Evaluación de la eficacia de la formación en la Administración Pública: la transferencia al puesto

Aitana González-Ortiz de Zárate; Miguel Aurelio Alonso García; Francisca Berrocal Berrocal

doi:10.24965/gapp.v0i17.10405

Authors

Aitana González-Ortiz de Zárate Universidad Complutense de Madrid
Miguel Aurelio Alonso García Universidad Complutense de Madrid
Francisca Berrocal Berrocal Universidad Complutense de Madrid

DOI:

https://doi.org/10.24965/gapp.v0i17.10405

Keywords:

Training transfer, training evaluation, training effectiveness

Abstract

This paper shows the results of the evaluation of training transfer in the Spanish Public Administration with the aim of identifying the factors that influence it.
We analyzed 1475 answers and 69 courses organized by the Spanish Public Administration during the first semester of 2016. Direct transfer was evaluated through the Deferred Transfer Scale (CdE; Pineda, Quesada y Ciraso, 2011) while indirect transfer was evaluated through the Training Transfer Factors Scale (FET; Pineda, Quesada y Ciraso, 2013).
The results show that trainee factors, organization factors, the orientation towards job requirements and the creation of a professional community all have a positive correlation with training transfer. However the duration of the training, the number of trainees and the number of instructors do not have a correlation with transfer.
The time that laps until the trainees finally apply what they learnt in the training has an inverse correlation to transfer.
The most important factor when it comes to predicting training transfer is the orientation towards job requirements.

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Author Biographies

Aitana González-Ortiz de Zárate, Universidad Complutense de Madrid

Estudiante de Doctorado de Psicología en la Universidad Complutense de Madrid (UCM), con Máster en Dirección y Gestión de Recursos Humanos por el Centro de Estudios Financieros y la Universidad a Distancia de Madrid. Licenciada en Psicología por la UCM, estudios en la Radboud University Nijmegen y el Donders Institute for Brain, Cognition and Behaviour (Holanda). Experiencia internacional (Canadá/Holanda/España) en Recursos Humanos tanto en empresas privadas como en consultoría de formación elaborando estudios y contenidos formativos, dinamizando plataformas formativas online, optimizando procesos y manejando herramientas de gestión. Bilingüe inglés/español. Principales líneas de investigación: evaluación de la formación y ciencia cognitiva.

Miguel Aurelio Alonso García, Universidad Complutense de Madrid

Profesor Contratado Doctor. Dpto. Psicología Diferencial y del Trabajo. Universidad Complutense de Madrid (UCM). Dirige el Grupo de Investigación “Evaluación y Desarrollo de las Personas y de las Organizaciones” (GIDEPO) y el Programa de Mentoría de la Universidad Complutense de Madrid. Experiencia de más de veinte años en las áreas de Formación de Personal, Programas de Desarrollo de personas y Orientación Laboral. Autor de varios libros sobre Psicología del Trabajo, Mentoring y Coaching Ejecutivo.

Francisca Berrocal Berrocal, Universidad Complutense de Madrid

Doctora en Psicología. Profesora Colaboradora en el Dpto. de Psicología Diferencial y Psicología del Trabajo, de la Facultad de Psicología de la Universidad Complutense de Madrid. Experiencia de veinte años como Consultora de Recursos Humanos, asesorando en la Implantación, Desarrollo y Evaluación de diversos programas formativos. Líneas de investigación: se centran en la evaluación de personas y de puestos, así como en el área de formación de personal. Miembro del Grupo de Investigación Complutense: Evaluación y Desarrollo de las Personas y de las Organizaciones. Autora de varios libros de Psicología del Trabajo y Gestión de Recursos Humanos por Competencias.

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