They are possible strategies to develop the competences of people who have
demonstrated not to have in the System of Evaluation and Recognition of
competences. The strategies can be divided in off-the job development
(training) and on-the job development.
Off-the job training (formal learning).
Following the learning programs to develop a competence or a part of a
On-the job development (formal and informal learning)
Some personal development activities could be prepare at work to develop
competentes. Some tools are:
- Personal development activities.
- Coaching on the job.
- Learning in groups.
STRATEGY TRAINING COURSE
DESCRIPTION A training course is a performance with some specific
learning objectives, program of contents and length, usually
common for all the attendants. Training can take place
attending or not attending at a classroom, using or not
DEVELOPMENT a good training action, really effective and with an impact
/ STAGES on the result of the company, a group of questions should
- The need, problem or project that must be solved,
improved or prepared; the other factors, apart from
training, that influence the problem or situation to know
to what extent training will contribute to their solution
and what other actions should also be done.
- The changes that should be made of the behaviour or
way of working of the involved workers,
- The knowledge or skills these workers should develop to
change their behaviour or their way of working.
- The workers that should attend the training.
- The way to evaluate the impact of training:
- On the knowledge of the workers taking part
- On their behaviour or way of working
- The most suitable didactic strategies.
DESCRIPTION It consists in conversations between a “coach” or “trainer”
and some “coachees” or “trainees”, in order to improve the
performance of the later. The “coach” can be a superior, a
more experienced worker or one with more competences in
the company, or someone external to the company
specialised in using this technique. By means of these
conversations, the “coach” helps the employees to identify
their strong and weak points and how to overcome them by
means of positive feed-back based on observation. It is an
activity that improves performance in a permanent way.
During the conversations, both parts acquire commitments
for the development of certain skills, attitudes or
behaviours, reflecting on what can contribute to the
“coachee” improving his/her performance.
DEVELOPMENT For an effective coaching process, it is necessary to:
- Identify what we are willing to achieve. Knowing what we
want is the origin of a changing process. Sometimes, the
workers are not satisfied with their professional
results… by they do not know exactly what they want.
To get better results, both for the workers and for the
company, it is useful to start by defining what one
- Identify how to obtain what one wants. To know what
one wants is the starting point, but it is not enough. It is
also necessary to develop an action plan, a map guiding
step by step from the starting point to where we are
willing to arrive, from the present results to the results
that are really important for the worker and the
- Start the action. To know what one wants to do to
achieve the objective is very important, but it is not
enough. To succeed, it is necessary to use an action
- Know if the results meet the objectives. To know what
one wants to reach, to know how to get it and start
action are good ways to get new results but they are not
enough. It is also necessary that the actions the worker
or the team start come closer and closer to the defined
STRATEGY TRAINING AT WORK
DESCRIPTION The working environment is considered as another mean for
people training. Working training is a space encouraged for
the companies to contribute to complete their workers’
integral training, mainly of the new ones.
The worker acquires the knowledge, skills and/or abilities
required to carry out the tasks constituting his/her working
post. It encourages working adaptation and complimentary
preparation to acquire specific knowledge and skills
allowing efficaciously assuming the functions inherent to
his/her working post. The main advantage of this method is
that the worker learns with the present team and at his/her
DEVELOPMENT To carry out training sessions with workers, the following
/ STAGES steps can be followed:
- Ask the worker to tell you how he/she feels at work. It is
advisable not to get satisfied with a surface answer and
ask the worker to deepen and seriously reflect. The not
expressed problems can spoil all the training.
- Verify the achieved progresses. Discover what the worker
has done since the last meeting: if the worker is closer to
achieving the agreed objectives, if he/she has learnt
some new skills, if something new has happen that can
affect the next session or his/her plans in the long
- Previously explain the agenda for the day, which the
topics for the session are. It is convenient to analyse
specific, immediate, concrete (affecting the working post)
topics, as well as more general ones (company). It is very
important not to lose view of the long term objectives.
- Think in terms of future, in the sense to foresee what
the workers will do before the next session. Consider the
possibility to assign tasks, to improve the existing skills
or analyse the points related to the workers’ professional
STRATEGY ACCOMPANIMENT JUNIOR-SENIOR
DESCRIPTION - Accompaniment is a modality in which the employee
(junior) receives support from other experienced worker
(senior) in the execution of his/her new post. It consists on
the development of usual tasks by the junior in presence of
the senior. The accompaniment nowadays is used to teach
the employee useful behaviours and pre-determined
answers within the working post.
- In this kind of process, it is important as the first element
that the senior adopts the role of practical instructor of the
different tasks, as well as the active element supporting
technically and humanely the new worker or the less
DEVELOPMENT - Clearly defining the expectancies of the junior and the
/ STAGES mutual commitments senior-junior. Establishing where
and how to start. It is important to take into account the
level of cultural, social and individual development of
the person that is going to be accompanied.
- Defining the situation, the changing needs, identifying
and evaluating problems, defining changing objectives
and target(s), considering alternatives, effects, costs,
risks and resistance. In order to that information is
gathered by means of interviews, questionnaires,
- Evaluating the junior worker’s changing and learning
- Defining the strategy of accompaniment to carry out, the
action points, support, tactics…
- Establishing the length of accompaniment. Although
there is no determined deadline to develop an
accompaniment program, the practice indicates us that
its length depends on the complexity of the task.
- Establishing an accompaniment evaluation: controlling
the results, self-evaluation by the junior, evaluation by