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

• Aitana González-Ortiz de Zárate ^[1] ; Miguel Aurelio Alonso García ^[1] ; Francisca Berrocal Berrocal ^[1]
  1. [1] Universidad Complutense de Madrid

     Universidad Complutense de Madrid

     Madrid, España

     
• Localización: Gestión y análisis de políticas públicas, ISSN 1134-6035, Nº 17, 2017, págs. 113-127
• Idioma: español
• DOI: 10.24965/gapp.v0i17.10405
• Títulos paralelos:
  • Evaluation of the effectiveness of training in the Spanish Public Administration: transfer to the job
• Enlaces
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• Dialnet Métricas: 5 Citas
• Resumen
  • español

    El artículo recoge los resultados de la evaluación de la transferencia de la formación en la Administración General del Estado con el fin de conocer los factores que en mayor medida influyen en que se produzca.

    Se analizaron las respuestas de 1.475 participantes en 69 cursos desarrollados por el INAP (Instituto Nacional de la Administración Pública) durante el primer semestre de 2016. Se evaluó la transferencia directa con el Cuestionario de Eficacia de la Formación (CdE; Pineda, Quesada y Ciraso 2011) y la indirecta con el cuestionario de Factores de Eficacia de la Transferencia (FET; Pineda, Quesada y Ciraso, 2013).

    Los resultados muestran que los factores de los participantes, del lugar de trabajo, la orientación a las necesidades del puesto y la generación de una red profesional tienen una relación positiva con la transferencia. Sin embargo la duración de la formación, el número de participantes y el número de profesores no presentan relación con la transferencia. El tiempo que el participante tarda en aplicar lo aprendido se relaciona inversamente con la transferencia.

    La dimensión más relevante de cara a predecir la transferencia es la orientación a las necesidades del puesto.

  • English

    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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