterprise Europe Northwest EENNW (UK). Professional network targeted at helping SMEs, Universities & organizations to grow, be competitive & partner within Europe & third country partners.
  • Celestica (Spain) provide electronics manufacturing services by their 30 000 employees and execute their business in Centers of Excellence strategically located in North America, Europe and Asia.
  • Schneider Electric España SA creates new innovations to meet the planet’s energy challenge and make the smart grid a reality.

HE students and staff of participating companies.

Overview of short term results and long term outcome indicators

Short term   results Target groups/potential beneficiaries Quantitative indicators Qualitative indicators
New practical and academic knowledge about the innovation competences Companies, work places, academics Number of publications Topics of discussion among practitioners and academics
Innovation competencies assessment Barometer HR people in companies, students and teachers in universities Frequency of use of Barometer Web service User feedback

 

Long term   outcome Target groups/potential beneficiaries Quantitative indicators Qualitative indicators
Curriculum development in HEIs Students Numbers of courses assessed by innovation competence criteria Completion rates

Feedback from students in student satisfaction surveys

 

Personnel assessment methods Companies, workers Performance of recruitment process, number of new innovations Maturity of staff to participate innovation intensive work
New cooperation level between companies and universities Companies, work places, students Number of agreements between companies and universities based on the recruitment path framework Succeeding in the first recruitment according to students and employers

 

 

 

Contacto:

Juan A. Marin-Garcia (DOE)

jamarin@omp.upv.es

Coordinador del proyecto en UPVlc

24Dic/14Off

Publicado: Marin-Garcia, J. A., Martínez-Gómez, M., & Giraldo-O’Meara, M. (2014). Redesigning work in university classrooms: factors related to satisfaction in engineering and business administration students. Intangible Capital, 10, 1026-1051.

Rediseñando el trabajo en las aulas universitarias: Factores relacionados con la satisfacción en estudiantes de ingeniería y administración de empresas
Marin-Garcia, J. A., Martínez-Gómez, M., & Giraldo-O’Meara, M. (2014). Redesigning work in university classrooms: factors related to satisfaction in engineering and business administration students. Intangible Capital, 10, 1026-1051.
http://dx.doi.org/10.3926/ic.535

Resumen

Objeto: Con este trabajo se pretende analizar cómo afectan las características del contexto del aprendizaje, es decir, cómo es el trabajo de los estudiantes en la asignatura, al potencial motivador de la asignatura y a la satisfacción de los estudiantes

Diseño/metodología: Mediante ecuaciones estructurales (SEM) se ha analizado los datos de una muestra transversal (cursos 2008, 2009 y 2010) de 535 estudiantes de ingeniería industrial y administración de empresas, de una universidad pública española.

Aportaciones y resultados: Los resultados, utilizando un instrumento validado y adaptado al mundo docente, demuestran la asociación existente entre las características del tipo de trabajo de los estudiantes, el perfil motivador de la asignatura  y la satisfacción.

Limitaciones: la escala de identidad no tiene un ajuste excesivamente bueno y sus resultados deberían considerarse tentativos. La muestra es limitada para generalizar las conclusiones, debería extenderse en el futuro a otras universidades y contemplar estudiantes de posgrado.

Valor añadido: en este trabajo confirmamos que se cumple el modelo JDS adaptado a la docencia. Comprobamos que las variedad, la identidad, la significación, la autonomía, la retroalimentación del puesto y la retroalimentación social  son elementos de un constructo de segundo orden que representa el perfil motivador de de la asignatura y que los valores de este constructo están relacionados positiva, significativa y sustancialmente con la satisfacción general percibida por el estudiante. También hemos comprobado que estas relaciones se mantienen en muestras de alumnos de diferentes años o de titulaciones bastante dispares. Gracias a ello, los profesionales docentes pueden utilizar el modelo de  análisis y rediseño de puesto para ayudar a favorecer la motivación y la satisfacción de sus estudiantes.

Palabras clave

rediseño de puestos de trabajo; motivación; satisfacción; contexto del aprendizaje; JDS; educación universitaria

Texto completo: PDF[es]

Abstract

Purpose: We analyze how it affects the teaching model to motivational potential of the course and student satisfaction. Design/methodology: Using structural equation modeling (SEM) has analyzed data from a cross-section (2008, 2009 and 2010) of 535 students of industrial engineering and business administration, a Spanish public university.

Findings: The results, using a validated instrument adapted to the teaching world, demonstrate the association between the characteristics of the type of student work, the motivating potential of the subject and satisfaction.

Research limitations/implications: The Identity scale does not have good fit and the results should be considered tentative. The sample is limited and does not allow to generalize the findings, it should be extended in the future to include other universities and graduate students.

Originality/value: This work confirm that the JDS model adapted to teaching is met. We found that the variety, identity, significance, autonomy, job feedback and social feedback are elements of a second-order construct representing the motivating potential of the subject and that the values of this construct are positively related, significantly and substantially to the overall satisfaction perceived by the student. We have also found that these relationships are maintained on samples of students from different years or rather different degrees. As a result, education professionals can use the model for analysis and redesign of jobs to help foster motivation and student satisfaction.

Keywords

Job redesign, Motivation, Satisfaction, Learning context, JDS, Higher education, University

Full Text: PDF[es]

13Dic/14Off

Implantar grupos de mejora de procesos | edX