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Ethical competence is not an easily defined concept, especially with respect to the job requirements resulting from new technologies and digital transformation of the economy. The present paper attempts to define the competence profile of a worker in knowledge-based economy and workplaces using automation and digital technologies, but in relation to sources from encyclicals and other moral-theological documents. This profile includes specific ethical criteria, which are relevant and valid regardless of the times. Moreover, in the face of technological progress in modern economies, these criteria seem to have the power to influence the effectiveness of work processes. Thus, features such as respect for human dignity, responsibility, honesty, quality, courage, trustworthiness, justice, and secrecy should be considered as key for recruitment and evaluation of human capital in the modern labour market. As these are values mentioned in moral-theological documents, including papal encyclicals, they refer to the essence of human work and ensure that no man is reified.

This article offers insights into the knowledge, skills and attitudes medical educators need to teach effectively to culturally diverse cohorts of medical students. “CLIL in Medical Education: Reaching for Tools to Teach Effectively in English in a Multicultural and Multilingual Learning Space” (CLILMED), an Erasmus+ Strategic Partnership, designed a profile to assist medical educators in the process of intentional goal-setting and self-reflection around their pedagogy, language and culture. It is the pluricultural outcomes of education that will be addressed here, since favouring the development of knowledge, attitudes and skills related to otherness, plurality and diversity have a direct impact on the quality of healthcare provision (Bradshaw, 2019; Corbett, 2011; Tiwary et al., 2019). Understanding what competences medical educators need in an intercultural classroom greatly influences their ability to intentionally design, implement and develop their teaching. The CLILMED Glocal Competence Profile for Medical Educators, centred around the intended pluricultural outcomes of Content and Language Integrated Learning (CLIL), is intended to clarify and support lifelong learning for helping medical professionals interact effectively and appropriately with students from other linguistic and cultural backgrounds.

Introducción: En la actualidad, al abordarse el análisis del modelo de gestión por competencias, las teorías avanzadas sobre gestión compleja en las organizaciones suponen un enfoque novedoso y alternativo. La implementación del paradigma de la complejidad en la gestión empresarial y, en particular, la de capital humano, promueve tanto la calidad de vida laboral como la generación de ventajas competitivas que aumenten la eficiencia. Objetivos: Diseñar un perfil de competencias del cargo de Especialista B en Ciencias Informáticas que tenga en cuenta los principios de diseño y gestión organizacional compleja, y analizar las condiciones laborales desfavorables para su desempeño superior. Material y método: Se utiliza una metodología cualitativa, con la triangulación de diferentes técnicas y métodos. Resultados: Se obtiene el perfil del cargo integrado por cuatro competencias claves para el desempeño superior, el cual aplica e incorpora de forma implícita los principios de diseño socio-técnico y gestión compleja. Por su parte, las principales condiciones laborales que ejercen una influencia nociva en los resultados del trabajo son exteriores y pueden provocar diferentes tipos de fatiga (física, mental, informativa). Introduction: At present, when approaching the analysis of the management model by competencies, advanced theories on complex management in organizations represent a new and alternative approach. The implementation of the paradigm of complexity in enterprise management and in particular that of human capital promotes both the quality of working life and the generation of competitive advantages that increase efficiency. Objectives: To design a competency profile for the position of Specialist B in Computer Sciences, which takes into account the principles of complex organizational design and management, and to analyze the unfavorable working conditions for superior performance. Material and method: A qualitative methodology is used, with the triangulation of different techniques and methods. Results: The profile of the position composed of four key competencies for superior performance is obtained, which applies and implicitly incorporates the principles of socio-technical design and complex management. For its part, the main working conditions that exert a harmful influence on work results are external and can cause different types of fatigue (physical, mental, informational).

The main purpose of this research is to establish the profile of competence required of graduates of the Master of Education at the Universidad de Oriente, particularly the mention of the Teaching of Physics. For this reason, research was developed through the methodology of action research-participation, where strata of informants were administered two instruments (survey and interview) and formed a working group to establish the competency profile of graduate. The results presented six generic and specific competences twelve, the analysis of these results support the conclusion that the competency profile helps advance the definition of knowledge, skills and values that must appropriate the graduate of the Master to address so his most important and relevant educational work.RESUMENEl propósito central de esta investigación es establecer el perfil por competencias que deben tener los egresados de la Maestría en Educación de la Universidad de Oriente, particularmente, los de la Mención Enseñanza de la Física. Por tal motivo, la investigación se desarrolló a través en la metodología de investigación acción–participación, donde a los estratos de informantes se les aplicó dos instrumentos (encuesta y entrevista) y se conformó una mesa de trabajo, para establecer el perfil por competencias del egresado. Los resultados presentaron seis Competencias Genéricas y doce Competencias Específicas; el análisis de estos resultados permite concluir que el perfil por competencias ayuda a avanzar en la definición de los conocimientos, habilidades, destrezas y valores que debe apropiarse el egresado de la Maestría para abordar de manera más relevante y pertinente su quehacer educativo.