INTRODUCTION:

The purpose of this research is to specify a model of dependency relations between the variables determining and indicative of vocational training and job placement in the Social Work degree of a public university in Mexico City.

A non-experimental, documentary, cross-sectional and exploratory study was carried out with a non-probabilistic selection of sources indexed to leading repositories in Latin America. The information was processed in content analysis matrices with the purpose of specifying the model of reflective dependency relations between the constructs of professional formation and labour insertion.

The documentation to be analysed was selected considering the publication period from 2000 to 2016, the conceptualization of the keywords: human capital, vocational training and labour insertion, as well as its ISSN (International Standard Serial Number) and DOI (Digital Object Identifier).

The analysis of the content was based on the symptom technique, which consists in processing the concepts and their relationship in a network based on the breakdown that the authors perform and the discussion they establish regarding the keywords (Alonso, 2008).

The specification of the model was carried out assuming that the constructs of human capital, vocational training and labour insertion maintain relations of dependability testable. In this way the routes of conceptual relations were drawn (Sepulveda, 2010).

The university degree is more profitable for women than for men when compared to other educational levels. University graduates earn 41% more than high school graduates, while in men this difference is 32%. The university students also have a level of unemployment (6.9% among the graduates) much lower than other educational levels (14.3% among the graduates of compulsory secondary). The relative salary of university students (Abreu, 2002)

compared to workers with lower secondary education has dropped by 40%. The university advantage in terms of unemployment has also declined. The unemployment rate of secondary school graduates has increased from 27% higher than that of university students to 17% between 1995 and 2005 (Vargas, 2011).

The same rate has not changed in the case of comparing it with workers with pre-secondary education (Around 40% higher than university students). The difference in the employment rate among graduates of compulsory education and university graduates has dropped from 19 to 13 points between 1997 and 2004 (Barranco, 2009).

52.2% of the university graduates interviewed continue to live in their parents' homes despite their high occupancy and average age (28 years). Most graduates (74.8%) attended courses they chose as the first option. University graduates take an average of 6.2 months to find their first job after college (Cortes, 2010).

Early contacts with the world of work often involve a temporary contractual relationship (74.9% in the first job) after three years’ graduates reach a much higher level of job stability. In the last employment, the indefinite contracts represent 45.1% of the total contracts of the graduates of the sample (Diaz, 2012).

In the last job, 27.6% had a higher education level and 10.4% dissociated the tasks from their job with the university degree. 70.7% of graduates are quite satisfied or very satisfied with their current job, although only 47.7% of respondents are quite or very satisfied with their salary (Chattopahyay, 2001).

72% would return to do the same race in the same university. However, 17.7% of the graduates of the sample indicate that if they had to take the decision again for university studies, there would not do it with a high degree of probability (Melano, 2007).

The official unemployment rate in the period in which they were surveyed (11.2%) is somewhat lower than the median cited by the respondents (15%). The unemployment rate estimated by the students is close to that when they began their studies, so the explanation could be certain inertia in their expectations (Adenike, 2011).

The perception of the labour market situation is very close to reality. The unemployment rate for young university graduates (under 30) is 15% (real rate in 2003: 15.5%) while 10% of the unemployment rate for young people are graduates and / or Vocational training (Castro, 2006).

Theory of Human Capital

Within the framework of human development in which health, education and employment are its most prevalent dimensions. Included, theory rational choice, theory of human capital, theory of reasoned action and theory planned behaviour (see Figure 1).

Figure 1. Theory of human capital

Source: García (2018)

From the theory of rational choice concept of human capital alludes to a balance between demands and resources, opportunities and capacities, as well as skills and knowledge each and every one oriented towards insertion in a global and local labour market.

Thus, human capital involves a set of strategies, intentions and actions dedicated to the application of knowledge and the development of skills so that, based on objectives and tasks of cooperation, goals are obtained, which are disseminated among a group that Can reproduce the process with the same quality (Almedon, 2005).

However, the theory of human capital warns that there are barriers and facilitators that inhibit or potentiate the realization of purposes. This is the case of the relationship between vocational training and job placement. Because syllabus seems to be disconnected from the demands of the global or local market, vocational training increasingly conforms to the requirements of the working environment (Fiorentino, 2008).

Although vocational training is close to the skills and knowledge required by micro, small and medium-sized organizations that employ 90% of the workforce, labour insertion involves a selection process involving different professionals competing for a reduced number of vacancies (Hermosa, 2006).

In this way, the human capital theory in its formative aspect indicates that the contents and the practices conform to the real cases of the organizations that employ the graduates (Morales, 2002).

Nevertheless, the global labour market increasingly requires greater entrepreneurship, innovation and competitiveness without underestimating the empathy, commitment and satisfaction that employees must have to efficiently perform their work.

Theory of reasoned action therefore, the formation of human capital also implies a degree of freedom of decision and action oriented to the transformation of organizations (McGee, 2006).

In this sense, human capital theory warns that vocational training depends on the formation of transformational rather than traditional leadership. This is because entrepreneurship, innovation and competitiveness depend on high doses of trust, commitment and job satisfaction. In that sense, human capital is the essential growth factor in an organization (Herreros, 2004).

The theory of planned behaviour as an organization's currency, human capital requires continuous training and even anticipation of uncertainty and risk scenarios. The coping of threats suggests the formation of leaders who transform the organization and do not chain it into a traditional, vertical and univocal style of leadership.

In this way, the formation of human capital will correspond to labour insertion whenever the market demands more and more innovative products and services that satisfy the consumers (Omar, 2010).

In the case of Higher Education Institutions (HEIs), the formation of human capital and labour insertion depends on a high degree of institutional isomorphism that human capital theory considers fundamental to carry out the task of anticipating unemployment scenarios.

Roughly, institutionalism consists of a set of values and norms that affect the culture and the work climate of the relationships and the work climate of the tasks. This is because organizations are confined to business development policies, or to alliances with the state that determine them in terms of their business relationships.

In this institutional framework, human capital theory suggests that leaders share goal-oriented styles of management regardless of the skills and knowledge that guide innovation, but they regulate the proposals that emerge from organizations associated with state institutions (Pastor, 2012).

However, when organizations need to transcend and enter the global market they establish strategic alliances with other organizations that condition their association according to the degree of entrepreneurship, innovation and competitiveness. In this context, human capital theory explains the process by which individuals establish networks of knowledge and, based on their capacity for information processing, decision making and execution skills, achieve a level of competence according to local and global demands.

If entrepreneurship consists of balancing financial opportunities, establishing business opportunities and producing goods with a high demand, then human capital is an essential part of the entrepreneurship process, since, based on continuous training in processing Information and dissemination of proposals has competitive advantages.

In the case of innovation, understood as the generation of initiatives according to a demand and the feasibility of being reproduced to reach a quota of productivity, human capital formation also shows competitive advantages over organizations dedicated to reproducing knowledge. That producing knowledge not only applicable but reproducible generates prestige and this is crystallized in patents (Peña, 2009).

In this way, the formation of human capital is increasingly close to guarantee labour insertion due to its high degree of transformation and expectations of knowledge reproduction.

Human capital studies

Human capital studies indicate that the intensive uses of information technologies, as well as the orientation of traditional leaders that establish deliberate, planned and systematic processes are determinants of professional training and even labour insertion. In this sense, as software learning intensifies, and traditional leaders are learned, labour insertion is closer to being achieved (see Table 1).

Table 1. Human capital studies

Year	Author	Results
1998	Glisson and Hemmelgard	The sociodemographic variables affected the organizational climate (β = -.24; p .05). The climate negatively influenced the results of the service (β = -.13; p.05) and positively on the quality of service (β = .12; p = .05).
1999	Wallace et al.,	The climate of conflicts and tasks correlated with the organizational culture (r respective of .31 and .34 with significance less than .010). Climates of conflict correlated negatively with organizational values; efficiency, effectiveness, elitism, openness, justice, opportunity, power and endogroup. The climate of cooperation correlated positively with each of the values.
2000	Neal et al.,	The organizational climate influenced the safety climate (β = .54), the safety climate on safety knowledge (β = .58), the safety knowledge on safety procedures (β = .35) and on safety. safety participation (β = .28), safety climate on safety motivation (β = .43) and safety participation (β = .23), safety motivation on safety procedures (β = .57) and on safety participation (β = .29).
2002	Nystrom et al.,	The size of the organization influenced innovation (β = .65),
2004	Cooper and Phillips	They established significant pre-posttest differences between safety experiences with respect to attitude management (F = 4.7, p = .01), handling of actions (F = 5.83, p = .01), training (F = 2.66, p = .05). They also established differences between years of work experience with respect to attitude management, level of risk, handling of actions, teamwork, training and commission (respective F of 5.37, 6.09, 2.97, 6.71, 3.85 and 2.85 with p = .05). Differences between work accidents with respect to risk, place and training (respective F of 8.51, 4.14 and 3.50 with p = .05). Finally, they found differences between the functioning of departments with respect to management, risk, actions, place and training (respective F of 7.36, 16.40, 3.62, 3.46 and 2.83 on p = .01)
2006	Castro	Significant differences between civilians and the military with respect to each of the four leadership dimensions (respective t of 2.62, 5.12, 2.20 and 11.17 with p = .05). Culture influences leadership (β = .35; p = .05)
2006	Beautiful	The exhaustion and cynicism factor correlated negatively with job satisfaction (r = -.554, p = .05 and r = -.232, p = .05)
2006	Amram and Kusbramayanti	Authoritarian leadership determines job satisfaction (β = .40; p = .05).
2006	Castro and Benatuil	Significant differences between transformative, transactional and free leadership (respective F of 16.56, 317.53, 54.03 with significance less than .010)
2007	Mañas et al.,	Sex, job satisfaction and life are predictors of organizational commitment
2007	López et al.,	The intrinsic factors in the work, the psychological identification, the feeling of duty obligation and the interaction between the achievements with the identification determined the satisfaction (β = -.391, F = 21.561, R2 ^=. 165 first model β =. 314, F = 40,009, R ² = .33 second model β = -.229 and β = -.587, F = 16.887, R ² = .337 third model)
2007	Alonso	He established differences between the male and female sexes (t = ₍₇₈₎ 2,259, P = .027). and significant differences between age ranges (F _(2,27) = 4,04, p = .021) for physical conditions and (F _(2,77) = 3,41, p = .018)
2007	Saavedra and Vallata	Differences between male and female sexes around their level of resilience (t = .73)
2007	Paris and Omar	Satisfaction correlated negatively with stress, maladaptation and resignation (r = -.41, r = -.31 and r = -.24 with significance less than .010 respectively) In contrast, it correlated positively with resolution and distancing (r = .38 yr = .23 with significance less than .05 for each). The extrinsic sources of dissatisfaction negatively determined satisfaction (β = -.40; p.010). On the contrary, the hours and the intention to remain positively influenced job satisfaction (β = .40 and β = .26; p .001)
2007	Castro and Martins	Job satisfaction was positively and significantly related to technological information factors; immediacy, transformation, diversity, growth, adjustment, welfare and climate (r respective of .66, .54, .68, .48, .59 and .42 with significance less than .010)
2007	Leon et al.,	Resilience negatively correlated with the factor of emotional exhaustion and the factor of neuroticism (r = -.29 and -.49, p = .010 respectively) and positively with extraversion, openness, friendliness, consciousness and age (r respective of .45, .49, .35, .50 and .17 with p = .010).
2007	Pain	He demonstrated significant differences between men and women with respect to three dimensions of resilience; Strengths, support and skills.
2007	Tejero and Fernández	Positive associations between the factors of job satisfaction. The teacher dimension correlated with the family (r = .424, p = .010). They established the adjustment of the factor structure in each of the four subsamples of managers, primary, public and private
2009	Neighbor et al.,	Job satisfaction affected the real time of permanence through intention (β = .423 and β = .288 respectively) adjustment of 8.9; % degrees of freedom; significance of .151; GFI = .995; AGFI = .986; RMR = .055; RMSEA = .030; NFI = .978; IFI = .991; CFI = .991
2009	Velázquez and Montgomery	They showed significant differences regarding self-confidence and optimism (respective X ² of 34,349 and 18,067 with significance less than .010)
2010	Yáñez et al.,	The interpersonal relationships with the heads of area affect the labor satisfaction of the workers
2010	Molero et al.,	They found four dimensions of the MLQ; Transformational Leadership, Developer, Corrective and Avoidance. All positively correlate (r respective of .90, .99 and .87) each other except for the avoidant factor (r respective of -.87, -.83 and -.78)
2010	Moreno et al.,	They established significant differences between men and women regarding the level of noise at work (F = 9,329, significance level of .003). leisure satisfaction lack of stability, efficiency and professional cynicism were determinants of job satisfaction (β = 0.508, R ² = 0.248, F = 27,416; β = -.335; R ² = 0.351, F = 22,688; β = .286, R ² = .422, F = 20,472, β = -.192, R ² = .445, F = 17,042 in man respectively). Exhaustion, lack of stability, leisure time and strict control (β = -.550; R ² = 0.293, F = 33,809; β = -.248: R ² = 0.335, F = 20,871; β= 0.211; R ² = .364, F = 16-080, β = -.187, R ² = .391, F = 13,694 in women respectively)
2010	Chiang et al.,	They established a negative and significant association between seniority and satisfaction with remuneration (r = -.83, p = .01). They also found a negative and significant relationship between satisfaction with development opportunities and achievement orientation (r = -.087; p = .05). finally, they found that satisfaction with the form of recognition is negatively and significantly linked to customer orientation (r = -.094; p0 .05)
2010	Méndoza et al.,	The commitment factor correlated with customer orientation, suggestions, recognition and training (r = .29, r = .29, r = .34 and r = .23 all with a level of significance less than .05)
2010	López et al.,	Job satisfaction was negatively related to each and every one of the dimensions of the mabinga. Only the role, leadership and support correlated positively with the three factors of job satisfaction. The Total Number of Harassment Strategies had a direct, negative and significant influence on supervision and benefits (β = -.56, _adjusted R ² = .31, p = .010, β = .63, _adjusted R ² = .40, p .010). The Global Index of Psychological Harassment negatively and significantly determined the physical environment (β = .64, _adjusted R ² = .41, p = .010).
2010	Omar	Significant associations between leadership, confidence and job satisfaction. Gender, seniority and leadership affected satisfaction through confidence (β = -.136; β = .197; β = .421 respectively and β = .510 for confidence, _adjusted R ² = .447; F = 7146; 7 degrees of freedom and significance less than .01)
2010	Adenike	Job satisfaction was related to the organizational climate (r = .66; p = .010)
2010	Celik et al.,	Organizational trust and 1 overwork syndrome indirectly affected the organizational performance through interpersonal diversion. (β = -.25 and β = .29; p = .010)
2010	Rodríguez et al.,	Job satisfaction influenced organizational performance (β = .46; p = .000) and performance and productivity (β = .68; p. 000)
2010	Anwar and Norulkamar	The work commitment was positively related to leadership, performance and satisfaction (r respective 105, .433, .431 and. 281.p = .05). The commitment determined the work performance (β = .105, p = .05) and satisfaction (β = .43; p = .05). Transformational and transactional leadership with work performance (β 0.152 and β = .107; p = .05), satisfaction (β = .603 and β = .305; p = .001) and commitment (β = .431 and β = .281; p = .001).
2010	Figuereiro et al.,	Satisfaction was negatively and significantly related to exhaustion (r = -.45; p = .01) and positively to depersonalization and performance (r = .29; p = .01 and r = .23; p = .01 respectively). Finally, they carried out linear hierarchical regressions where they found that satisfaction determined the bournout (β = .71; R ² = .480)
2010	Tayo and Adeyemi	They correlated organizational commitment with work performance (r = .075; p = .05).
2011	Bautista et al.,	They established three dimensions of the organizational culture in a context and professional training of community health. It is about commitment, dedication and innovation as preponderant factors.
2012	Carreón et al.,	Vocational training, in the context of occupational health, involves a direct relationship between the quality of the task climate with respect to the prevention of accidents and diseases, indicators of subjective well-being and job satisfaction.
2013	Carreón et al.,	They demonstrated eight dimensions related to professional training in knowledge producing organizations. The organizational intelligence that distinguishes organizations dedicated to knowledge was determined by the motivation of the leader.
2014	Carreón et al.,	They established three first order factors related to risk, uncertainty and conflict with respect to a second order factor alluding to reliability. The risk was associated with uncertainty, evidencing a scenario of contingent demands of the environment with respect to the internal resources of the organization.
2015	Carreón et al.,	They established eight dimensions of work commitment related to professional training and work practice, focused on the perceived efficiency capacities.
2016	García, Carreón and Hernández	They established eight dimensions of professional training related to perceptions as determinants of actions.
2017	García, Bustos and Carreón	The meanings around vocational training revolved around the learning of work skills in contexts different from the place of origin, considering them more demanding and specialized.
2018	Carreón et al.,	They established four first-order factors that were circumscribed to a second-order factor in which the climate of relationships indicated organizational collaboration.
2018	García, Carreón and Bustos	The meanings of vocational training were circumscribed around the category of youth as a suitable state of learning and systematization of skills and knowledge contrary to the category of old age, which symbolizes an instance of fatigue and annoyance.
2018	Carreón and García	The consulted literature warns that vocational training is indicated by degrees and levels of labor representations, consisting of a figurative core with respect to skills and requirements peripheral to objectives and goals.
1996	Salgado et al.,	Positive and significant associations between the climate dimensions and the dimensions of job satisfaction.

Source: García (2018)

However, in organizations with a more democratic, open, participative, horizontal and intercultural work culture, information and communication technologies, including digital networks, are not determinants of professional training and insertion in local marking. This means that the diversity of demands and resources seems to corroborate the hypothesis that entrepreneurship and innovation do not necessarily correspond to productivity and competitiveness, but to job satisfaction (Ruíz, 2009).

In fact, the type of work culture affects the climate of relations, the climate of goals, the climate of task and the climate of innovations. It is the electronic technologies and devices that enhance the learning of skills that the global market requires but inhibits opportunities in the local market (Kundhu, 2007).

The differences between the global market and the local market consist of the values and norms that in the first case are more practical and oriented to the consumption; it will show that in the second case the satisfaction is a common good that is persecuted in a locality (López, 2001).

The differences between a locality and a city determine the type and size of the organization, but also condition the reach and expectations of human capital. From values and norms that can be local or institutional, transformational leaderships are not always the factor that organizations require to be inserted in one or another global or local scope (Salgado, 2005).

In this way, the formation of human capital is determined by a series of variables that precede or proceed, although depending on the type and size of the organization will be the factor of change, entrepreneurship, innovation and competitiveness, but if this is possible in A labour environment where trust, commitment and satisfaction do not prevail, then human capital will lose its influence (Maruco, 2012).

Model of human capital

The relationship between human capital formation and labour insertion would be mediated by leadership, which in a sense is also a training process, but unlike employees, leaders are mediators of vocational training and job placement (see Figure 2).

Figure 2. Human capital model

VC = Values Capitals, EC = Experience Capital, DC = Decisional Capital, BC = Behavioral Capital

Source: García (2018)

In the case of the formation of human capital, this involves factors that reflect it as is the case of values, norms, demands, learnings, skills, knowledge and intentions (see hypotheses 1a, 1b, 1c and 1d).

About labour insertion, this would be indicated by levels of needs, expectations, opportunities, capacities, supports, tasks and achievements (see hypotheses 2a, 2b, 2c, 2d, 2e, 2f, and 2g).

Final Considerations

The contribution of this work to the state of knowledge and the revision of the literature consists of the specification of a model for the study of human capital formation, transformation leadership and labour insertion (Scheper, 2008).

In relation which human capital formation depends on the level of scientific and technological development, the present study warns that technologies, devices and information networks are a key factor in the explanation of organizations dedicated to the Establishment of strategic alliances but ignored in the cooperative societies as competitive advantage.

The formation of human capital seems to be determined by the context and culture of the organization. In that sense, the specification of a model will allow the contrast of the normative and normative determinants of the organizations with respect to the internal capacities and resources.

Vocational training is a result of business development policies that include constant evaluation processes. In this sense, the quality of the processes inside the organizations determines its structure and also the requirements of selection and training of personnel.

In contrast, the present paper argues that the formation of human capital depends on the level of talent crystallized in skills and knowledge rather than the climate of relationships and tasks that are established in organizations dedicated to the quality of their processes and products.

The formation of human capital, in relation to labour insertion, would be closer to the mediation that the transformational leadership exerts on the employee and the commitment that he acquires and develops before the demands of his leader. It is a process in which the learnings have a greater impact than training and therefore condition labour satisfaction.

The work commitment is the result of a climate of empathic relationships between leaders and followers, but also entails the learning of norms and values of cooperation that, in the case of corporations, seem to be distant from their objectives, tasks and goals.

In the present work, the specification of a model for the study of vocational training is based on the establishment of values and norms as reflective indicators, but in relation to the expectations and capacities of the insertion in the labour market.

However, the course and personal trajectory differs from group goals, tasks and goals. Even with the formation of networks of knowledge, personal expectations and abilities seem to follow performance schemes acquired from leaders, but especially from peers. In this sense, the inclusion of factors that inhibit vocational training and job placement such as stress, burnout and mobbing is recommended.

Job satisfaction do not depend on skills or knowledge, but rather on skills that in the case of emotional intelligence are a preponderant factor in performance, innovation and job satisfaction. The present study does not include these emotional, affective and sentimental variables, but it is recognized that, coupled with the intensive use of technologies, devices and electronic networks, it potentiates the formation of human capital and gives competitive advantages for labour insertion.

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Received on 01.09.2018 Modified on 11.03.2019

Int. J. Ad. Social Sciences. 2019; 7(3-4):71-77.