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Re: [aprendizaje-org] Universidades Corporativas

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  • SilvanoGómez
    Estimados Rafael y amigos de la lista: En relación a la Universidad Corporativa, les informo de los servicios que brindamos en nuestra empresa y que les puede
    Mensaje 1 de 14 , 24 may 2001
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      Estimados Rafael y amigos de la lista:

      En relaci�n a la Universidad Corporativa, les informo de los servicios que brindamos en nuestra empresa y que les puede ser de mucha utilidad cuando deseen implantar una universidad corporativa.

      Nuestro rango de servicios cubre:
      A.- Desde la creaci�n del peque�o Espacio Virtual de Aprendizaje Audiovisual (EVAA), en nuestro portal�de cursos en linea hasta la integraci�n de una universidad virtual completa.
      B.- Producci�n o co-producci�n del(los) cursos iniciales, hasta que logren total autonom�a para generarlos.
      C.- Formaci�n de especialistas en Multimedia Interactiva, Aprendizaje Basado en Computador (ABC) o�Computer Based Training (CBT), que continuen el proyecto y lo mantengan.
      Nuestra propuesta puede abarcar:
      1. Desarrollo inicial total de un portal audiovisual propio del cliente.
      2. Creaci�n de la tienda virtual con Intershop y todo lo referente al comercio electr�nico (e�Commerce).
      3. Capacitaci�n integral del equipo de producci�n interno, en nuestra tecnolog�a.
      4. Software Multimedia-CBT nuestro, como SHOWizard PRO y Sistema C.P.I., con licencias de uso legal.
      5. Capacitaci�n especial para los autores de los cursos.
      6. Asesor�a y consultor�a t�cnica para ir logrando independencia en cada etapa.
      7. Servicios out-source, para conversi�n de cursos en CD-ROM a la Internet, etc
      Para recibir mayor informaci�n pueden mandarme un mail a:
      Les� mando un saludo cordial
      Silvano Gomez A.
      Director General
      Consultor�a Kansico


    • Rodrigo Arrioja
      Maru: Gracias por tu excelente y amplia información. Me hizo extrañar los tiempos de la enseñanza tradicional que nos hubiera exigido aprender de memoria lo
      Mensaje 2 de 14 , 25 may 2001
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        Maru:
         
        Gracias por tu excelente y amplia información.
        Me hizo extrañar los tiempos de la enseñanza tradicional que nos hubiera exigido
        aprender de memoria lo que nos dices. Vale la pena el esfuerzo.
         
        Una curiosidad semántica: la palabra inglesa "bold", cuando se aplica a la escritura, se
        traduce como "negrilla" aunque venga en color azul. Yo no inventé la regla, sólo la aprendí de memoria.
         
        Por favor sigue compartiendo tus conocimientos y experiencia.
         
        Rodrigo
         
        ----- Original Message -----
        Sent: Thursday, May 24, 2001 9:05 AM
        Subject: RE: [aprendizaje-org] Universidades Corporativas

        Rafael,
         
        Mis respuestas están abajo en letra bold color azul. Espero que la información les sea de utilidad.
         
        Saludos,
         
        Ma. Eugenia Padilla
        Socio Director
        SCN de México
        -----Mensaje original-----
        De: Rafael G. Hernández M. [mailto:pgrupo@...]
        Enviado el: Viernes, 18 de Mayo de 2001 02:50 p.m.
        Para: aprendizaje-org@yahoogroups.com
        Asunto: [aprendizaje-org] Universidades Corporativas

        Apreciados Co-listeros
         
        Gracias a todos aquellos que respondieron enviandonos informacion sobre experiencias de Universidades Corporativas. Proximamente me pondre en contacto con cada uno.
         
        Les estoy enviando a ustedes y alos demas co-listeros un importante articulo de la revista Corporate Universities acerca de la importancia de alinear los objetivos de la Universidad con la estrategia de la empresa. Espero les sea de utilidad.
         
        Por el momemento nos han surgido tres preguntas concretas sobre el tema, para continuar compartiendo al respecto
         
        1. ¿Cómo se relaciona la Universidad Corporativa con la Estructura de la empresa y en particular con el área de Gestión humana? ¿Qué organos internos tiene la Universidad?
        R= En los casos que conozco (habiendo participado en el desarrollo de uno de ellos), la Universidad Corporativa se constituye como una entidad de soporte funcional para la organización. Esto es que no se "agrega" al organigrama de ningún área en particular, ni siquiera la de Recursos Humanos o Gestión Humana.
        Es muy común incluso que estas Universidades se constituyan como razones sociales o empresas independientes, ya que en muchas ocasiones brindan servicios de capacitación y educación a otras empresas (por ejemplo en procesos de benchmarking).
        Entre las ventajas de esto:
        1. Educación y aprendizaje organizacional adquieren una autonomía funcional y estructural
        2. Adquiere el caracter de "prestadora de servicios estratégicos" para la organización (La Universidad Corporativa debe tener línea directa con la Presidencia o Dirección General)
        3. Se le libera del estigma de ser "responsabiliodad única de recursos humanos", involucrando a todas las áreas de la empresa
        4. Permite ampliar el espectro de educación a entidades que no pertenecen a la organización, pero que participan en la cedena de valor: proveedores, distribuidores y hasta competidores en los procesos de benchmarking.
         
        La Universidad se conforma de especialista de varias áreas, que pueden estar involucrados o no en la operación de la empresa (en el mismo concepto que tiene la universidad tradicional de académicos de tiempo completo y académicos de tiempo parcial). Los programas educativos se diseñan, imparten y evalúan por especialistas de mercadotecnia, producción, investigación y desarrollo, recursos humanos (depende de las funciones y procesos clave de cada empresa) y se validan por la presidencia y el comité directivo.
         
        2. ¿En un sentido semejante a la inquietud anterior, qué papel juegan los Jefes?
        R= Esta es una de las mejores partes de las Universidades corporativas: que se hace patente la necesidad del liderazgo en los niveles de mando, y el aprendizaje es comprendido como una palanca clave de valor.
        En la evaluación del desempeño de los niveles de mando, el cumplimiento al plan educativo de sus áreas se convierte en un factor importante (fluctúa entre el 20% y el 30% entre los objetivos del puesto).
        Por otro lado, también los jefes, gerentes y directores son invitados a participar en los cursos como facilitadores, entrenadores o ponentes. En algunos casos, esta participación también se evalúa como parte del cumplimiento a objetivos.
         
        3. ¿Qué modelos pedagógicos soportan los procesos de aprendizaje? 
        R= Donde yo participé en el desarrollo de la Universidad Corporativa, no se eligió un modelo en particular, sino que se mezclaron principios de diferentes teorías psicológicas. Una de las más importantes fue la Escuela Humanística de Carl Rogers, pues el proceso de educación era autogestionado por cada empleado y asesorado por un facilitador (jefe inmediato de la persona).
        También nos basamos en los estilos de aprendizaje bajo el enfoque de David A. Kolb, y se instituyó como herramienta de diagnóstico el MBTI (Myers Briggs Type Indicator), basado en la teoría de Jung.
        Lo que es muy importante, es que los modelos y principios que se apliquen tengan una clara orientación hacia el adulto (esto parece obvio, pero en ocasiones se pierde de vista).
         
        De nuevo, gracias a todos !!
        Saludos
         
         
        Rafael G. Hernandez M
        Procesos de Grupo
        Consultores en Desarrollo Humano y de la Organización
         
         
         
         

         
        Global Beat

        How Strategic is Your Corporate University?

         
        By Martyn Rademakers and Nicoline Huizinga

        Results from an exploratory survey at the Global Corporate University Week 2000

        In recent years, corporate universities have evolved rapidly in the United States and are emerging gradually in Western Europe and Asia. Not only have the number of such organizations increased considerably, but they have also developed qualitatively. Now is a good time to reflect on how far these institutions have come. Have the present state-of-the-art corporate universities become the key reproducers and disseminators of knowledge for companies? Are corporate universities becoming the centers of new knowledge creation as well?

        The Global Corporate University Week 2000 conference in Cannes, France offered a unique opportunity for us to explore these questions. In this Mediterranean setting, international participants and speakers assembled to share their ideas, experiences and questions about corporate universities. We conducted a survey which yielded useful insights —particularly with respect to the importance of corporate universities as vehicles for strategically relevant research. In this article, we will present and discuss highlights of the survey results. Based on the findings we will distinguish three major stages of corporate university development: operational, tactical and strategic.

        The survey 

        The survey was based on a short questionnaire designed to be answered by top management at corporate universities for international firms. During the conference we obtained questionnaires completed by American, European and Japanese representatives from different firms that all had corporate universities. These data were supplemented with a content analysis of the relevant conference presentations. Tallies and analysis of the data were based on three issues covered in the questionnaire. Those issues were: the connection between corporate strategies and corporate universities, the link between corporate universities and business research and corporate university goals. 

        Corporate universities and corporate strategies 

        What makes corporate universities ‘corporate,’ one can argue, is their link with strategy, which brings up the question of how strongly corporate university programs are related to corporate strategy. Most of our respondents rated the link in their organizations to be strong to very strong. Additionally, many of the conference speakers, implicitly or explicitly, referred to a direct relation between strategy and their corporate university programs.

        Nonetheless, there were also a number of companies where the programs were not tightly related to corporate strategy. Questions about top management’s involvement in the corporate universities’ development yielded a similar picture. The majority of respondents said that members of top management at their organizations were very involved with their corporate universities. However, others noted that their companies’ top management’s involvement with training was minimal at best.

        Altogether, the findings indicate that the corporate university community considers a strong and direct connection between corporate strategies and corporate universities to be important. Nevertheless, the question remains as to what extent corporate universities really manage to involve top management and relate their programs to corporate strategy in a direct, deep and durable manner.  Further research is planned to shed more light on this issue.

        Corporate universities and business research

        Companies need a continuous supply of new and company-specific knowledge to keep pace with the rapid developments in their environment. Given this demand, business research conducted by corporate universities can be an important source of new knowledge. And if research is considered as one of the core activities of conventional universities, one may ask: how ‘university-like’ are corporate universities?

        Survey results were mixed on this issue. About half of the respondents said that their corporate university staff is largely, if not entirely, focused on education and not involved in research. Just one respondent said that education and research are key activities at his corporate university. Others said that some research is carried out by staff, but it is not considered a key activity. The survey results also showed that corporate universities, in general, are not very strongly involved in research on strategic issues.

        This is quite remarkable given the suggested link between corporate universities and corporate strategy. Indeed, corporate university staff members are expected to be among the first to address the top management’s needs for business research. Respondents also stated that their corporate university students are rarely, if at all, involved in research.

        Research findings in the present involvement of corporate universities correspond with the content of most presentations at the conference in Cannes. Education received a lot of attention, while research was largely neglected. The companies that were exceptions, where research is seen as a key activity, were Cap Gemini, Ernst & Young and UBS.

        However, the majority of corporate university programs are primarily aimed at disseminating knowledge and information, not creating new knowledge. 

        Corporate university goals

        What is considered to be the goal of a corporate university? The respondents were asked to rank five potential goals, which resulted in the following list: 

        1. Enable employees to fulfill individual learning needs. 

        2. Realize a match between corporate goals and individual learning preferences.

        3. Realize higher returns.

        4. Attract, motivate and retain employees.

        5. Enhance employees’ employability.

        Enabling employees to fulfill their individual training needs is regarded to be the most important goal for corporate universities. Also, matching corporate goals and individual learning needs and realizing higher returns were found almost equally important. This is in line with many of the company presentations during the conference. The speakers stressed different goals for corporate universities, as well as one of the top three listed above. 

        Obviously, corporate universities have to keep different stakeholders—particularly the individual employee and the corporation—happy at all times. The survey results indicate that a number of corporate universities (though not the majority) see this issue as a dilemma. They give priority either to corporate goals or individual learning preferences, rather than finding a match between the two.

        What was striking was that the respondents were quite indifferent about using corporate universities to attract, motivate and retain employees. Given the hot labor market situation in most Western countries, corporate universities were expected to play a larger role toward accomplishing this goal. The reason might be that attracting, motivating and retaining employees result from successfully enabling individuals to fulfill their individual learning needs. However this also enables employees to enhance their employability, which was broadly considered as the least important goal.

        A Summary of the Survey Results
        Three stages of corporate university development

         

        Majority

        Minority

        Relation between corporate strategy and corporate university programs

        Strong

        Weak

        Involvement of the corporate university in business research

        Weak

        Strong

        Corporate universities' major goal (from five possible goals)

        Enable employees to fulfill individual learning needs

        Enhance employability of employees

        The survey results allow for some tentative conclusions about current patterns in corporate university development. These patterns are based on the three previously mentioned stages of corporate university development: operational, tactical and strategic. 

        The operational stage can be considered the first phase of corporate university development, during which fragmented training activities are bundled under one umbrella. Corporate universities at this stage are considered to be ‘enhanced training departments.’ Coordination of training activities is largely intended to increase operational efficiency and boost education. 

        The next stage of corporate university development, tactical, is where the corporate strategy determines the priorities in the curriculum. The major goal is to reproduce and disseminate knowledge in such a way that corporate goals and individual learning preferences are matched. Moreover, the corporate university in this stage contributes to strategically important activities such as socialization and leveraging knowledge. The corporate university in the tactical stage functions as the ‘knowledge backbone’ of the corporation.

        The most advanced stage of corporate university development is strategic, where the corporate university staff and students are involved in research programs to create strategically relevant new knowledge. This way, the company becomes more self-sufficient with respect to the creation of ‘tailored’ knowledge necessary to realize and maintain competitive advantage. The corporate university at this stage of development can be seen as a ‘knowledge factory’ where not only existing knowledge is combined and exchanged, but new knowledge is created.

        An overview of the different corporate university 
        development stages and their key characteristics. 

         

        Operational

        Tactical

        Strategic

        Corporate university role

        Enhanced training department

        Knowledge backbone

        Knowledge factory

        Objective

        Efficiency

        Alignment

        Competitive Advantage

        Relation to strategy

        Indirect and reactive

        Direct and reactive

        Direct and pro-active

        Key activity 

        Binding corporate education activities

        Developing corporate education programs from corporate strategy 

        Shaping and realizing strategy through education and research

        The survey in Cannes yielded a number of tentative insights into the current stage of development in corporate universities. The results have made it clear that three stages can be identified. Corporate universities in the first part of development operate largely as enhanced training departments that bundle corporate education activities.

        Many organizations, though not the majority, are at this stage. In a more advanced stage, corporate universities align themselves with corporate strategy to form the ‘knowledge backbone’ of their organization and have a strong and durable link with corporate strategy. Given the strong awareness among corporate university managers about the relevance of this link with strategy, many organizations are working on advancing to this stage of development. Only a few corporate universities have entered the strategic stage in which the organization not only disseminates and repackages knowledge, but also creates strategically relevant new knowledge through research. It is a widely accepted observation that the competitive advantage of firms in advanced economies is increasingly based on knowledge rather than on physical assets. Given the strategic role of knowledge, a higher priority for corporate university development can be expected. Some corporate universities will prepare themselves for a move from the ‘operational’ to the ‘tactical’ stage. Others will take the next evolutionary step to become the ‘knowledge factories’ of their company. 

        Ironically, this last step would finally justify the use of the term university, which after all is an institution for education and research. p

         CTU Home Page 

        "What makes corporate universities ‘corporate’ is their link with strategy."



        Martyn Rademakers is the strategist at DeWit & Meyer Strategy Academy, an international strategy research, training and consulting company. Nicoline Huizinga is manager of the Krauthammer University, the corporate university of the international training company Krauthammer International. Rademakers can be contacted at the following address and phone number. 
        Dr. Martyn Rademakers Koningin Emmaplein 
        12 3016 AB Rotterdam The Netherlands
        E-mail: m.rademakers@...,
         http://dewit-meyer.com/,
        Tel: +31 10 4408522
        Fax: +31 10 4408529

         

        Table ofContents 

        CTU Home Page

         

        Interested in presenting at Training World™ 2001?

        The New Corporate University Review and HRevents™ invites you to submit your story or presentation by visiting http://www.hrevents.com/ and clicking on Training World™ 2001. Please also take a moment to fill out the Training World™ 2001 survey. As a thank you for completing the survey, your place at this conference is reserved for $1000*. To confirm this special rate, your registration must be paid in full by March 1, 2001.

        *not to be combined with any other offers

         

         



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      • vsanchez@transtel.com.co
        Rafael: Te sugiero el libro la Siguiente generacion de Benjamin, editorial Norma en Colombia, trata ampliamente, como desarrllan lideres al interior de
        Mensaje 3 de 14 , 30 may 2001
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          Rafael:

          Te sugiero el libro "la Siguiente generacion" de Benjamin, editorial Norma
          en Colombia,
          trata ampliamente, como desarrllan lideres al interior de grandes
          organizaciones a traves de programas institucionales de formacion
          empresarial.

          Cordial saludo,

          vsanchez@...

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