Cognitive biases

The human brain – experts say – is capable of processing 11 million bits of information per second, but our conscious mind is only able to handle 40 to 50 bits of information per second. For this reason, our human brain often makes use of cognitive shortcuts, shortcuts that can lead to implicit and unconscious biases.

What is cognitive bias?

The concept of cognitive bias was introduced by Israeli psychologists Kahneman and Tversky in 1972. Daniel Kahneman – Nobel Prize winner in economics for his pioneering work in psychology on the rational model of decision-making – presented for the first time his study of the brain explaining two systems that model how we think. 

In Think Fast, Think Slow, Kahneman explains that system 1 is fast, intuitive and emotional, while system 2 is slower, deliberative and logical. The impact of loss aversion and overconfidence on business strategies, the difficulty of predicting what will make us happy in the future or the profound effect of cognitive biases on everything we do, They can only be understood if we understand how the two systems work together in making our judgments and decisions.

https://twitter.com/kahneman_daniel/status/1260870789135507457?s=20

Cognitive biases are mental mechanisms that facilitate the processing of information when making judgments and making decisions. Our brain uses shortcuts and simplifications to deal with the vast amount of information we face on a daily basis.  The probability that some cognitive bias influences our behavior is high and usually occurs naturally.

Advantage or disadvantage?

Our brain is not as rational and objective as we like to believe, we do not keep all the information of what we see or think, and every time we remember we activate mental and narrative processes that can change our memories.

We use biases and heuristics to make decisions influenced by our habits, experiences, intuitions and emotions. Our memory is selective.  We often attribute more weight to facts and data connected with emotions: “People will forget what you said, they will forget what you did, but they will never forget how you made them feel” – Maya Angelou.

Our brain is not a processing machine that rewards accuracy, but rather adaptation. It prefers to make cheap mistakes, rather than to do or stop doing something that involves a high cost. In addition, cognitive resources are limited, so our brain uses easy and automatic shortcuts and processing methods to make quick decisions. At first glance it may be negative, but the bias function is basically adaptive. We’re not 100% targets, we’re not machines.  The biases are a reflection that we are humans.

Biases in the context of people management

How can biases affect people’s selection, evaluation and development?

The selection and evaluation processes are full of decision-making. We analyze different profiles, curricula, extract the necessary information, conduct interviews, conduct tests and evaluation tests. These allow people to know better when selecting, evaluating or planning talent development programs. Precisely some of these contexts are particularly vulnerable to cognitive bias due to these factors:

  • The information provided on which they have to make the decision is limited, lack knowledge of their personal context. 
  • There is a time pressure in which those evaluated must respond and those responsible must act.

Therefore, when information is limited or ambiguous, and there is pressure or urgency over time, biases act with greater influence. To this is added the stereotypes unconsciously, influence the perceptions of the evaluator; and at the same time the evaluated responds with response biases.

Often, the response bias may not be intentional, there may be other simple reasons: such as the formulation of questions, the personal situation of the respondent… In any case, the result can be a set of ambiguous and subjective data. It is important to know when a bias is affecting us so that it does not alter our quality as professionals, making us make decisions not very wise. Therefore, the lower the cognitive biases, the more honest and reliable the information obtained.

Is it possible to eliminate or reduce biases?

In order to guarantee the reliability of the results, it is essential first of all to be aware of the existence of biases in the application of evaluations and tests, both by the evaluator and the evaluated. But is there any way to reduce or even eliminate the risk of bias? One way is to design the tests as objectively as possible, making more accurate and reliable information possible.

But can we avoid biases? Not humanly. Cognitive biases are unconscious and are an inherent part of our thinking.  At this point, technology, specifically artificial intelligence, can be, and is, a useful and valuable tool to help us deal with human biases in the field of personal knowledge, reaching more objective and reliable conclusions regarding our abilities, competences and abilities.

The advantage of AI is that we can program it in such a way that it fits specific requirements, being able to be audited and eliminating the human bias of response, in particular the bias of self-perception and social desirability.

Human AI and the biases

In Human AI, we have proven this: if you ask a sample of 291 people who evaluate how orderly and modest they are, most will answer in a positively biased way, with a high score.

In our perception of ourselves and our behavior we tend, systematically, to make interpretations that allow us to maintain a positive vision of our self, which leads us, often, to interpret our reality biased and self-deceive in our own perception.

This self-perception bias is reflected in personality tests before a job interview, selection or any situation of self-evaluation where social desirability is a conditioning factor.

With Human AI, forget the bias.

If you want to check, ask for our free demo:

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Key competencies for an entrepreneurial profile

Socioemotional skills are considered fundamental tools for entrepreneurship, as they allow students to manage their personal resources with the support of the context, for the development of strategies and behaviors that have an impact on the environment.

Social-emotional skills in university students aspiring to entrepreneurship – FORO EDUCACIONAL Nº 32, 2019

At the beginning of a university career, students are often faced with the prospect of undertaking a project or business idea, not only to generate future income, but also to cover a social need and generate an impact on the environment.

The process of entrepreneurship is a challenge for university students, as it confronts them with a dynamic social context, which requires strategies to promote a profitable business idea and professional profiles that allow them to face personal and environmental challenges during the development of entrepreneurship. Entrepreneurship is a journey full of challenges and opportunities, and to succeed in the competitive world of the market, it is not only important to develop technical skills, but also a set of socioemotional competencies (SEC) that can drive growth at a personal and professional level.

What are the most relevant SECs for the employability of an entrepreneurial profile?

1. Self-knowledge

Self-knowledge is the foundation of any successful entrepreneur. It involves understanding your own strengths, weaknesses, values and emotions. By being aware of your own capabilities and limitations, you can effectively leverage your strengths and work to develop areas for improvement. Self-awareness also allows you to make informed decisions and take mature responsibility for your actions.

2. Emotional intelligence

Emotional intelligence (EI) is a fundamental skill for entrepreneurs; it enables them to manage their own emotions and understand those of others. When you are aware of them and how they affect decision-making and relationships, you deal effectively with difficult situations. In addition, understanding the emotions of others can help you build strong relationships, negotiate effectively, and inspire and motivate your team.

3. Resilience

Entrepreneurship is not a bed of roses. It is full of setbacks, failures and obstacles. Resilience is the ability to face these challenges and move forward. It involves maintaining a positive mindset, staying positive and adapting to changing circumstances. Resilient entrepreneurs are able to see failure as an opportunity for growth and therefore learn from their failures. They are persistent and determined, even in the face of adversity.

4. Creativity and innovation

Innovation is at the heart of entrepreneurship. To stand out in a saturated market, entrepreneurs must think creatively and come up with innovative solutions. Creativity is about generating new ideas and thinking outside the box, while innovation is about implementing those ideas in a practical and impactful way. Embracing creativity and innovation not only helps to differentiate from competitors, but also to identify new opportunities and adapt to changing market trends.

5. Communication and interpersonal skills

Effective communication is essential for an entrepreneurial profile. Being able to articulate ideas clearly and persuasively is essential when presenting to investors, negotiating with partners or managing a team. In addition, strong interpersonal skills enable you to establish and maintain relationships with stakeholders, customers and employees. Active listening, empathy and conflict resolution are important aspects of effective communication and interpersonal skills.

6. Adaptability

The business landscape is constantly evolving, and successful entrepreneurs must be adaptable. Adaptability means being open to change, embracing new tools and trends, and adjusting strategies accordingly. The ability to pivot quickly and make necessary adjustments in response to market dynamics can be the difference between success and failure. Being adaptable also allows you to identify emerging opportunities and stay ahead of the competition.

7. Problem solving and decision making

Entrepreneurs face complex problems and make crucial decisions on a regular basis. The ability to analyze situations, identify possible solutions and make informed decisions is essential. Effective problem solving and decision making requires critical thinking, analytical skills and the ability to weigh the pros and cons. Being able to anticipate risks and make calculated decisions contributes to the long-term success of a business initiative.

To conclude…

In the world of entrepreneurship, technical skills are important; but it is the social-emotional competencies (SEC) that play a vital role in achieving success. Self-awareness, emotional intelligence, resilience, creativity, communication skills, adaptability and problem-solving skills are some of the most relevant SECs for a student with an entrepreneurial profile.

Developing these competencies from the educational ecosystem can improve the business trajectory of the future entrepreneur and increase the chances of achieving the proposed objectives, turning the student into a future entrepreneur with integrity.

If you work for the evaluation, assessment and development of competencies, ask for our free demo:
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A reflection on self-knowledge

How can we teach to know the world as an object without first learning to know ourselves as subjects?

“Autoconocimiento y formación: más allá de la educación en valores”

Self-knowledge helps us not only to understand ourselves better, but also enables us to identify our personal and professional goals in a more accurate, realistic and meaningful way. This valuable aspect of our development, however, is often overlooked in education. We focus on acquiring knowledge and technical skills, but rarely stop to explore our own identity.

Gnoseological imperative

Importance of self-knowledge

The claim of self-knowledge is as old as humanity: “know yourself”. The well-known Greek aphorism is part of that “learning to be”, that basic and ontological competence of our life and our personal development. The first step, therefore, following the Greek line, would be to recognize that we are ignorant of ourselves: “I only know that I know nothing” or that I know nothing, as we would say with Socrates.

Likewise, Kant affirmed that self-knowledge, for reason, was “the most difficult of all its tasks”. Precisely because the philosopher communicates the idea of a complete, finished and perfect self-knowledge, and not as the possibility of a gradual process of knowledge, diversified in progressive moments. The need therefore arises for a process of personal growth that includes this gnoseological aspect: to be able to develop a foundation oriented to find out gradually and in depth who and how we are in order to understand why and for what purpose we act.

Pedagogical imperative

Pedagogical and didactic importance

“Self-awareness is perhaps the greatest and most misdiagnosed learning difficulty, and the most unnoticed educational failure of human beings.”

Agustín de la Herrán Gascón – professor

Beyond, therefore, being an individual imperative, self-knowledge is also a pedagogical requirement: “self-knowledge is an educational right that, although it may not be interesting for the profitability of social systems, it is interesting for personal maturity or evolution. Therefore, from the point of view of training, its teaching, is a professional imperative of the teacher”, says Agustín de la Herrán Gascón, pedagogue, doctor in Education and professor at the Universidad Autónoma de Madrid.

Didactic premises

  • Self-knowledge is the axis of personal maturity, which in turn is the axis of formation, which in turn is the fundamental purpose of didactic
  • It is also a radical (spiral of transversals) or perennial theme. Teachers can contemplate it as an object and objective of reflection and teaching.
  • It can be communicated directly (by dealing with it) or indirectly (from other contents), as long as one acts not only with science, but also with awareness.
  • Before it can be taught, sufficient experience of awareness and experiential self-knowledge is required.
  • The didactic principles for this are coherence-exemplarity, internalization-evolution and the transmission of more concern for knowledge-consciousness, as a function of human evolution (our own, others’, collective and human in general).

Get to know yourself better, to be better.

Beyond data, there is information, beyond information there is knowledge, beyond knowledge, there is decision making, and subsequently the transformation of the person. The process of self-knowledge starts, therefore, from the knowledge of the data to end in the configuration and transformation of the personal being.

“Self-knowledge is a process linked to a result: the human being “is not born as a self […] he learns to be a self.”

K. Popper

An education, therefore, that favors the realization of meaningful and creative learning is undoubtedly a fertile education; and a Didactics that adopts self-knowledge as a formative reference can always be even more useful to know oneself better and be able to be better. Thus, self-knowledge leads the student to be able to integrate knowledge and at the same time to internalize himself as a person, a horizon to which education should aspire.

Socioemotional education and learning

In recent years, a movement has been generated in favor of promoting, disseminating and developing emotional education as a psycho-pedagogical innovation.

The Rethinking Education report (Unesco, 2015) certifies the need to overcome traditional academic learning and to foster a holistic approach to education and learning, in order to overcome traditional dichotomies between cognitive, emotional and ethical aspects.

Emotional intelligence

The construct of intelligence has undergone a very important conceptual expansion, especially since Gardner’s theory of multiple intelligences (1993), which has had a great impact on the attention to diversity in the educational context.

“Ability to perceive, appraise and express emotions accurately, access and generate feelings that facilitate thinking, understand emotions and regulate them to enable emotional and intellectual growth.”

Mayer & Salovey, 1997, What is emotional intelligence?

The academic deliberation about this concept is long and interesting: the development of the concept of emotional intelligence, Salovey and Mayer (1990), Goleman, D. (1995), interpersonal and intrapersonal intelligence, Gardner 1993; personal intelligence, Sternberg (2000), the so-called social competence by Rose-Krasnor (1997), Cherniss (2000), Topping, Bremmer and Holmes (2000) and Zirkel, (2000); etc.

Under the term emotional intelligence there are several conceptions that allow understanding this reality in at least three ways: as a cultural movement, as a personality trait and as a mental capacity.

From intelligence to emotional education 

From the educational point of view, it is preferred to speak, instead of intelligence, of emotional education, emphasizing the interaction between the person and the environment and, as a consequence, great importance is given to the learning and progress of the person in these competencies.

“Emotional education is understood as a continuous and permanent educational process, which aims to enhance the development of emotional competencies as an essential element of the integral development of the person, in order to train him/her for life”.

Bisquerra, R. (2009b). Orientació psicopedagògica, educació emocional i ciutadania.

The concept of emotional education is broader than that of emotional intelligence, although it is based on it; it has an integrating and open character. It includes contributions from neuroscience, research on positive psychology and subjective well-being, and the concept of flow, among others.

In the midst of the conceptual debate, a common point stands out: the existence of a set of emotional competencies, with a great value for life, competencies that can be learned and acquired. Emotional education therefore aims to contribute to this integral development.

The educational implication of this statement is very clear: it is necessary to focus efforts on the development of emotional competencies and to delegate to psychology the elucidation of the construct of emotional intelligence.

Emotional education at the service of skills development

From this educational approach, it is not enough to perform “some activities” from time to time. It requires intentional, systematic and effective work that requires an organized, coherent and integrated set of activities articulated with a common purpose.

  • Learning to motivate oneself.
  • Dealing with frustration.
  • Control anger and impulsive behavior.
  • Develop and spread a sense of humor.
  • Generate and self-generate positive emotions.
  • Foster empathy.
  • Delaying gratification.

This is a short list of emotional competencies whose development allows us to be better prepared for life, favoring aspects such as learning processes, interpersonal relationships, problem solving and the achievement and maintenance of a potential job, promoting a predisposition to learning, reducing conflict, reducing risk behaviors, improving the classroom climate, among other benefits.

“Emotional competencies are the set of knowledge, abilities, skills and attitudes necessary to understand, express and regulate emotional phenomena appropriately”.

Pérez, N, & Filella, G. (2019). Emotional education for the development of emotional competencies in children and adolescents. Praxis & Knowledge

Educating people, more than intelligences

In the educational ecosystem there is a clear conviction: teachers come to their classes with the desire to transform people, not intelligences.

Students are subjects susceptible of assuming not only technical or cognitive skills and competencies, but competencies in which they learn to manage in any situation, challenge and opportunity, whether personal, family or professional; so that they put into play and put into practice everything they have learned and acquired in the teaching and learning process.

Taking into account this implication entails, within the educational framework, designing personalized interventions adapted to the target audience with an active and motivating methodology. In this sense, it is worth remembering that a key element prior to the implementation of emotional education programs is the training of the educators in charge of their application.

Cfr. “Emotional education for the development of emotional competencies in children and adolescents“.

In order to assess competencies and develop them, try Human AI and learn 35 soft skills with just one text.

INTERNATIONAL FORUM ON ARTIFICIAL INTELLIGENCE

More technological, more human

FIIA 2023, International Forum on Artificial Intelligence, is proposed as a space for international dialogue to discuss the present and future of artificial intelligence. On the first day organized by the Universidad Tecnológica Nacional and Ticmas; Melania Ottaviano, HumanAI advisor, and Susel Jacquet, from the Ticmas team; talked with Patricio Zunini about how technology can become a useful tool to develop social-emotional learning.

More and more voices in the intellectual sphere are calling not only to take into account the growing insensitivity that can accompany the rise of technology, but also to continue to proactively develop our human condition.

(DE)HUMANIZATION?

If, instead of apocalyptic dehumanization, technology were a tool for developing socioemotional skills? This question was the key to the dialogue between Melania Ottaviano and Susel Jacquet at FIIA2023, on August 30 in the auditorium of the Regional Faculty of Córdoba of the National Technological University.

Our advisor in Argentina, Melania Ottaviano, director of the Diploma in Educational Innovation at Universidad Siglo 21 and part of the academic team of the Specialization in Virtual Learning Environments at Universidad Católica Argentina, stated that “it is extremely important to accompany all the development of Artificial Intelligence with human development”.

In the educational ecosystem, Melania continued, “it is increasingly important to begin to organically include emotional intelligence or everything that has to do with human skills in the teaching curriculum. These skills, Artificial Intelligence obviously cannot execute them, it cannot replace us (…) so it is key to include these types of skills, especially for the challenges of today’s world, for our students and also for teachers.” In a world full of technology, algorithms and big data, it is urgent to develop our more human side, since “we obviously run the risk that if we do not do it, we will not accompany this evolution”.

MORE SELF-KNOWLEDGE

“What recommendations would you give for working on the socioemotional dimension in an institution in an organization, not just in a school?”.

Regarding the development of the socioemotional part, Melania advocates for a boost in self-knowledge: “We know very little about our students, although we know if our students are good in Mathematics, Logic, Language… we know little about their level of leadership, empathy, frustration tolerance… and that is one of the challenges we also have today as teachers; to begin to know them to generate plans that can strengthen these skills”.

Self-knowledge is a fundamental part in order to develop this socioemotional dimension, and not only for students, but also for teachers and managers, since “there are few spaces in the institutions for self-knowledge, and it is essential to know what training they have and what challenges of these human skills are also necessary to develop in them”.

To this end, she stated: “I believe that the commitment of the management team is key, and to know that these are projects that are designed and must be sustained in the long term. We are very used to wanting to get results quickly and when we work with human skills, although they are malleable, they obviously require time, which is why I say that measurement is also key”.

MORE HUMANE

From this need arises the innovative proposal of Human AI: “We combine Artificial Intelligence and human development.Precisely through this application – which was developed with artificial intelligence – we can obtain a report, an analysis of our students, of more than 30 socioemotional skills; and from there we can make a project, a planning; knowing what are the opportunities for improvement and in which ones to continue growing and strengthening”.

Melania, commenting on the relationship between technology and the socioemotional part, affirmed that it is necessary to “find a balance between the use of this technology and seek a connection more and more to our essence as humans. There are always ethical limits, and in Human AI’s work there is strict data control to preserve the identity and sensitive information of each individual user. The preservation of identity is part of the ethical dimension of the company, because it is precisely sensitive information that you are having about a person, and it is very relevant”.

But she urged that this ethical debate “must be taken to the inside of each institution”. Although debates are taking place at the international and national level, I believe that we must open spaces for discussion in each institution. This is moving very fast, if we wait for the regulations to come from somewhere else, we will never be up to the task. There is a lot to discuss, some people are afraid of it, but I think we have to see it as an opportunity”.

An innovative partnership in education – Latam

Education in Latam moves towards a promising future

A pioneering collaboration begins that will help transform the educational landscape in Latin America. The school network Itinere in Argentina and Uruguay has joined the innovation ecosystem of Human AI, a company that develops tools based on responsible artificial intelligence, to establish a pioneering educational innovation hub in the region.

This innovative agreement promises to revolutionize the way in which students and teachers develop socioemotional competencies, avoiding traditional tools and their drawbacks, in addition to promoting cutting-edge research projects in collaboration with universities and Human AI experts.

“The collaboration between the Itinere network of schools and HumanAI will allow students and teachers to reach their full potential, which is both a right and a pillar for education to be a great engine of change and social belonging.”

Darío Alvarez Klar, Founder and Director of Itínere Red Educativa

Integral development of competencies supported by ethical IA

At the heart of this strategic alliance is a shared commitment to driving holistic competency development. With the help of responsible, evidence-based AI from Human AI, innovative tools will be co-designed to assist management teams, teachers and students in their personal and academic growth. This will mark a milestone in Latin American education by combining Itinere’s pedagogical expertise with Humana AI’s cutting-edge technology.

“Our collaboration involves fostering socioemotional competencies among students and teachers, conducting cutting-edge research projects and harnessing the power of innovation together with universities and experts within the Human AI ecosystem.”

María Beunza, CEO of Human AI.

Getting it right in the selection of profiles

🔵 Article originally published in the magazine “Dirigir Personas” of AEDIPE – Spanish Association of People Management and Development, you can read it here.

Noelia Sanz, COO of Human AI

Surely we have all experienced the consequences of poor selection, both in recruitment and in internal promotion processes. We have always heard that you hire for aptitude and fire for attitude. It is almost more important how an employee behaves than how much technical knowledge he or she has of something, because a person with a high capacity for learning will always be able to acquire that knowledge. However, it is not so easy to mold the personality to acquire skills that do not come “as standard”. This is why it is crucial to get the profile selection right.

Also, even if the HR team is highly experienced, there is always a human predisposition to bias, the great enemy of selection interviews, as well as of tests, because of candidates’ self-perception. However, AI has arrived to complement that function and facilitate the analysis of the socioemotional competencies we are trying to look for in that interview or with other selection tests. We can now count on Human AI, an objective assistant to help us match the selected profile to the position to be filled. Thanks to psycholinguistics and natural language processing (NLP), we can obtain an immediate report of 35 socioemotional competencies (soft skills), simply by analyzing a text or a 1000-word voice transcript.

In addition, we have developed an ethical and digital code of conduct to be adhered to in order to access our services.

What competencies does it measure exactly? Those of the Big 5/OCEAN model? for personality (McRae & John 1992), the most widely accepted model by the international scientific community, which the Organization for Economic Cooperation and Development (OECD) has used to base its model of socioemotional competencies worldwide in the educational and professional sphere:

With the assessment of these competencies, we can further refine the “qualitative” traits of the evaluated candidate and choose the one who best suits the characteristics of the position to be filled. And for those who are not selected, we can send them their individualized report with guidelines for improvement, which will reinforce our employer brand.

Perhaps the HR team may see AI as a threat, however, it is a great ally that in no case will replace its function, but will enhance and complement it. The many advantages of this virtual assistant include a drastic reduction in the time spent analyzing information and writing reports, which will speed up the time it takes to fill vacancies. And, in the short term, it will reduce turnover, as we will have made a better selection by matching the required profile.

It is true that the use case is not limited exclusively to the moment of incorporation. There are other situations in which this assistant can become our best companion. It can help to establish career plans for the employee, reinforcing those competencies that need to be improved, or assigning him a mentor to help him in the process. Human AI also offers the possibility to see the evolution over time of the development of competencies, checking if these plans are being effective.

On the other hand, this tool can help to cover an internal promotion with candidates from within the organization. How many times do we make the mistake of promoting a good technician who does not have the managerial skills to assume the function? How many times do we doubt about the interest or bias in the performance evaluations? Or candidates are proposed for “cronyism” who do not really meet the required profile for that department. With the Human AI report we can find the best internal candidate for the vacant position because, not only will we have the individualized report, but we can compare the results of all of them, competency by competency, to choose the most suitable one.

It can also be a good tool for calibrating corporate culture or values. If any of us were asked which employees best represent our corporate culture, a few names would surely come to mind. And not only for their technical knowledge but also for their way of doing, behaving, leading and influencing. Imagine if you could start recruiting profiles with similar patterns to theirs. By simply analyzing these “benchmark” employees to find out their assessment of these 35 competencies, you could use their results as the optimal selection parameters.

In definitive, Human AI is a tool that enhances the work of the HR department to provide a better service to the organization with objectivity, immediacy and without the need to torment people with the “psychometric ordeal”

“Oh the AI!”

Creativity versus AI, the impact of AI in professions and trades, the use of GPT chat in the classroom, AI-based avatars as a teaching tool and ethics and values in the use of AI were some of the issues addressed by the various speakers at the conference for teachers “Oh the AI” organized by the Navarre Employment Service at the Civican in Pamplona; moderated by Rubén León, a journalist from Spanish Television.

“Education has to change, it can no longer be focused on the industrial model and must open doors to a digital world” said teacher Rubén Jiménez, in the block on creativity and AI.

Carlos Fernández de Vigo – film director, screenwriter and video game creator – spoke about the AI revolution in our lives as a historic opportunity. From Emotional Films – a new interactive audiovisual format that aims to offer audiences an experience that adapts in real time to their emotions and other key audience data – they have carried out projects with AI, among others, with the Cervantes Institute. “Movies are not the same depending on who is watching them and at what time they are watching them, they evolve with the viewer.”

Their vision of technology is philosophical and includes many sociological, pedagogical, psychological, neuromarketing, lawyer and engineer profiles. “We are people who want our creations to live on. We have made short films with people who were recycled from other sectors and thanks to technology they did the reskilling”.

Francesc Pujol – writer and teacher at the University of Navarra – with his vision of active network explorer started using ChatGPT because he imagined a radical impact on the learning process, both his own and regulated. He has learned to integrate it from practice and testing, without waiting to be told about it and advocating that all student work should be delivered together with the methodology used to carry it out, the screenshots of the questions to ChatGPT, assuming that from now on it will be an inevitable and indeed recommended use.

“You don’t have to wait to be an expert to use ChatGPT, no high training is necessary and it has a lot of self-learning. We have to give ourselves the right to explore and make mistakes in the use of AI” says Francesc. “ChatGPT should be used to ask about things we know, this seems counter-intuitive but it involves improving the things you already do.” Conclusion, let ChatGPT work for you and not instead of you, let it be an assistant and not an agent.

Finally, Elena Alemán is president of LucIA foundation, an initiative that aims to achieve a degree of knowledge, development and implementation of Artificial Intelligence (AI) ecosystems equivalent to those achieved in recent decades in the field of renewable energies. For his part, he presented the topic “Ethics and values in AI”.

Good uses? AI is making our lives easier, to help us with more global issues: health, environment, research thanks to a lot of rapidly processed data. Dark” uses? Since AI decides and generates content, it is important to know with what values and criteria it has been trained and the ownership of the data.

“Technology is ahead of legislation, in Europe a regulation is going to be generated in the first quarter of the year 24. What can we do? Training, communication and AI to combat AI.”

Why is it relevant to generate creative contexts in sports?

“Decision-making is trained by playing, making the player feel like a protagonist.”

Pep Guardiola, former soccer player and coach.

What better way to train decision making than through the game?

The magic of soccer begins when the ball is put in motion.

Players must make quick decisions, adapt to circumstances and learn to play in synchrony. With the ball stationary the defensive position is quickly structured, on the move uncertainty takes over the opponent.

Each pass, each movement is a decision made. The more you train, the more decisions are made and the better the player becomes at reading the game, generating tactics and improvised plays.

Soccer is dynamic, fluid and full of uncertainties; it is not a game of predictable movements where the pieces move following a set pattern.

The danger of automation in training is real. If players become accustomed to rigid patterns and repetitive training, they are likely to lose the ability to innovate on the field.

“I understand positional play, attacking spaces… but I believe that as coaches we have to take care of that supposed, or real, lack of creativity. I think a creative player unlocks those block defenses. A creative player is creative, inventing something different when everything is monotonous”.

Pablo Aimar, technical director of Argentina’s Under 17 team

Sporting success manifests itself when a player is able to make unique passes and plays in unpredictable situations. Innovation cannot flourish in an environment where everything is mechanical.

Soccer is a sport of emotions, decisions and constant movement that requires one ingredient to transform a good player into a true genius: creativity.

Coaches have the responsibility to develop this competence by bringing out all the talent and potential of their players. This way of coaching will make the difference on the field: making exciting plays or changing the destiny of a match.

If you work in the sports world and are looking to develop socio-emotional competencies, discover our AI tool, Human AI, an innovative technology at the service of human development.

Request the test! 👉 https://lnkd.in/dGFvHXtZ

AEDIPE Congress. Empowering talent

Every year AEDIPE – The Spanish Association of People Management and Development – holds an International Congress with the aim of creating a space for HR professionals. A Congress in which to learn, update their knowledge, share experiences, practices and discuss the most current issues in People Management.

This year, the AEDIPE Aragón delegation welcomed 300 HR professionals on September 28 and 29 to learn and discuss “People and Sustainability” at the 56th International Congress.

“The intelligent use of technology, promotion, integration, team welfare, creativity in decision making, always subordinating it to people, are the main themes of this meeting”.

Pedro Ribes, National President of Aedipe.

Human AI at the service of talent

Being sponsors of the Congress, part of the Human AI team – María Beunza – CEO; Noelia Sanz – COO; and Iñigo Benito – Innovation manager – attended ready to learn and provide solutions for professional development and employability with our artificial intelligence tool at the service of people management, profile selection and emotional well-being of the team.

One of our challenges is to address digital, cultural and human transformation in companies to help talent management professionals from technological innovation.

Human AI puts AI and psycholinguistics at the service of social-emotional competences”

Our priority is the person and for this our best ally is artificial intelligence. It is the HR professionals themselves who put into context the knowledge provided by Human AI through a personalized report of the person being evaluated.

This report – made from a natural language text of the person – offers the evaluation of 35 softskills and the five traits based on the OCEAN Model. It is in turn capable of providing group and customized reports according to the needs of the users. This eliminates the need for tedious questionnaires, avoids self-perception bias and enables the HR department to assess and develop the emotional and social skills of their team or to select the right profiles.

Human AI saves time and money in contrast to traditional psychometric tests. It is capable of receiving both written texts and voice notes, which are automatically transcribed without retaining biometric information. Human AI guarantees user privacy and data security at all times. We are committed to developing ethical and responsible AI.

If you are an HR professional, join the challenge of empowering and developing talent in an effective, simple and reliable way.

Try our demo: tu-demo.humanaitech.com