In today’s dynamic work scenario, the acquisition and development of specific competencies has taken on unprecedented relevance. The premise that skills and aptitudes surpass academic qualifications is an unquestionable reality in today’s business world. For those in the Human Resources field, it is essential to understand the competencies most in demand by the different professional profiles, in order to guide candidates towards sustainable job success.w
The rise of the competency profile
The concept of competency profiling has become essential in the identification and evaluation of talent in selection processes. This approach goes beyond mere technical skills, delving into the behaviors and capabilities that are key to success in a specific job position. It is a description that anticipates how an individual can contribute to the achievement of organizational objectives from his or her position.
At the heart of competency-based selection is customization. Each company, with its unique corporate culture and specific goals, is looking for candidates who not only possess technical skills, but also fit with the organization’s environment and values. This is where the role of HR professionals becomes crucial, identifying the specific needs of each position to find the most suitable talent.
Selection of talent by competencies
What do recruiters want to see in a job interview? Ask Eva Porto Soto to, specialist in the work environment at Top Voices Employment 2023 – LinkedIn News-Spain Employment Objective.
“They will want to see your motivation and evaluate if you have the soft skills or soft competencies needed to perform that position successfully. Among the most in-demand are teamwork, communication skills, commitment, emotional intelligence, adaptability and problem-solving. And how do you demonstrate that you have them? Establish which ones are relevant to your position and then identify anecdotes or past experiences where you have put them into practice,” says the psychologist specializing in Human Resources.
The development and assessment of personal and social skills is gaining more and more relevance in selection processes. It is vital to understand – in order to effectively advise those seeking to enhance their professional profile – the most in-demand competencies in today’s job market.
Competency-based employment profiling: A Guide for HR Professionals
Selection by competencies involves a personalized process, in which the needs of the company’s job position are identified in order to find the human talent best prepared to perform it successfully. Each company has its own corporate culture and objectives, but there are professional competencies – specific, transversal and personal – appropriate to each professional profile.
The Observatory of Occupations of the SEPE – Service Public Employment State SEPE co of State Employment in Spain – periodically studies the professional profiles of the job offer according to the economic activities and occupations with the best performance in employment and with the best prospects in the labor market.
For each of the professional profiles, a characterization of the job offer is made, including the working conditions proposed by employers and the specific competencies, skills and personal competencies required of the candidates, in addition to the training and experience required. It also includes the main labor indicators of the professional group of the profile, in order to contextualize it in the labor market, analyzing its behavior, evolution, market entry and exit mechanisms, mobility, etc. Finally, the occupations analyzed in the profiles, the functions they perform and some aspects of their training are included.
Technology at the service of competencies
In the current technological and digital paradigm, reflection arises on the possibility of assessing the skills in demand through the use of the technology at our disposal. Personalization in the identification of key professional competencies could greatly benefit from tools that facilitate data collection and analysis, thus contributing to a more efficient and accurate process in the selection of talent.
The convergence between the personalization of competency-based selection and the potential of technology facilitates this process, opening up a promising horizon. The ability to assess competencies more efficiently, accurately and reliably with technological tools could represent a significant advance in the search and selection of talent, opening up new possibilities for a more effective integration of people in the current labor context.
If you are interested in a technology capable of selecting talent by competencies discover Human AI and request our demo: https://tu-demo.humanaitech.com/
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Is artificial intelligence (AI) going to advance as fast as it is thought, or will it take time to become part of the business fabric and its practical application in HR?
This and several other questions were addressed in the webinar “Unicorns and mythology: demystifying AI” with the panelists: María Beunza, CEO at HumanAI Tech, Diego Montenegro, CEO of Hemisferios University, Alex Uriarte, Director of People and Culture at IED and the moderator and organizer of the session, Álvaro Galán Ocampo Senior, Product Marketing Manager at Sage, a company focused on providing technology solutions for companies and facilitating professional life in accounting, billing and human resources tasks.
AI in HR: great enthusiasm, little application
Despite the great enthusiasm surrounding AI, its breakthrough into the business fabric remains limited, according to Álvaro. He highlighted data that illustrate this gap between the high investment in AI research and development and its current limited practical application in organizations. According to data presented, by 2023, investment in artificial intelligence reached $92 billion, yet only 5% of HR leaders reported having AI solutions implemented, while 60% engage in discussions about the possibilities of AI in their companies. This disparity raises the question: will AI advance as fast as predicted?
Diego highlighted another gap: that between the rapid evolution of human intelligence simulation and our linear cognitive growth. “One of the biggest challenges is to understand how we are going to incorporate AI in HR, what scope it is going to have and how it is going to benefit the person, who should be at the center,” said Montenegro.
Experts noted that while AI has been the subject of growing interest, its true scope has only just begun to be glimpsed. In 2023, “the veil has been lifted, and there is now a lot of interest in AI. But AI has been in the works for many years, there’s a lot of investment behind it, and we’ve started to see just the beginning of a scope that’s going to change the whole paradigm in people management,” Alex noted. “Generative AI has made some people think that AI is magic but no, it’s science, it’s technology and there are practical applications,” says Maria, CEO of Human AI Tech.
Strategic importance: people and technology
The fusion of technology with organizational culture and purpose is fundamental to take advantage of the strategic impact of AI, so “beyond the enthusiasm, what is the strategic importance of the application of AI in organizations? Where does it fit in terms of the culture and purpose of organizations? Does it have utility? What impact can it have on issues of leadership, creativity…?”, Ocaña said.
The first paradigm in technology organizations, according to the Manager of the University of the Hemispheres, is to continue to have a people-centric culture. He argues that people are not simply an area within organizations, but constitute the essence of their culture. In this sense, Artificial Intelligence (AI) and emerging technologies must be integrated into the organizational culture, which must always have people at its core. This approach therefore implies a change of mindset: technology and AI are not merely activities or areas within an organization, but cross-cutting elements that drive and affect the entire organization and all the people within it. Leaders promote a purpose, and the organization’s DNA must be imbued with ethics, values, social responsibility, and now also the adoption of technologies, innovation and creativity.
Alex Uriarte emphasizes that the adoption of technologies must have a positive impact, contributing to the progress of the organization and people. He proposes that we should be “technology drivers”, incorporating it as an integral part of our processes. He talks about learning, change management, culture and people, and argues that these should be our business and should be on the agenda of all organizations.
Collaboration or substitution?
On the question of collaboration or replacement, several questions were raised: will technology replace us, how do we partner with AI, will we be able to make use of collaboration with technology to help us go further together?
It’s a fact, technological advancement is ever accelerating. “There are many techno-skeptics in organizations,” says Diego, “we also have those who want to learn and there are those who have already incorporated this technology. Technology can be the glue that can unite in a network the different departments, areas and watertight compartments that we sometimes have in organizations. There will be tasks that can be replaceable, but human creativity plus the creativity of machines – in quotation marks – will generate super-creativity”.
Maria added that resistance to change has always existed and that fear of substitution is human. However, “as we learn more, we eliminate fear, because fear paralyzes. That is why it is necessary to inform, train and demonstrate. It is important to ask questions, to cultivate our critical spirit in order to know how to supervise. Knowledge and judgment will continue to make a difference, and these technological tools will make us better and will suggest many new approaches. AI will make mistakes, in fact, it makes them, that’s why the role of the human as a supervisor and, in a way, responsible for everything that happens is necessary.”
It is crucial to understand where AI can be a great partner in building a better model and better welfare for people.
HUMAN AI Tech’s technology
In your work at Human AI – says Álvaro – in relation to companies that acquire or are considering acquiring your artificial intelligence, how do you perceive the response when you present them the capabilities provided by your AI?
“We offer services that are possible thanks to technology, technology is an instrument to generate value. When people understand an application and in our case that it helps them decide better, they gain a lot of time, that allows them to make decisions and do analysis with predictions even but also adapt and personalize… when they see the value it brings them and they see the time savings it brings in terms of efficiency, they see it positively. Then the esoteric magic part – “this gets it right!” – as they say, they’re surprised and they’re reassured.”
If you want to listen to the full session click on this link and if you are interested in learning more about how Human AI Tech can transform your organization, request our demo! 👉🏼 tu-demo.humanaitech.com 👈🏼
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“TikTok fined $15.9 million for misuse of children’s data in Britain”; “Meta fined $1.3 billion for violating EU data privacy rules”; “Italy finds OpenAI violates users’ privacy”….
These and many other news about leaks of personal information, the indiscriminate use of data by technology companies and the advance of AI and its algorithms trained with data; put on the table the need for a reflection on the ethical and legal limits in this field of data protection and privacy.
PRIVACY AND PROTECTION
Privacy and Data Protection – although closely related realities – are recognized as two distinct rights, requiring different legal protection.
In the European Union, human dignity is recognized as an absolute fundamental right. Within this notion of dignity, privacy or the right to a private life, being autonomous, having control of information about oneself play a key role. Privacy is not only an individual right but is also considered as a social value. That is why privacy is recognized as a universal human right – almost every country in the world recognizes it in some way, in its constitution or in other regulations – while data protection does not (at least not yet).
On the other hand, the notion of data protection originates from the right to privacy and has the precise objective of guaranteeing the fair processing (collection, use, storage) of personal data by both the public and private sector of any information relating to an identified or identifiable natural person.
Therefore, privacy and data protection are two rights established in the EU Treaties and in the Charter of Fundamental Rights of the European Union.
The right to privacy, and specifically the right of the individual with respect to the processing of personal data, are of great relevance in today’s digitized world. The right of an individual to control his or her personal data and the processing of such data guarantees personal autonomy and protects the personal sphere.
IA, ALGORITHMS AND DATA
Considered the fourth industrial revolution, the advance of artificial intelligence is leading to major transformations in fields as diverse as medicine, education and business. However, this progress comes with its share of controversy.
Massive data collection is essential to train AI algorithms and improve their performance. This training practice raises ethical and legal dilemmas about how they should be handled and stored. The indiscriminate collection of data by companies and governments, often without the proper consent of users, generates some mistrust and concern and highlights the urgent need for stricter and more effective data protection regulations.
Finding a balance between data protection and the progress of technology may not be an easy task. As innovation and technological development harnesses the full potential of artificial intelligence, it is necessary to ensure the privacy and security of users in a world that is already so heavily invested in virtual reality.
REGULATION AND ETHICS
It is crucial – in this regard – that governments, companies and society as a whole work to develop effective ethical and legal frameworks that protect the rights of individuals without having to put the brakes on responsible innovation. Laws and policies that promote transparency, accountability and informed consent in the handling of personal data are needed.
Large technology corporations that handle massive amounts of personal information must be ethically responsible and transparent in the use they make of this data; previously requesting the user’s clear consent through a conscious action and being able to know the processing, use and storage of their data. It is essential to be aware that without consent, there should be no processing.
Ultimately, the debate on data protection, the digital age and artificial intelligence is a reflection of the ethical and social challenges we face in the 21st century, a century marked by a digital and technological reality, a virtual reality so real that it may come to know us better than our own family.
Therefore, it is necessary to address these challenges with responsibility and a vision of the future, always seeking a balance between technological progress and respect for the fundamental rights of individuals.
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“Human AI was born as a research and development project; it started mainly in the world of education,” explained María Beunza in the webinar on January 29th, in which we presented first-hand the fundamentals and uses of our tool.
In this webinar María Beunza – CEO of Human AI – firstly explains what HumanAI is and what areas of application it is currently having. Then our guest of honor, María Orellana, HR Director for Spain, Portugal and South Africa at Aon, explains the OCEAN Personality Model that underlies everything we do at Human AI, the implications and how it is used both in business and in many other areas. Meanwhile, Juan Tuñas – head and coordinator of Artificial Intelligence at Human AI – unravels what is behind the algorithm (psycholinguistics and language) and how our AI works, which is not magic but science. Finally, Iñigo Benito – Innovation Manager – shows us the new functionalities that the application has and will have.
In both the webinar and the white paper you will learn about who we are, what we do, the different areas of application of Human AI, our differential value and our foundations. Do not miss this opportunity to learn more about Human AI, an innovative tool that will help you enhance your human development.
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“Empantallados” is an educational platform with a purpose: to educate healthy digital users. This initiative arises to accompany families in the digital reality of their children, because “technology influences many facets and we believe it is important to start educating them from an early age in a responsible and healthy use of technology, without waiting until they are older.”
Did you know that 65% of school-age children will work in professions not yet invented and related to technology?
AI impact in Spain
Empantallados, together with GAD3 – a social research and communication consultancy – and with the support of ” For a loving use of technology”, the European Commission and Fundación Fomento – this educational platform has presented the first study on the impact of Artificial Intelligence in education in Spain. The report shows the main data and conclusions of the research carried out at the end of 2023, and based on a survey of a representative sample of 500 families in Spain, 200 young people between 14 and 17 years old, and 200 non-university teachers.
A study that shows, among other questions, how much and for what purpose students, teachers and parents use AI, or what their concerns, opportunities and challenges are, also analyzing the use and perception of these audiences about AI.
The 10 key questions in which the study is summarized are the following:
The study reflects that 57% of parents believe that AI will have a positive impact on their children’s education, a percentage that increases (61%) in relation to the positive effect that AI will have on the professional future of their children.
In the case of teachers only 39% believe that AI will have a positive impact on education and 54% believe that it will be beneficial in the future career of their students.
Regarding student efficiency, both parents and teachers see benefits in the use of AI. However, while parents believe it will enhance creativity, teachers believe it could harm it.
Parents feel more overwhelmed and have a lower understanding of AI compared to teachers and students. However, 78% of parents are very
interested in learning more about AI, compared to 63% of students. Parentsare the most supportive of introducing AI tools into their children’s academic curriculum (60%).
However, teachers are more critical of their students’ use of AI, generally recommending its use to a lesser extent (33%) than parents (42%). As for the impact of AI on teachers’ work, efficiency and autonomy are the most important competencies for teachers, with the search for new information being the area where they recommend its use the most. Creativity, on the other hand, is the least important.
Creativity and critical thinking: main challenges of AI
Most families and teachers in the study believe that AI can help with practical issues, but they are more reluctant to believe that AI can develop skills such as autonomy, creativity or critical thinking: on a scale out of 10, families score 5.9 and 5.6 for both aspects. Teachers, on the other hand, give a failing grade to the ability of AI to foster autonomy and creativity: 4.5 and 4.2 respectively.
We might ask ourselves, is this not an opportunity to delegate efficient tasks to AI in order to invest and encourage our most creative side and make students students students of thought rather than students of knowledge?
As Xavier Marcet states in his recent column on knowledge workers, “In times of artificial intelligence, it is essential that people have a monopoly on questions. If you think, technology empowers you, if you don’t think, technology takes you where it wants.”
AI can become a very useful educational tool and at the same time it presents challenges in the development of key student competencies, not only cognitive, but also socioemotional. Will AI also be able to help us, not only in developing efficient educational tasks, but also in the development of the student’s personality and socioemotional competencies?
The irruption of AI appears to be more than just another medium, tool or technological advance; it will – and already is – driving a change in educational approach and mindset.
If you are interested in learning more about an AI capable of assessing the personality of your students and being able to develop social-emotional competencies in them, request the Human AI demo 👉🏼 https://tu-demo.humanaitech.co
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“Conventional ways of educating need a change of frameworks, cultures and mindsets to build a solid collaborative process based on social-emotional competencies needed for this 21st century.”
The objective of this Congress – which took place on February 22 and 23 virtually and in deferred mode to facilitate the participation of the entire educational community – was to contribute to a positive approach to human functioning from which to offer answers to the demands arising from the changes occurring in modern societies at the present historical moment. It highlighted the role of the educational system and institutions in fostering the development of socioemotional competencies, multiple intelligences and diversity, through the use of innovative digital and pedagogical methodologies.
Proposals were presented in several languages, and all the papers defended during the congress will be part of different books published by Dykinson, Ediciones Egregius, prestigious publishers included in the SPI Index.
Social-emotional competencies are non-cognitive skills that are fundamental to people’s ability to adapt to social and professional situations. In the field of Vocational Training, international organizations such as the OECD (Organization for Economic Cooperation and Development) recognize the importance of developing these competencies, applying the Big Five personality model, also called OCEAN, as a reference framework. Along the same lines, Organic Law 3/2022 on Vocational Training defines socioemotional competencies as “those that are considered necessary for personal fulfillment and development, to participate actively in society or to improve employability whose development is carried out by multiple means, and is incorporated in any vocational training offer insofar as it promotes the integral development of the person” and establishes their analysis and learning as an obligation.
On the other hand, the literature on labor market prospection studies and analysis of the skills demanded for employment suggests that together with the specific “know-how” of the technical competence of each position, companies are increasingly demanding and prioritizing socioemotional skills as a key factor in the hiring and promotion of their workers.
Assessment and Orientation of Socioemotional Competencies applying AI
Considering this background, the Integrated Vocational Training Center of the Sea of Gijon assumes the objective of facilitating self-knowledge, reflection and training of socioemotional competencies of its students, as an essential part of their professional profile and the formation of their character and personal maturity.
To achieve this, it uses the Human AI application. This artificial intelligence model processes natural language in context so that from a text of about a thousand words it identifies and describes 35 personality parameters and socioemotional skills based on the OECD model.
Three personalized reports are generated for each student focused on three basic dimensions for professional and personal training: the general analysis of socioemotional skills, their relationship with entrepreneurship and their assessment from the perspective of employment orientation.
Employability benefits by applying Human AI
The employability development model, based on the use of the HumanAI application, used by CIFP del Mar represents an opportunity to systematize a methodology for the assessment and comprehensive development of employability competencies, helping students to improve their knowledge of socioemotional competencies and understood as opportunities and strengths, allowing them to transfer them to their curriculum vitae and personal brand.
This model also allows group and individual activities for the training and development of these competencies to be carried out during the course, in the different subjects of the training curriculum. In addition, it allows to know and prioritize the learning of socioemotional skills that companies in the maritime and fishing sector consider key to employability. And, finally, it allows to follow up the students, once they have finished their studies, to know their degree of professional insertion and relate it to their socioemotional competences.
QUESTIONS AND ANSWERS
After the presentation of the project on this platform, the possibility of participation was opened, in which participants were able to launch their doubts, questions and queries about it. The CIFP del Mar team – Indalecio Estrada Lozano (Director), Javier Sánchez Piquero (Secretary) and Roberto Suárez Malagón (Professor of Vocational Guidance and Head of Accreditation of Professional Competences in Vocational Training), and on behalf of Human AI Beatriz Abad-Villaverde (Psychologist of the National University Pedro Henríquez Ureña) were answering the corresponding queries.
“Has it already been possible to test the outcome on the employability of the students?”.
“We have been applying this tool for two school years with an important group of our students during their formative period (two school years) at the center. All of them have a socioemotional competencies report that firstly serves as a basis for self-reflection and to improve their self-analysis.
Secondly – based on the content of the report – some group and individual activities are carried out in the classroom to develop and improve the areas for improvement and the competencies that we consider key for employability (given that the companies where these students are going to do their mandatory internships have also answered a basic questionnaire on which competencies they consider key in their work environment).
Thirdly, the students leave their personal e-mail address so that we can follow up on their professional situation two years after the report has been completed (where they work, in what professional category, what socioemotional competencies they see as most important at that moment in their lives). Except for some cases of students who have continued their training (for example in the university degree of marine or nautical or also in other training cycles) all the students who have answered us are working in the maritime fishing sector and confirm the importance of the competences they learned in their training period through this activity. Roberto Suárez Malagón.X
To what extent do students feel a sense of ownership of the reports they get?”
Regarding student identification with their personal reports, on a scale of 1 to 4, where 1 is little identification and 4 is maximum identification, the average is 3/4; especially, curiously, in the section of the reports that determines the areas for improvement (those socioemotional competencies that the participating student has below average and that should be improved). Roberto Suárez Malagón.
Is there an instance where, once the student has read the report, he/she is given feedback on the results? Do you have teachers/tutors who propose concrete actions to improve those less pleasing aspects?
The reports of the students participating in the project are socialized mainly by three teachers of the center. The project is coordinated by the Training and Vocational Guidance Department of the center. And within this project there is a counselor who knows many of the participating students through regular individual interviews focused on personal guidance and improvement of emotional well-being.
In addition, some tutors of the groups of participating students also collaborate by analyzing the content of the reports and giving their assessment of their content, taking into account that in formal vocational training there is not formally a specific tutoring period, as is the case in the non-university compulsory education stage.
On the other hand, the main socioemotional competencies of the OCDE’s “Big 5” model, which we use as a reference in the center and in HumanAI, are developed and trained through specificactivities carried out in two modules: the Training and Work Orientation module and the Business and Entrepreneurship module.
Examples of activities: critical analysis of the content of news and reports and oral presentation of the conclusions; development of oral communication and assertiveness; time management activities, planning and determination of achievements/goals; work with business management simulators to develop skills such as initiative, planning, collaboration and teamwork…etc.
These are two transversal modules that are included in the curriculum of all vocational training cycles at both the intermediate and higher levels (and with the changes introduced by the new Organic Law on Vocational Training 3/2022, they continue to be included in the curriculum, becoming even more important with a specific reference to working with socioemotional competencies and are now called professionalizing training itinerary I and II).
In the teaching-learning process of these two modules and especially in the Entrepreneurial Initiative Enterprise (EIE) module, specific activities for the development of socioemotional competencies are worked on according to the mentioned OECD model.
In fact, the socioemotional competency reports serve as a first starting point for self-knowledge and reflection and to organize these competencies according to the interests and starting point of each student. Roberto Suárez Malagón.
In early stages of the development (or approach towards the development) of socioemotional competencies, don’t you think that the ability to self-perceive or self-recognize emotions and their expression in the individual may be more relevant?
Certainly, talking about socioemotional competencies and emotions is closely related and many of the factors included in the OECD model of the Big Five fit into the field of emotions. We, with vocational training students who are older and more and more people who are working and therefore already have an important maturity and experience, try to redirect the idea of socioemotional competencies to this approach of self-knowledge and emotions, how the world is perceived and how one reacts to stimuli of all kinds. But what is really fundamental is the recognition of one’s own emotions.
Do you think that the extension of this amount of parameters and reports can cause an over-complexity of the subject that prevents students from improving effectively? Do you think it would be possible to approach it from basic socioemotional competencies whose mastery could facilitate the development or assimilation of dependent or more complex competencies?
Indeed, we talk about 35 factors that are explained in the reports we give to the students, although we then redirect them to a maximum of 5 or 10 factors that we consider key, for example, responsibility, assertiveness, the need for achievement or emotionality. We agree that it is necessary to simplify the list in order to focus on these basic emotions.
In the current learning context, the identification of tools that enhance the employability of our graduates is of great interest. Do you consider the proposed model replicable in the field of higher education? Specifically in the field of Architecture and Engineering studies.
“We are currently collaborating with several universities that have implemented programs aimed at increasing the employability of their students using our artificial intelligence tool.
These programs apply Human AI to evaluate the socioemotional competencies of their students and use these evaluations to design personalized training itineraries that allow them to acquire transversal competencies for employment. Thus, when they finish their university studies, students who have participated in these programs have the knowledge and technical skills specific to their degree and the employability skills that are most valued by companies and organizations when hiring employees”. Beatriz Abad-Villaverde
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Tech for Humanity Summit, held in Bilbao from March 11-13, was a global event on technology and humanity that brought together innovators and social entrepreneurs from around the world. Organized by Ashoka and BBK, the meeting served as a platform for collaboration and the exchange of cutting-edge ideas, with the common goal of creating a future in which technology is used to benefit the common good.
Event participants – including María Beunza, CEO of Human AI – had the opportunity to network and forge strategic alliances. Social entrepreneurs, business leaders and philanthropists gathered to discuss and develop new initiatives to ensure that technology is a positive and transformative force.
Antonella Broglia – Ambassador of Ashoka Spain, presenter of the event and member of the Innovactoras Association – proposed to flee from dystopian visions and – instead of falling into the typical apocalyptic perspectives on the struggle between humans and machines – wanted to enter into a constructive public debate on artificial intelligence (AI). A debate that, far from generating fear, encourages action and critical reflection.
Artificial intelligence at the service of society
Nora Sarasola – Director of BBK’s Social Work – pointed out that AI will be integrated into all areas of life, from industry to health, education and the environment. Its impact, both positive and negative, will be gigantic, so it is crucial to work together to ensure that AI is at the service of society. And it is precisely against this backdrop that Tech Humanity has emerged, an initiative of BBK and Ashoka that seeks to bring order to the multiplicity of ideas and messages about AI, offering hope about its applications and its influence on society.
“We want to combine the best of Artificial Intelligence with the best of human intelligence.”
Tech Humanity is committed to a humanistic approach to AI, combining the best of artificial intelligence with the best of human intelligence. Its goal is for AI to be at the service of society, and people at the center of AI, as a tool capable of generating positive impact.
Nora highlighted BBK’s collaboration with Ashoka, the world’s largest network of social entrepreneurs: leading entrepreneurs in the use of AI for the common good, with the aim of protecting citizenship, democracy and coexistence.
Social Entrepreneurs: Architects of a Sustainable Future
These social entrepreneurs, with a clear vision of systemic change, have demonstrated their effectiveness in solving social problems through the application of technology.
“So what is a social entrepreneur?”. A social entrepreneur is an individual with a vision and an obsession to solve: a social problem,” Antonella emphasized. Her success is not measured in economic terms, but in the positive impact she generates in society: “How much life transformed, how much suffering I have eliminated, how many serious problems I have removed from circulation and in all social fields”. In addition, he added, social entrepreneurs:
They address root causes: They do not limit themselves to superficial solutions, but seek to understand and attack the root causes of problems.
They have a proven impact: Their models are already working and have transformed the lives of thousands or even millions of people.
They influence public policy: Their work has the capacity to change the way things are done, to change laws, reaching the political level.
Imagining the future of education with AI
One of the social entrepreneurs who opened the event was Antonio García Vicente, a 16-year-old with a great passion for education and technology, who invited with his presentation to reflect on how artificial intelligence (AI) can transform the education of the future.
Antonio – involved since the age of 6 in the world of programming – recognized the importance of education as a tool for change. And it is in this educational context that AI emerges as a powerful ally to democratize education and make it accessible to all. “And what is the potential of AI in education?” he posed.
Bridging the education gap: AI can help fill the teacher shortage in rural or hard-to-reach areas, providing quality education to all children and youth.
Personalize learning: AI can adapt to the individual needs of each student, creating personalized and inclusive learning experiences.
Empower creativity: AI can help students visualize their ideas, evaluate and optimize them, boosting their ability to think creatively.
Cater to diversity: AI can facilitate the integration of students with different cultures or disabilities, creating inclusive and accessible classrooms.
Antonio invited us to imagine a future where AI is used responsibly to build a better world. A future where education is of quality, accessible and inclusive for all. However, he cautions that AI cannot replace the work of teachers. Human interaction is fundamental for the social and emotional development of children. It is necessary to use AI responsibly and ethically, to prevent it from becoming a threat to humanity.
“Artificial intelligence is here to help us but it will never be able to replace a teacher completely. When we are children we spend a large part of our time at school and it is something vital not only for our educational formation but also for our formation as people; and that is why the human side of teachers is so important, as they transmit values that are impossible to program in a machine.”
A forum for debate and reflection
Tech for Humanity was presented as a forum open to participation through round tables, debates, interviews and conferences. The objective was to learn from social entrepreneurs and to explore the application of their innovative solutions. It is an effort to build a better future for all, where AI is put at the service of the common good. Nora invited “all citizens to feel involved, to understand all these issues and the potential and the risk that artificial intelligence poses, to understand that it is part of our daily lives – whether we want it or not – and that we can have a collective debate”.
“It is time to understand that we have a responsibility to use it to build a better future,” he said at the close of the event. Tech for Humanity therefore stands as a voice for the defense of thought, reflection, clarity and the coexistence of technology and humanity.
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“From the School of Special Education El Molino of Pamplona we decided to participate in the Human AI project in order to give voice and visibility to people with intellectual disabilities in the development of new tools or applications with Artificial Intelligence (AI)”.
Natalia Galbán – Docente en el Colegio de Educación Especial El Molino
At Human AI, we believe in the potential of artificial intelligence to improve people’s lives. That is why we are committed to the application of Human AI in centers such as El Molino Special Education School, a project that allows accessibility to tools with artificial intelligence for people with intellectual disabilities. This project represents a technological advance and a commitment to inclusion.
Key points of the project:
Professional support and human accompaniment: we provide educators and professionals with assessment and analysis tools based on the needs of each student.
Inclusion and accessibility to artificial intelligence tools: we develop intuitive and accessible tools, ensuring that people with intellectual disabilities have an active presence in the digital world.
Assessment, personalization and training in social-emotional skills and competencies: we offer personality and social-emotional competency assessments that are immediate, accurate and easy to interpret, allowing for more effective and personalized interventions.
At Human AI, we are convinced that the collaboration with the Molino School is just the beginning of a path of working together to build a more inclusive and accessible future for all people.
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Human AI – the artificial intelligence (AI) tool at the service of socioemotional learning and human well-being – was chosen as a finalist in the “Best Innovation in Training” category at EXPOELEARNING 2024, the largest professional meeting and reference event in Digital Learning.
HumanAI Tech has been recognized for its innovative approach to the development of students’ socioemotional skills, adapting to their needs and personality. The tool is based on AI to personalize learning and improve academic performance, motivation, self-esteem and overall well-being.
An enriching event
To find keys to implement eLearning in organizations.
Learn about innovative technologies
Listen to successful projects
Discover a wide digital learning ecosystem
To learn more about emerging training trends
To be able to choose the most disruptive format for Corporate Learning projects
Create synergies and networking
Discover the most suitable platform for your company or institution
EXPOELEARNING 2024 was an opportunity to be updated with the latest trends in innovation, technology and new learning formats.
A stand full of connections and learning
During the two days of the event, the Human AI team attended a large number of visitors at booth 9, where they could learn about the tool and its benefits. In addition, synergies were created with other professionals in the sector, there was an opportunity to meet again with friends from Navarra and allies, and new opportunities for collaboration were opened.
We continue with the desire and enthusiasm to continue growing and transforming the sector of training, talent and human development, committing ourselves to continue working for a more human and innovative AI that puts technology at the service of the welfare of people.
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It is a fairly simple question, but it is one of the most difficult to answer.
There are many ways to interpret this question. One answer might include name, profession, family role, hobbies, passions, or geographic or birthplace. A more complete answer might include a description of beliefs and values.
Each of us has a different answer to this question and each answer tells a story about who we are. While we may have much in common with our peers, such as country, culture, eye color… there is one thing that makes each of us unique: personality.
Throughout life we may meet many people, but no two will be exactly alike. How do we categorize and classify something as varied and unique as personality?
OCEAN Model
The OCEAN/Big Five model (McRae & John 1992) is one of the most widespread personality inventories in modern psychology; it is a very valuable tool for understanding human personality.
It is currently the most widespread and widely accepted descriptive model in the international scientific community for assessing and structuring human personality and behavior. It has a wide variety of applications and is used in fields as diverse as education, work and therapy, and is linked to social-emotional competencies or soft-skills.
It is considered one of the most reliable and consistent personality models in psychological research, demonstrating high reliability and predictive validity in a wide variety of contexts, including the workplace, education and mental health.
The five factors
The Big 5 are the five traits or factors that explain and characterize the differences in both personality and decision making of the individual.
Openness to experience: The willingness to experience new ideas, emotions and experiences.
Responsibility: The ability to act in a conscious and committed manner.
Extraversion: Sociability, activity, thrill-seeking, positivity and impulsiveness.
Agreeableness: Willingness to cooperate and help others, as well as sensitivity to the needs of others.
Neuroticism: Negative emotional experience and instability.
Each of these main traits is further described in 6 facets (personality is characterized by 30 facets). For example, the Kindness dimension is divided into Trust in Others, Openness, Altruism, Cooperation, Modesty and Empathy.
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Applications of the model
The OCEAN model is used in a wide variety of applications, including:
Education: Helping students to better understand their own learning style and develop more effective learning strategies, personalizing their educational path.
Educational guidance: Helping students understand their preferences and aptitudes in order to perform better academically and make decisions about their future careers.
Recruitment (HR): Helping companies identify candidates with the most suitable characteristics for a given position and being able to predict job performance.
Desarrollo profesional: Ayudar a las personas a comprender sus puntos fuertes y sus áreas de mejora para desarrollar su potencial, sus habilidades interpersonales y su capacidad de liderazgo.
Psychology and mental health: Therapists can use this model to assess patients’ personalities, detect certain psychological problems and adapt their therapeutic approaches accordingly.
Interrelation between factors
The five dimensions of the OCEAN model are independent of each other. Each dimension of the model can be studied separately, but it is interesting to analyze how they relate to each other.
It is important to remember that the OCEAN model is not a measure of “good or bad,” but simply a way of describing different aspects of human personality. The dimensions are not mutually exclusive, and a person may have different levels in different areas of his or her life or at different times. This means that a person may be high on one dimension and low on another. For example, a person may be high in responsibility but low in extraversion or agreeableness, or a person may be extroverted and responsible, or introverted and creative.
Studying the interaction between the dimensions of the OCEAN model can yield much information about how individual differences manifest themselves in human behavior.
Profile examples
Some examples of personality profiles according to the OCEAN model:
High in extraversion and low in responsibility: Enjoys socializing and entertaining, but may have difficulty fulfilling work or school responsibilities.
High in extraversion and low in agreeableness: Outgoing and sociable, but may also be competitive and inconsiderate of others.
High in neuroticism and low in agreeableness: Frequently experiences intense negative emotions and may have difficulty relating to others effectively.
High in neuroticism and low in responsibility: Experiences frequent negative emotions and may have difficulty meeting daily responsibilities.
Personality, psycholinguistics & AI
The latest advances in psycholinguistics make it possible to predict personality from textual information using the novel open vocabulary approach. Together with the speed and accuracy of artificial intelligence analysis, Human AI provides accurate and immediate personality assessments and reports.
Personality assessments provide the 5 traits of the OCEAN model, as well as the facets of each trait, in an immediate, accurate, user-friendly and easy-to-use individual report. Group reports are also available, and we can develop custom reports upon request.
If you want to get an immediate, accurate and easy to use individual report, take the test and request the demo! 👉🏼 tu-demo.humanaitech.com
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