Lo que los trabajadores quieren vs. lo que las empresas necesitan. Implementación de las anclas de carrera de Edgar Schein en un contact centre

El compromiso laboral entre los trabajadores y las organizaciones es uno de los activos con mayor poder explicativo para consolidar un alto desempeño e incrementar la productividad. Para lograr eso es fundamental conocer cuáles son las vocaciones de los trabajadores actuales y futuros y de qué manera estas motivaciones de carrera encuentran articulación con la misión y la visión de la compañía. El problema es que las empresas fallan sistemáticamente en este proceso. El modelo de anclas de carrera (ac) de Edgar Schein es una metodología que permite conocer cuáles son las motivaciones de carrera de los individuos. Este documento tiene como propósito establecer un vínculo entre las ac y los procesos de selección, vinculación, y retención del capital humano en un contact centre que se desempeña en Bogotá, Colombia. Para alcanzar este propósito, se implementó el modelo de ac en una muestra de 116 trabajadores del área de gestión de esta compañía. El informe presenta el análisis de resultados y las propuestas sugeridas por los autores a la gerencia de la compañía.

Plan de entrenamiento y capacitación para el nuevo personal: proyecto Galileo de Schlumberger Surenco S.A.

Las empresas en su direccionamiento estratégico requieren de la estructuración de actividades para mantener control y orden sobre las capacitaciones llevadas a cabo al personal que ingresa a la compañía. En base a esto, se identificó que la empresa Schlumberger Surenco SA, dedicada a la prestación de servicios de petróleo y gas, no poseía un esquema claro de entrenamiento donde se presentaran no solo los conocimientos y objetivos del proyecto, sino detalles vitales para su desempeño dentro de las funciones al momento de su ingreso al proyecto de la compañía. De acuerdo a esta necesidad se decidió crear un Plan de Entrenamiento y Capacitación para el nuevo personal que ingresara en el área de compras también llamado Proyecto Galileo, teniendo en cuenta las necesidades de los mismos y la información que es base para iniciar el desarrollo de carrera dentro de la compañía. Para esto, fue necesario que los trabajadores con mayor trayectoria se reunieran y decidieran como sería la forma más óptima de capacitar a los nuevos ingresos de acuerdo a las habilidades y conocimientos de cada uno; se llegó a un consenso y se determinó que las personas capacitadoras se escogerían según su perfil y experiencia. Luego de identificar a las personas idóneas para las capacitaciones y los puntos clave a resaltar en los entrenamientos se procedió con la formulación de las estrategias para presentación del curso de inducción y la viabilidad de las mismas.

Prevalencia y factores asociados al síndrome de agotamiento profesional en residentes de diferentes especialidades médicas : una revisión de la literatura de los últimos 15 años

El Síndrome de Agotamiento Profesional (SAP), es común en los trabajadores de la salud, particularmente en los expuestos a altos niveles de estrés en el trabajo e incluye el agotamiento emocional, despersonalización y baja realización personal. Se considera que los médicos residentes presentan una mayor prevalencia del síndrome que los médicos debido a que se encuentran en entrenamiento, período en el cual están sometidos a alta carga laboral debido a las largas horas de trabajo, horarios irregulares, privación de sueño, intensas demandas emocionales, así como la presión de dominar un gran conocimiento clínico. Objetivo. Determinar la prevalencia del Síndrome de Agotamiento Profesional o Burnout en la población de médicos residentes. Metodología. Se realizó una búsqueda de artículos en la base de datos electrónica Pubmed, seleccionando aquellos publicados entre los años 2001 al 2016, tanto en idioma inglés como en español, a texto completo y enfocados en estudios en médicos residentes. Resultados. Los hallazgos sugieren que el Síndrome de Agotamiento Profesional o Burnout es altamente prevalente, que varía de acuerdo a la residencia que se esté realizando, encontrando un promedio del 50% con un rango de 27% a 75% entre las diferentes especialidades de la población estudiada y, en consecuencia, puede constituir un problema de salud que amerita atención en cada Institución, esto a pesar de que la prevalencia pueda variar de un lugar a otro y en las diferentes especialidades. Conclusiones. El SAP o Burnout constituye un problema de salud entre la población de médicos residentes, lo que sugiere la conveniencia de diseñar medidas para su prevención como informar en la inducción al programa de residencia sobre el riesgo de la aparición del síndrome y sus síntomas, consultar tempranamente ante signos de alarma, adecuar el sistema de vigilancia epidemiológica para que incluya esta condición específica y ajustar o disminuir la carga laboral entre otras.

Integrating Life-Design Counseling and Psychotherapy: Possibilities and Practices

The relationship between career counseling and psychotherapy is not a new subject. The debate allows the affirmation of career counseling as a dimension of personal counseling and recognizes the close relationship between psychosocial and career issues (Blustein & Spengler, 1995). The connection between these two approaches paves the way for the integration of career counseling with psychotherapy. Indeed, the inseparability of mental health and career issues frequently leads psychotherapists to help their clients to deal with work satisfaction, underemployment or unemployment through psychotherapy. Moreover, when working with specific populations (e.g., people with intellectual disabilities and people with addiction or mental health problems), psychotherapy calls for occupational integration to consolidate and enhance therapeutic gains (Blustein, 1987; Jordan & Kahnweiler, 1995; Leff & Warner, 2006).

Indecisão vocacional em alunos do ensino superior

A literatura tem mostrado uma percentagem significativa de estudantes do ensino superior vocacionalmente indecisos. Assim pretende-se analisar em estudantes do ensino superior a relação da certeza vocacional com a identidade vocacional e com a indecisão vocacional. E também estudar diferenças nestas variáveis em função do género e da idade dos participantes e do ciclo de estudos que frequentam. Para tal foram aplicados 3 questionários (Escala de Certeza Vocacional, Escala de Identidade de Vocacional e Escala de Indecisão na Carreira) a 262 alunos oriundos de três instituições de ensino superior público português. Os resultados demonstram que a redução da indecisão vocacional é acompanhada de maior certeza vocacional e de maiores níveis de identidade vocacional. Não foram encontradas diferenças de género nas variáveis consideradas. Relativamente à idade os participantes, nas fases de desenvolvimento da carreira mais avançados verificaram-se diferenças significativas somente para as varáveis certeza vocacional e identidade vocacional. Conclui-se ainda que estudantes de mestrado evidenciam identidade vocacional mais definida, mais certeza vocacional e menores índices de indecisão vocacional, relativamente aos alunos de licenciatura. Estes resultados podem contribuir para uma melhor compreensão da indecisão vocacional nos estudantes do ensino superior e consequentemente, contribuir para intervenções mais eficazes; The career indecision in higher education students Abstract: The literature has shown a significant percentage of students in higher education vocationally undecided. So we intend to analyze in higher education students the relationship of vocational certainty with vocational identity and the career indecision. And also study differences in these variables by gender and age of the participants and the course of study they attend. In this sense, three questionnaires have been applied (Vocational certain scale, Vocational Identity Scale and Indecision Scale Career) to 262 students from three public higher education institutions in Portugal. The results show that reducing the career indecision is associated to higher vocational certainty and higher levels of vocational identity. No gender differences in the variables were found. Regarding participants’ stage of career development, results show significant differences concerning for vocational certainty and vocational identity, favouring participants in advanced stages of career development. We conclude also that master students show more defined vocational identity, more vocational certainty and lower levels of career indecision than undergraduate students. These results can contribute to a better understanding of career indecision in higher education students and thus contribute to more effective interventions.

Life Design Counseling Group Intervention With Portuguese Adolescents

This article examines the process and outcome of a life design counseling group intervention with students in Grades 9 and 12. First, we applied a quasi-experimental methodology to analyze the intervention’s effectiveness in promoting career certainty, career decision-making, self-efficacy, and career adaptability in a sample of 236 students. Second, focus groups comprising 33 participants were conducted, examining participants’ perceptions of the intervention process and outcome. Our findings showed that the intervention had a significant effect on both career certainty and career self-efficacy, but it had no effect on career adaptability. Our results also showed that My Career Story (MCS) had a stronger effect on Grade 12 students. Focus group participants reported on the usefulness of MCS, as well as on its benefits, which include increased information as well as a sense of direction, self-discovery, connection, and increased self-awareness. Grade 9 participants expressed more difficulties in narrating self-experience than Grade 12 participants did. Implications for future research and practice are discussed.

Engineering Agent-Oriented Technologies and Programming Languages for Computer Programming and Software Development

Mainstream hardware is becoming parallel, heterogeneous, and distributed on every desk, every home and in every pocket. As a consequence, in the last years software is having an epochal turn toward concurrency, distribution, interaction which is pushed by the evolution of hardware architectures and the growing of network availability. This calls for introducing further abstraction layers on top of those provided by classical mainstream programming paradigms, to tackle more effectively the new complexities that developers have to face in everyday programming. A convergence it is recognizable in the mainstream toward the adoption of the actor paradigm as a mean to unite object-oriented programming and concurrency. Nevertheless, we argue that the actor paradigm can only be considered a good starting point to provide a more comprehensive response to such a fundamental and radical change in software development. Accordingly, the main objective of this thesis is to propose Agent-Oriented Programming (AOP) as a high-level general purpose programming paradigm, natural evolution of actors and objects, introducing a further level of human-inspired concepts for programming software systems, meant to simplify the design and programming of concurrent, distributed, reactive/interactive programs. To this end, in the dissertation first we construct the required background by studying the state-of-the-art of both actor-oriented and agent-oriented programming, and then we focus on the engineering of integrated programming technologies for developing agent-based systems in their classical application domains: artificial intelligence and distributed artificial intelligence. Then, we shift the perspective moving from the development of intelligent software systems, toward general purpose software development. Using the expertise maturated during the phase of background construction, we introduce a general-purpose programming language named simpAL, which founds its roots on general principles and practices of software development, and at the same time provides an agent-oriented level of abstraction for the engineering of general purpose software systems.

Development and use of a computer simulation model for the evaluation of design and control alternatives for intersections of minor roads with multi-lane rural highways: model application. Interim report.

Federal Highway Administration, Washington, D.C.

The relationship of instructor technical literacy to the academic performance of students in career academies

Career Academy instructors' technical literacy is vital to the academic success of students. This nonexperimental ex post facto study examined the relationships between the level of technical literacy of instructors in career academies and student academic performance. It was also undertaken to explore the relationship between the pedagogical training of instructors and the academic performance of students. ^ Out of a heterogeneous population of 564 teachers in six targeted schools, 136 teachers (26.0 %) responded to an online survey. The survey was designed to gather demographic and teaching experience data. Each demographic item was linked by researchers to teachers' technology use in the classroom. Student achievement was measured by student learning gains as assessed by the reading section of the FCAT from the previous to the present school year. ^ Linear and hierarchical regressions were conducted to examine the research questions. To clarify the possibility of teacher gender and teacher race/ethnic group differences by research variable, a series of one-way ANOVAs were conducted. As revealed by the ANOVA results, there were not statistically significant group differences in any of the research variables by teacher gender or teacher race/ethnicity. Greater student learning gains were associated with greater teacher technical expertise integrating computers and technology into the classroom, even after controlling for teacher attitude towards computers. Neither teacher attitude toward technology integration nor years of experience in integrating computers into the curriculum significantly predicted student learning gains in the regression models. ^ Implications for HRD theory, research, and practice suggest that identifying teacher levels of technical literacy may help improve student academic performance by facilitating professional development strategies and new parameters for defining highly qualified instructors with 21st century skills. District professional development programs can benefit by increasing their offerings to include more computer and information communication technology courses. Teacher preparation programs can benefit by including technical literacy as part of their curriculum. State certification requirements could be expanded to include formal surveys to assess teacher use of technology.^

Best Practices: Lessons Learned by a South Florida Non-Profit Community Based Organization while Designing and Implementing a Career Exploration Evidence Informed Framework in Urban Communities

All A’s was designed to support of the agency’s family strengthening initiatives in South Florida. All A’s uses evidence informed strategies poised to be an inclusive curriculum that teaches self-determination and adaptive behavior skills. The framework incorporates problem based learning and adult learning theory and follows the Universal Design for Learning. Since 2012, the agency has served over 8500 youth and 4,000 adults using the framework. The framework addresses educational underachievement and career readiness in at risk populations. It is used to enhance participants AWARENESS of setting SMART goals to achieve future goals and career aspirations. Participants are provided with ACCESS to resources and opportunities for creating and implementing an ACTION plan as they pursue and ACHIEVE their goals. All A’s promotes protective factors and expose youth to career pathways in Science, Technology, Engineering and Math (STEM) related fields. Youth participate in college tours, job site visits, job shadowing, high school visits, online college and career preparation assistance, service learning projects, STEM projects, and the Winning Futures© mentoring program. Adults are assisted with résumé development; learn job search strategies, interview techniques, job shadowing experiences, computer and financial literacy programs. Adults and youth are also given the opportunity to complete industry-recognized certifications in high demand industries (food service, general labor, and construction), and test preparation for the General Educational Development Test.

The Relationship of Instructor Technical Literacy to the Academic Performance of Students in Career Academies

Career Academy instructors’ technical literacy is vital to the academic success of students. This nonexperimental ex post facto study examined the relationships between the level of technical literacy of instructors in career academies and student academic performance. It was also undertaken to explore the relationship between the pedagogical training of instructors and the academic performance of students. Out of a heterogeneous population of 564 teachers in six targeted schools, 136 teachers (26.0 %) responded to an online survey. The survey was designed to gather demographic and teaching experience data. Each demographic item was linked by researchers to teachers’ technology use in the classroom. Student achievement was measured by student learning gains as assessed by the reading section of the FCAT from the previous to the present school year. Linear and hierarchical regressions were conducted to examine the research questions. To clarify the possibility of teacher gender and teacher race/ethnic group differences by research variable, a series of one-way ANOVAs were conducted. As revealed by the ANOVA results, there were not statistically significant group differences in any of the research variables by teacher gender or teacher race/ethnicity. Greater student learning gains were associated with greater teacher technical expertise integrating computers and technology into the classroom, even after controlling for teacher attitude towards computers. Neither teacher attitude toward technology integration nor years of experience in integrating computers into the curriculum significantly predicted student learning gains in the regression models. Implications for HRD theory, research, and practice suggest that identifying teacher levels of technical literacy may help improve student academic performance by facilitating professional development strategies and new parameters for defining highly qualified instructors with 21st century skills. District professional development programs can benefit by increasing their offerings to include more computer and information communication technology courses. Teacher preparation programs can benefit by including technical literacy as part of their curriculum. State certification requirements could be expanded to include formal surveys to assess teacher use of technology.

Professional development and a discussion of the professional preparation provided by information and library science degree programs in public universities in Madrid, 2000-2005

A study was designed to determine how the degree programs in Information and library science available in 2000-2005 at the public universities of Madrid fit the tabour market needs of their students. The methodology used was the development of a questionnaire addressed to graduates. Although the number of surveys completed is not high (118), the authors believe that the results obtained permit a series of conclusions that may be extrapolated to the entire cohort.

Closing the gap in curriculum development leadership

“Closing the gap in curriculum development leadership” is a Carrick-funded University of Queensland project which is designed to address two related gaps in current knowledge and in existing professional development programs for academic staff. The first gap is in our knowledge of curriculum and pedagogical issues as they arise in relation to multi-year sequences of study, such as majors in generalist degrees, or core programs in more structured degrees. While there is considerable knowledge of curriculum and pedagogy at the course or individual unit of study level (e.g. Philosophy I), there is very little properly conceptualised, empirically informed knowledge about student learning (and teaching) over, say, a three-year major sequence in a traditional Arts or Sciences subject. The Carrick-funded project aims to (begin to) fill this gap through bottom-up curriculum development projects across the range of UQ’s offerings. The second gap is in our professional development programs and, indeed, in our recognition and support for the people who are in charge of such multi-year sequences of study. The major convener or program coordinator is not as well supported, in Australian and overseas professional development programs, as the lecturer in charge of a single course (or unit of study). Nor is her work likely to be taken account of in workload calculations or for the purposes of promotion and career advancement more generally. The Carrick-funded project aims to fill this gap by developing, in consultation with crucial stakeholders, amendments to existing university policies and practices. The attached documents provide a useful introduction to the project. For more information, please contact Fred D’Agostino at f.dagostino@uq.edu.au.

Refining specifications to logic programs

The refinement calculus provides a framework for the stepwise development of imperative programs from specifications. In this paper we study a refinement calculus for deriving logic programs. Dealing with logic programs rather than imperative programs has the dual advantages that, due to the expressive power of logic programs, the final program is closer to the original specification, and each refinement step can achieve more. Together these reduce the overall number of derivation steps. We present a logic programming language extended with specification constructs (including general predicates, assertions, and types and invariants) to form a wide-spectrum language. General predicates allow non-executable properties to be included in specifications. Assertions, types and invariants make assumptions about the intended inputs of a procedure explicit, and can be used during refinement to optimize the constructed logic program. We provide a semantics for the extended logic programming language and derive a set of refinement laws. Finally we apply these to an example derivation.