Entrepreneurship is a long-distance race: it requires a great deal of passion, effort and commitment. There is also a critical success factor in the whole process: the well-being and emotional state of the entrepreneur. Is it possible to evaluate and enhance the entrepreneurial profile?
Emotionally balanced entrepreneurs are better able to make good decisions, manage stress, anxiety and be able to build solid relationships. The emotional well-being of entrepreneurs is a fundamental ingredient for the success of the company, the team and the entrepreneur himself. Entrepreneurship is not only a matter of economic growth, it is a matter of personal transformation.
Are entrepreneurs born or made?
In the discussion about whether leaders or entrepreneurs are born or made, there is a clear question: there is a combination of genetic and social factors at play. There is a part of the personality that is influenced by genetic factors, but there is also a part that can be developed through experience, learning and the development of competencies in relation to the entrepreneurial profile.
As pointed out by Javier García Manzanedo, an expert in the psychology of entrepreneurship: “Entrepreneurs are made, without a doubt. There is a genetic part and a social part. If the person has seen entrepreneurship in his or her environment, he or she tends to… but you learn, you learn to be an entrepreneur”. As research shows, personality plays a key role in innovation and entrepreneurship.
Athletes of a marathon, athletes of their own business
Entrepreneurship is a challenging activity, with a high level of commitment, stress, investment in time, dedication, effort, money… the price of being an elite athlete is comparable to the price of founding and running a new company.
Entrepreneurs face a wide range of challenges, from financial uncertainty, negotiation with investors to possible rejection by customers. Economic challenges are in turn accompanied by their own life and personal challenges – from mental and emotional balance; challenges as important, if not more so, as formulating a business plan or obtaining financing. What is at stake is not only money, it is the person.
It is essential to look at the complex emotional functioning of entrepreneurs and to be able to provide them with the necessary tools to create healthier contexts, both financially and emotionally. Two factors, in fact, inseparable.
Relevance of the human factor
Defining a business plan, assessing its viability, creating a market niche, managing marketing, financing and investment strategies… all these technical skills are essential for entrepreneurship. At the same time, socioemotional skills (SES) play a vital role in achieving success, a success achieved from personal and business satisfaction, that is, learning to leave your skin in the game, without leaving anyone behind.e
There is a high percentage of startups that fail due to the human factor, hence the profile of an entrepreneurial person must have tolerance to stress, risk, have autonomy in decision-making, be self-sufficient, at the same time know how to listen, know how to advise, learn to locate success or failure in the decisions taken and not in luck, etc.
But is it possible to evaluate, measure and even enhance the psychological characteristics that define an entrepreneurial profile? Because if we are able to evaluate and measure the personality of the entrepreneur we will be able to predict possible future failures or successes, we will be able to develop the psychological areas likely to become obstacles, we will be able to enhance the talents and strengthen skills, create a growth plan, support and training focused on their entrepreneurial profile. In short, we will be able to predict and optimize the success or failure of the project, because by empowering the person, we optimize the company. By fostering a “healthy mens” we will guarantee a prosperous business.
Evaluation of the entrepreneurial profile. Psychology of entrepreneurship.
From Human AI – making available the technology of artificial intelligence and the knowledge of psycholinguistics – we prepared a report with the most impactful competencies for the entrepreneurial profile: open-mindedness, intellectual curiosity, cooperation, boldness, self-confidence, assertiveness or cordiality, among others.
The report is based on two sources. On the one hand, a scientific evidence research has been carried out to evaluate the impact of socioemotional competencies (SES) on the entrepreneurial personality based on the OCEAN personality model. On the other hand, the assessment of the competencies is collected through a survey of 40 experts with experience in the world of entrepreneurship – entrepreneurs, businessmen, consultants, investors and academics – in which, based on their knowledge and experience, they have ranked them in order of importance for a person to develop an entrepreneurial profile. From both sources – scientific evidence and experts – they have established the groupings of competencies in order of importance: critical, relevant or necessary competencies.
Thus, an ideal entrepreneurial profile will score high or very high (in green) all those belonging to the “OCEA”, i.e. the big four: Openness to experience, Conscientiousness, Extraversion, Agreeableness . On the other hand, those related to emotional dysregulation (Neuroticism), as they are inverse, will score low or very low.
The psychology of entrepreneurship allows, therefore, to evaluate the capacity for entrepreneurship, to demonstrate statistically and mathematically the entrepreneurial profile, to be able to access a report with an evaluation of those competencies that influence and impact on the entrepreneurial attitude of a person, and to be able to make decisions based on these evaluations. In short, to be able to work on the strategic business approach based on the socioemotional knowledge of the entrepreneur, in order to know how to guide him/her and how to empower him/her humanly.
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With the slogan “Asociación Innovactoras“, its founder and president Maria Beunza Mijimolle, CEO of HumanAI Tech, took part in the first panel of the International Forum on “Women and Sustainability” hosted by the Universidad de La Sabana, an event whose objective is to make visible the role of Latin American women in social and environmental innovation, as well as their leadership at the scientific level in these fields.
Together with the other panelists – Diana Patricia Arenas Blanco, Rudy Salazar and Carina Soledad Gonzalez González – ideas, reflections, experiences and projects on the impact of women from the perspective of social innovation were brought to the table.
Women with impact in social innovation
Maria wanted to bring more than words, examples – one from each country where REDWINN is present – because for social innovation to be real, it has to have an impact on life and not just rhetoric.
“There are many women doing things, but they are not known. We have to start using references and people who inspire us in our reality today, in our context, in our way of living innovation,” said Maria.
Among the many examples of the Innovactoras network – Anana Muyu and AUGE Acceleradora in Ecuador, “Paz para Mambrú” in Colombia, Alwa Group in Peru, Dux Academy in Bolivia – “I cannot fail to mention our HumanAI Tech innovation laboratory – with which we work with educational centers, universities and different entities – so that artificial intelligence allows us to know and develop emotional competencies. This is linked to innovation and entrepreneurship, because in fact, we investigate and obtain very interesting data on the potential differences between men and women, when we link personality, innovation and entrepreneurship”.
In addition, Maria reflected how “global competition makes us all have a more integrating, more diverse, more international vision, beyond the mere male-female complementarity; and this is something that I think women should push for, this vision of diversity, of complementarity, beyond gender, far beyond, that is, also by generations”. “Hopefully we can work on joint projects, not only in research, not only in good practices, but also in application; and this is no longer a question of justice with respect to women, it is a question of the future, we have to invest in a future in which we are all there and which makes sense for everyone.”
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The project “TutorIA for the evaluation and development of SES” has been selected as one of the thirty most innovative projects in the VII edition of the convocation of Dualiza Grants from CaixaBank Dualiza and FPEmpresa.
This project – led by several vocational Training Centers of the Aspasia Group – aims to use the artificial intelligence tool Human AI to create a system that evaluates and develops socioemotional skills to promote personal development and improve the employability of its students.
Close collaboration between vocational training centers and companies is essential, according to Luis García Domínguez, president of FPEmpresa. This synergy makes it possible to achieve the levels of excellence required for the labor market, thus strengthening the direct relationship between VET and the business fabric.
These initiatives will be carried out hand in hand with a company or collaborative entity; and it will be the students who will be in charge of developing them to improve their learning. In this way, companies are encouraged to actively participate in the training process of students, through the development and implementation of projects that contribute to improve their learning, providing them with new skills while adapting their profile to the needs of the labor market.
Of the total number of centers and projects selected in the Call, 21 have been chosen to promote ideas on their own, while the rest will collaborate to carry out network projects, developed and implemented by centers from different provinces and even from different autonomous communities, such as TutorIA.
“When selecting these 30 projects, the evaluation committee has taken into account that they should be innovative, encourage co-participation between centers, have a social impact, diversify the participating agents, establish coordination and communication mechanisms, contemplate sustainability to provide long-termresults, be transferable, facilitate the communication of the achievements and seek to impact the achievement of the Sustainable Development Goals,” says the Dualiza Grants Resolution.
HUMAN AI at the service of Vocational Training and Employability
The collaborating company to carry out the “TutorIA for SES assessment and development” project with FPAspasia centers will be Human AI Tech. The Human AI artificial intelligence tool offers immediate personality and social-emotional competence (SES) assessments by simply entering a natural language text of the person to be assessed. It also supports voice notes, which the tool automatically transcribes. This avoids self-perception bias and the investment of effort and time in traditional questionnaires.
The personality assessments provide the five traits of the OCEAN model and their facets in individual, immediate, accurate, user-friendly and easy-to-use reports. These reports will be used by project managers to achieve the desired competency improvement objectives.
This project will enable teachers to obtain individualized reports of their students’ competencies, providing them with tools and documentation to improve the competencies of current and future students. The students, as well, will obtain accreditation of their competencies, and the internship companies will receive detailed reports on the SES competencies of the interns, along with guidelines to help improve them.
Thanks to the use of Human AI, different soft skills will be evaluated and accredited, helping each student to enhance the skills and competencies necessary for their future job search and job placement.
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Would you like to meet the 100 AI startups that are changing the way we work with their innovative solutions?
Generative AI, LinkedIn’s AI community backed by industry AI experts, has identified the 100 fastest growing AI startups in 2023. These startups are pioneers in the application of AI. “They’re not just riding the wave of AI evolution; they’re actually creating it, from neural networks that mimic the human brain to algorithms that predict the unpredictable,” and Human AI is one of them.
“This is not just a list; it is a narrative of progress, a testimony to human ingenuity and a roadmap to the future shaped by AI.”
These 100 startups show us how AI can improve our productivity, our business and customer relationships, and our creativity. This is not exclusive research for those deeply entrenched in the AI sector. “Whether you’re an investor looking for the next big breakthrough, a professional tracking industry trends, or just an AI enthusiast curious about the future, there’s something here for you. So grab a coffee, find a comfy spot and dive into the world of the TOP 100 fast-growing AI startups of 2023. It’s more than research; it’s a window into the future and the view is nothing short of extraordinary” notes the Generative AI article.
The startup that helps to understand and develop your well-being
Human AI is a startup that offers an artificial intelligence assistant to perform immediate analysis of socioemotional competencies from texts in a person’s natural language, avoiding self-perception bias and tedious traditional questionnaires. It provides valuable, reliable and immediate information about your strengths and areas for improvement, offering personalized recommendations to enhance your personal and professional development. Whether you are a student, a professional, an educator, a coach, an athlete, a psychologist or a team leader… Human AI helps you to improve the performance, satisfaction and well-being of the person being evaluated.
Y ¿cómo funciona Human AI? Con tan sólo un texto de 1000 palabras, obtendrás los resultados de 35 parámetros de personalidad y competencias socioemocionales (SES) comparados con una amplia base de datos mundial. Human AI utiliza tecnología innovadora, particularmente Inteligencia Artificial, Procesamiento del Lenguaje Natural (NLP) y Aprendizaje Automático (ML), para analizar el texto de entrada, entender el perfil psicológico y emocional de la persona y generar un informe inmediato de personalidad y competencias socioemocionales.
And how does Human AI work? With just a text of 1000 words, you will get the results of 35 personality parameters and social-emotional competencies (SES) compared to a large global database. Human AI uses innovative technology, particularly Artificial Intelligence, Natural Language Processing (NLP) and Machine Learning (ML), to analyze the input text, understand the person’s psychological and emotional profile and generate an immediate personality and social-emotional competencies report.
If you are interested in learning how Human AI works, request our demo! 👉🏼 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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The emergence of Artificial Intelligence in education may become one of the most relevant technologies both to optimize the teaching activity and to better respond to the needs of students.
As has been the case in history with all disruptive innovations, the advent of artificial intelligence has generated an intense debate with conflicting opinions. On the one hand, there are those who see AI as a powerful tool to improve education and to more efficiently and effectively personalize learning – both cognitive and socioemotional. On the other hand, there are those who fear that AI could have negative effects on education, such as exacerbating inequalities or eliminating jobs, and are wary of its consequences in terms of ethics, privacy and security.
The complexity of the issue, and perhaps the uncertainty of the future, involves many factors and perspectives and calls for a careful, informed, critical and balanced approach that takes into account both the benefits and the concerns. How to harness its benefits and address its risks in the field of education?
The Beijing Consensus: A Roadmap for a Technological and Educational Future
In 2019, the “Beijing Consensus on Artificial Intelligence and Education” became the first document in history to compile advice and recommendations on how to get more out of AI technologies in Education and how to address its challenges. The Consensus was adopted during the International Conference on Artificial Intelligence in Education, and was attended by more than 50 ministers, international representatives from more than 105 Member States and over 100 representatives from UN agencies, academic institutions, civil society and the private sector.
The Beijing Consensus is based on the principle that the deployment of AI technologies in education should aim to enhance human capabilities and protect human rights for effective human-machine collaboration in life, learning and work, and for sustainable development. It further states that the systematic integration of AI in education makes it possible to address the biggest challenges in education today, as well as to innovate in teaching and learning practices and ultimately accelerate achievements in reaching the Sustainable Development Goals (SDGs).
“Artificial intelligence can be a great opportunity to accelerate the achievement of the Sustainable Development Goals. But every technological revolution brings with it new imbalances that we must anticipate.”
Audrey Azoulay – Director General of UNESCO
Recommendations to take advantage of opportunities and face challenges
The Beijing Consensus offers a series of recommendations – still very much in relevance today – considering the possibility of implementing the recommended measures in response to the opportunities and challenges presented by artificial intelligence in relation to education:
Planning for artificial intelligence in educational policies: considering its multidisciplinary nature and impacts, aligning its use with public and educational policies, adopting integrated and participatory approaches, setting strategic priorities according to the SDGs, planning and implementing systemic strategies; taking into account financial needs and resources, and leveraging its potential to combine and analyze data sources to improve the efficiency of decision making.
Artificial intelligence for education management and delivery: Harness the potential of data and artificial intelligence to improve the planning, management and delivery of education, and to introduce new models of education and training that are more equitable, inclusive, personalized and tailored to the needs of different educational actors (students, teaching staff, parents and communities).
Artificial intelligence to support teaching and teachers: Emphasize the importance of human interaction and collaboration in the educational process, and defend the rights and working conditions of teachers. Review and define the roles and competencies of teachers, and strengthen their education and training to adapt to educational environments with artificial intelligence.
Artificial intelligence for learning and learning assessment: Use AI to improve learning and learning assessment, both in curricula and methodologies. Apply or create artificial intelligence tools that are beneficial and safe, that facilitate learning in different areas and that develop interdisciplinary competencies and skills. Support experiments and innovations in schools, and use data to assess student competencies at different levels.
Developing values and competencies for life and work in the age of artificial intelligence: the need to develop values and competencies for life and work in the age of artificial intelligence, taking into account the changes it brings about in the labor market and society. Update and develop curricula and qualifications to integrate AI-related competencies, as well as improve the acquisition of AI core competencies at all educational levels. Support higher education and research institutions to develop local talent in artificial intelligence.
Artificial intelligence to provide lifelong learning opportunities for all: advocate for SDG 4 – lifelong learning as the guiding principle to ensure quality education for all. Adopt and leverage artificial intelligence to facilitate personalized, flexible and recognized learning, and to be able to develop the necessary standards, values and skills for older people, women and workers to enable them to remain active for as long as they wish and to participate in their societies.
Promoción del uso equitativo e inclusivo de la inteligencia artificial en la educación: promover el uso de la inteligencia artificial en la educación de manera equitativa e inclusiva, para garantizar el derecho a la educación de todos los grupos, especialmente los más vulnerables. Evitar que la inteligencia artificial aumente la desigualdad o discrimine a las minorías, y a facilitar el aprendizaje de los estudiantes con dificultades, con necesidades especiales o que hablan otro idioma.
Inteligencia artificial con equidad de género e inteligencia artificial para la igualdad de género: reducir la brecha de género en el campo de la inteligencia artificial, tanto en el desarrollo como en el uso de sus aplicaciones educativas. Eliminar los sesgos de género en los datos y las herramientas de inteligencia artificial, y fomentar la participación y la capacitación de las mujeres y las niñas en este sector.
Ensure the ethical, transparent and verifiable use of educational data and algorithms: consider the ethical, legal and social aspects of data and algorithms used in artificial intelligence for education. Adopt measures to prevent bias, protect data privacy and security, and regulate the development and use of artificial intelligence tools for educational purposes. Encourage research on the potential negative effects of artificial intelligence on human rights and gender equality.
Monitoring, evaluation and research: stress the need for systematic studies on artificial intelligence in education, both in its positive and negative aspects. Support interdisciplinary research, innovation and analysis on AI applications, as well as foster international cooperation in this field. Develop monitoring and evaluation mechanisms to measure the impact of artificial intelligence in education and guide educational policies.
As a conclusion….
With the Beijing Consensus as a roadmap, the horizon of integrating artificial intelligence (AI) into education is emerging as both a major challenge and an unprecedented opportunity. The recommendations of the Beijing Consensus stand as fundamental pillars for harnessing the opportunities that AI offers in education, while diligently addressing the inherent challenges. The key lies in the ability to merge the transf
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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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