Pilar Pineda-Herrero

Evaluation of training effectiveness in the Spanish health sector

Purpose – The evaluation of training results in large groups with limited resources is one of the challenges of organisations. This paper aims to provide a methodological approach to facilitate evaluation of training among large groups. The paper presents the tools and the results of an evaluation of a whole training plan on the rational use of medicines addressed to 1,550 health professionals in Spain.Design/methodology/approach – Two questionnaires were administered to the trainees in order to evaluate transfer of training: one questionnaire upon finishing the training session and another one two months later. A total sample of 351 subjects was obtained from 53 different training programs linked with the rational use of medicines.Findings – Results show that most of the trainees had improved their professional performance, especially the duties related to the selection and use of medicines. Key factors for transfer, such as motivation and support from the organisation, which are present when the transfe...

Evaluation of Training Transfer Factors: The FET Model

Learning transfer is the main goal that organizations look for, when they invest in training. Due to the difficulty to evaluate transfer directly, many authors have already created different models of transfer factors, which allow diagnosing the aspects that facilitate or hinder transfer. Nevertheless, there is little evidence that these factors are, in fact, transfer predictors. In this chapter, we present the FET (Factors for the Evaluation of Transfer) model as an instrument to measure indirectly and predict training transfer. We expose the theoretical background of the FET model, based on three transfer dimensions (trainee, training, and organization), and on training results (achieved learning, intent to transfer, and deferred transfer). Through Exploratory Factor Analysis, we did a first validation of all the scales that are included in the model; and through multiple regressions, we ascertained the impact of the different variables on the deferred transfer. Results indicate that transfer factors have a greater predictive power on transfer (R 2 = 0.33), rather than achieved learning (R 2 = 0.14) and intent to transfer (R 2 = 0.16); and that the orientation towards job needs is the factor with the strongest impact on transfer (β = 0.33, p < 0.05). Then, the FET model allows us to reliably assess transfer factors as well as predict them moderately.

How to measure the efficacy of VET workplace learning: the FET-WL model

Purpose – Workplace learning (WL) is a key part of vocational education and training (VET) because it allows students to develop their skills in a work environment, and provides important information about how well VET studies prepare skilled workers. Therefore, the purpose of this paper is to develop and validate an instrument to evaluate WL efficacy in VET. Design/methodology/approach – The research presented in this paper was based on a quantitative design, after having identified factors that influence training efficacy. The factors to evaluate transfer in WL (FET-WL) questionnaire was formed of 57 items (five-point Likert scale) and applied to a stratified probabilistic sample of 1,026 VET students in the Barcelona area (Spain). Findings – After conducting an exploratory factor analysis, the model explained 48.42 per cent of the variance and six factors merged: coherence of the training of the school with the WL, school tutor’s sole, host company tutor’s role, the possibilities of developing the WL, ...

Is continuing training useful for pre‐school teachers? Effects of training on pre‐school teachers and centers

Continuing training is important for all professionals, and is especially essential for professionals in education. In this article, we present a study that evaluates the state of continuing training in early childhood education in Spain. The research identifies the impact of training for teachers, for children and for educational centers. Results show that pre‐school professionals are satisfied with continuing training and with the transfer of training to their jobs, although there is little evidence of real and effective transfer to the classroom. The final results allow us to draw up proposals to improve the effectiveness of teacher training and the education children receive. RÉSUMÉ: La formation continuée est essentielle pour tous les professionnels et spécialement pour les professionnels de l’éducation. Dans cet article, nous présentons une étude qui évalue la situation de la formation continuée dans le secteur de l’éducation de la petite enfance en Espagne. La recherche identifie l’impact de la formation sur les enseignants, sur les enfants et sur structures éducatives. Les résultats montrent que les professionnels de l’éducation de la petite enfance sont satisfaits de la formation continuée qu’ils ont reçue et du transfert de la formation au niveau de leer travail, même s’il y a peu de preuves d’un transfert réel et effectif dans les classes. Les résultats nous permettent de proposer des améliorations pour améliorer l’efficacité de la formation des enseignants et l’éducation que les enfants reçoivent. ZUSAMMENFASSUNG: Die vorschulische Erziehung ist eine entscheidende Phase als Zugang zum Bildungssystem und die Grundlage für die physische, soziale, emotionale und moralische Entwicklung der Kinder bis zu ihrem 6. Lebensjahr. Eine gute vorschulische Erziehung benötigt Fachkräfte mit einer gründlichen und auf den neuesten Stand gebrachten Ausbildung. Dies bedeutet, dass die grundlegende Ausbildung um ein umfassendes und diversifiziertes Angebot an Weiterbildung ergänzt werden muss. In diesem Artikel werden die Ergebnisse einer Studie über die Qualität der Weiterbildung von Fachkräften der vorschulischen Erziehung in Spanien vorgestellt. Auf der einen Seite wird der Grad der Einführung der Weiterbildung (Kultur, Motivation und Anregungen) im vorschulischen Bereich durch die Fachkräfte und die pädagogischen Einrichtungen beschrieben. Auf der anderen Seite werden die Ergebnisse der Weiterbildung bewertet in Hinsicht auf die Zufriedenheit, den Lernprozess, die pädagogische Anpassung und die Anwendung der Weiterbildung in den Einrichtungen. Die erhaltenen Ergebnisse führen zu Verbesserungsvorschlägen, die sich an die unterschiedlichen Akteure in der Weiterbildung der pädagogischen Lehrkräfte wenden. RESUMEN: La formación continua es esencial para todos los profesionales, y especialmente para los profesionales de la educación. En este artículo presentamos un estudio que evalúa la situación de la formación continua en el sector de la educación infantil en España. La investigación identifica la incidencia de la formación en los profesores, en los centros educativos y en los aulas. Los resultados muestran que los profesionales de educación infantil están satisfechos con la formación que han realizado y con la transferencia a sus puestos de trabajo, aunque hay pocas evidencias de una transferencia real y efectiva a las aulas. Los resultados nos permiten plantear propuestas de mejora para optimizar la eficacia de la formación del profesorado y el efecto de esta en la educación que los niños y niñas reciben.

Competencias para la empleabilidad de los titulados en Pedagogía, Psicología y Psicopedagogía: un estudio comparativo entre empleadores y titulados

The labour market integration of recent graduates can be influenced by several factors, such as the economic situation of the country, the quality of their university education, and the demands of the labour market. Although the Spanish economy has recently recovered somewhat, it still has high rates of youth unemployment, even among the best educated groups. Therefore, it is important to analyse in greater depth the transversal competences required and offered in the labour market as these can affect the integration and job satisfaction of university graduates. To analyse the differences in the view of graduates in Pedagogy, Psychology, and Educational Psychology and their employers regarding the competences needed for the labour market this article uses data from the AQU’s ‘Universitat i Treball a Catalunya’ survey (2014a and 2014b) of graduates in these subjects from Catalan universities and of their employers. The results show discrepancies between employers’ and graduates’ views. On the one hand, graduates regard some competences as more relevant, such as decision-making, while employers give greater importance to others, such as those relating to information technology and language skills, as well as theoretical and practical training. However, both groups agree that teamwork is the most important competence for work, supporting results obtained in other studies. Furthermore, employers are more satisfied than the graduates with their level in the areas of creativity, computer science, and languages. Problem-solving, however, is an area of competence that could be enhanced in university education. This study’s contribution is to provide evidence based on the retrospective assessment of recent graduates that can help align university training with employers’ expectations.

In Their Own Words: Elements of Youth Empowerment in Spain

Abstract The aim of the HEBE1 project, developed jointly by four universities, is to analyze the spaces, moments and processes involved in the empowerment of young people in order to formulate socio-educational programmes that help them and improve their lives. The articulation of the project focuses on different lines of work and action, one of which is to identify and analyze the spaces in which the empowerment of youth occurs. This article delves into the elements involved in youth empowerment by using a questionnaire administered to young people from Catalonia between the ages of 19 and 25 (n = 1067). This article presents the results obtained for these young people based on their level of empowerment and the elements that characterize them.

Percepción de los jóvenes sobre los espacios y momentos en su proceso de empoderamiento. Una aproximación cuantitativa

The voice of youth has not been taken into account in the conceptualization of empowerment and related research. The contents of this article contribute to the study of spaces and key moments in the process of youth empowerment through first-person experi¬ences of 890 young. A quantitative approach will be used in order to consider the contribu¬tion of specific ambits of everyday life to capacity development and its application. Personal experiences perceived by youth as highly empowering are identified, and the relationship between empowerment and different life stages is studied. The findings suggest that the spac¬es generating more youth empowerment are formal and non-formal education settings and work environment. The importance of emancipation and life experiences entailing personal overcoming is also illustrated. In essence, the outcomes provide evidence and contribute to the debate and reflection of youth empowerment so as to promote future research and im¬prove youth work interventions, as well as the design and implementation of youth policiesespanol: La voz de los jovenes no ha sido tenida en cuenta en la conceptualizacion del empoderamiento y los estudios sobre este. El presente articulo contribuye a la investigacion de espacios y momentos clave en el proceso de empoderamiento juvenil desde la propia vivencia en primera persona de 890 jovenes. Mediante una aproximacion cuantitativa se estudia como diferentes espacios de la vida cotidiana contribuyen al desarrollo de capacidades y como estos permiten aplicarlas. Se identifican vivencias que los jovenes perciben como altamente empoderadoras y se estudia la relacion del empoderamiento con las diferentes etapas vitales. Los resultados propician evidencias y contribuyen al debate y la reflexion sobre el empoderamiento juvenil tanto para las investigaciones futuras como para optimizar las intervenciones en el trabajo con jovenes y en el diseno e implementacion de politicas de juventud. portuguesA voz dos jovens nao foi tida em conta na conceptualizacao da capacitacao e nos estudos sobre esta. O presente artigo contribui para a investigacao de espacos e momentos-chave no processo de capacitacao juvenil a partir da propria vivencia na primeira pessoa de 890 jovens. Atraves de uma aproximacao quantitativa, estuda-se como diferentes espacos da vida quotidiana contribuem para o desenvolvimento de competencias e como estes permitem aplica-las. Identificam-se vivencias que os jovens percebem como altamente capacitantes e estuda-se a relacao da capacitacao com as diferentes etapas vitais. Os resultados apontam para o facto de os espacos onde os jovens mais se capacitam serem os da educacao formal e nao formal e os ambientes laborais. Tambem visualizam a importância da emancipacao e as experiencias vitais que requerem uma atitude de superacao pessoal. Por fim, os resultados propiciam evidencias e contribuem para o debate e a reflexao sobre a capacitacao juvenil, tanto para as investigacoes futuras como para otimizar as intervencoes no trabalho com jovens e na concecao e implementacao de politicas de juventude. EnglishThe voice of youth has not been taken into account in the conceptualization of empowerment and related research. The contents of this article contribute to the study of spaces and key moments in the process of youth empowerment through first-person experiences of 890 young. A quantitative approach will be used in order to consider the contribution of specific ambits of everyday life to capacity development and its application. Personal experiences perceived by youth as highly empowering are identified, and the relationship between empowerment and different life stages is studied. The findings suggest that the spaces generating more youth empowerment are formal and non-formal education settings and work environment. The importance of emancipation and life experiences entailing personal overcoming is also illustrated. In essence, the outcomes provide evidence and contribute to the debate and reflection of youth empowerment so as to promote future research and improve youth work interventions, as well as the design and implementation of youth policies.

PIAAC results on opportunities for informal learning in the workplace in Spain / Resultados PIAAC sobre las oportunidades para el aprendizaje informal en el puesto de trabajo en España

Abstract This article uses data from the PIAAC (Programme for the International Assessment of Adult Competences) Background Questionnaire to describe conditions related to informal learning (IL) in the workplace and opportunities to learn informally in organizations in Spain. PIAAC data indicate that in Spain, informal learning processes in organizations are a common, everyday practice. However, some differences have been found in the intensity of this learning by gender, the position that the employee occupies and the business sector in which the organization is framed. This study opens some future avenues to develop further knowledge about IL mechanisms and practices in the workplace, as a strategy to help towards the development of people and organizations.

Training for Innovation in Spain

The capacity for innovation of an organisation largely depends on its ability to acquire and develop new knowledge. Training is particularly important in this process, as it allows employees to constantly acquire new competences. This study provides a preliminary picture of the situation of training for innovation in Spain, and identifies the characteristics of companies offering training for innovation. Results show that 35.3% of Spanish companies undertake innovation processes and 22.3% offer training related to these innovation processes. For the 82% of these companies training helped the innovation process, so training is an important tool for innovative changes