No abstract

Comprender el comportamiento de los trabajadores, desde una perspectiva generacional, se ha transformado en un ámbito de interés para el diseño de políticas de gestión. En este artículo se revisa el concepto de generación y se describe el modelo generacional de Strauss y Howe (1991), ampliamente difundido, así como las principales características vinculadas a la generación millennial y su discurso en Chile y Latinoamérica. El objetivo de esta investigación fue levantar discursos de encargados de recursos humanos (11) de empresas de retail, banca y salud -a través de entrevistas abiertas semi directivas-, respecto de las generaciones en el trabajo, y del discurso millennial. Se realizó análisis de discurso identificando repertorios interpretativos, surgiendo cuatro repertorios: del conocimiento validado sobre generaciones, la juventud como innovación y cambio, el imperativo de adaptabilidad de prácticas de gestión a las nuevas generaciones, y jóvenes, pero no todos millennials. Constatando la utilización de un discurso basado en el management, en línea con la lógica del neoliberalismo, que incluye y excluye a diversos tipos de trabajadores de los objetivos de gestión, con algunas variaciones según rubro. Palabras claves: discurso millennial, factor humano y crecimiento del capital, generación, ideología del management, millennials, modelo generacional, políticas de gestión ABSTRACTUnderstanding the behavior of workers, from a generational perspective, has become an area of interest for the design of management policies. This article reviews the concept of generation and describes the generational model of Strauss and Howe (1991), widely disseminated, as well as the main characteristics linked to the millennial generation and its discourse in Chile and Latin America. The objective of this research was to raise discourses of human resources managers (11) of retail, banking and health companies -through open semidirective interviews-of human resources managers (11) of retail, banking and health companies, about generations al work, and millennial discourse. Discourse analysis was done identifying interpretive repertoires, emerging four: validated knowledge about the generations, youth as innovation and change, the imperative of the adaptability of management practices to the new generations, and the young, but not all millennials. Noting the use of a discourse based on management, in line with the logic of neoliberalism, which includes and excludes various types of workers from the management objectives, with some variations according to sector.

This study aimed to identify the elements that characterize local teams which implement a nationwide preventive mental health intervention in schools and achieve better results. A mixed-methods sequential explanatory design was conducted in two phases: (a) teams were characterized according to their level of achievement in the preventive intervention through latent class analysis; and (b) case studies of three teams with different implementation results were conducted by performing content analysis on interviews, observations, and documents. It was established that the more effective teams have better planning, the more they are familiar with the intervention, and more aware of their strengths and weaknesses. This team also implement culturally pertinent actions aimed at increasing knowledge about the intervention, which causes schools to experience it as part of their community, since they include the intervention in their regular dynamics. Lastly, the importance and relevance of these elements when working in educational communities is discussed.

Este artículo es parte del Proyecto Fondecyt Regular núm. 1171634 "La implementación como elemento clave en el éxito de una intervención en salud mental escolar: Un estudio mixto de los dominios generales y las dimensiones locales involucrados".

The implementation climate is the shared reception of the individuals involved in the intervention; it is a fundamental determinant of the success of program implementation. One of the factors that affects the implementation climate is gender, since it can influence the commitment of the participants toward sexuality education. This study aims to identify the implementation climate for students who receive a school sexuality education program and explore whether their gender is related to the acceptance of the intervention. A selective quantitative method was used, and a survey was designed to measure implementation climate. A confirmation factorial analysis (CFA) using Mplus 7.0 was conducted to establish the structure of the instrument. A cluster analysis was performed to determine levels of implementation climate. To measure the association between participants’ gender and the implementation climate, a Chi-square analysis was performed between each cluster, the gender of the students and each cluster and the type of school (single-sex girls’ schools, single-sex boys’ schools and co-educational schools). The results demonstrated four levels of implementation climate: acceptance, receptivity, conflict and rejection. Significant differences were observed in the relationship between these levels and the gender of the participants. Acceptance was associated with single-sex girls’ schools and female students, conflict and rejection were associated with a single-sex boys’ schools and male students, and co-educational schools were associated with conflict. This shows that there is a relationship between the different levels of the implementation climate and the gender.