Publication: Evaluación del impacto de la formación programada por las empresas en la PYME española. Análisis de precedentes y diseño de un modelo propio de medición
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2018-10-04
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Universidad Complutense de Madrid
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Abstract
Esta tesis doctoral centra su objeto de interés en la Evaluación del impacto de la formación programada en un contexto muy concreto: el de la PYME española. La evaluación del impacto debe dar respuesta a la pregunta: ¿qué efecto produce la formación sobre la organización? Las organizaciones invierten en formación y lo hacen con el objetivo de progresar. Las empresas persiguen mayor cualificación y conocimiento. En este sentido, tendrían que ser capaces de medir el resultado de la inversión realizada. Sin embargo, la mayor parte de las evaluaciones de formación consisten en medir la satisfacción de los participantes con la calidad de la formación recibida y, en ocasiones, la evaluación de los conocimientos adquiridos como un nivel más de medición. El motivo, y la realidad, es que a pesar de ser de gran interés conocer si se produce transferencia de aprendizajes al propio puesto de trabajo y el impacto económico de la inversión efectuada, las empresas se encuentran con enormes dificultades para llevar a cabo estos cálculos. Los modelos de evaluación del impacto analizados (Phillips, J. (1990); Barzucchetti, S. y Claude, J.F. (1995); Meignant, A. (1997); Wade, P. A. (1998); Kirkpatrick, D. L. (1999); Pineda, P. (2002); Palacios, J. (2008); OIT/CINTERFOR (2011)) siembran un precedente en este estudio que termina por concluir la necesidad de ampliar a cuatro niveles de medición la evaluación del impacto de la formación, siendo estos la evaluación de la satisfacción de los participantes, la evaluación de resultados, la evaluación de la transferencia de lo aprendido al puesto de trabajo y la evaluación de cuantificadores que, transformados en datos económicos, arrojen cifras de retorno de inversión. Esta investigación alcanza los objetivos propuestos y arroja resultados de gran interés, al realizar una apuesta fuerte desarrollando un modelo completo de evaluación del impacto que, además de diseñar herramientas para medir transferencia e impacto económico, ha supuesto una ventaja sobre modelos precedentes. El modelo de Medición de la Evaluación del Impacto de la Formación (MEIF) es una herramienta sencilla, que cualquier empresario puede administrar por sí solo, de manera rápida y eficaz. Por otro lado, y teniendo en cuenta que el modelo diseñado se aplica en PYMES, se ha considerado de interés en esta investigación conocer cuánto impacta la formación programada por las pequeñas y medianas empresas en la macro-economía española. Los resultados que tras estas líneas se alcanzan darán respuesta a las preguntas de investigación y abrirán la posibilidad a las PYMES de realizar evaluaciones de impacto completas.
The present research analyzes the evaluation of the impact of the vocational education in the scope of small and medium-sized Spanish organizations (SMEs). The evaluation of the impact of the vocational education should answer the basic question: Which effect produces training upon companies? Companies invest on the vocational education with the purpose of progressing and the goal of getting more professional qualification and knowledge. In this regard, they should be able to measure the costs and benefits of that investment. However, most of the current evaluation models just deal with the satisfaction of the trainees, with the quality of the training or, in some cases, the assessment of the acquired knowledge just as an additional parameter into the model. Reality is that, despite of both concepts (knowledge transferring to workplace and economical impact of investment) being critical for any organization, companies face huge difficulties to carry out those calculations. The models of evaluation of impact of the vocational education here analyzed ((Phillips, J. (1990); Barzucchetti, S. y Claude, J.F. (1995); Meignant, A. (1997); Wade, P. A. (1998); Kirkpatrick, D. L. (1999); Pineda, P. (2002); Palacios, J. (2008); OIT/CINTERFOR (2011)), set an starting point for the development of the current work. This research, finally concludes that the evaluation of impact must be expanded onto four levels, namely: satisfaction of employees taking these courses, assessment of acquired knowledge, evaluation of transferable learning to workplace, and finally, measure of quantitative data that could be further transformed into economical measures and the actual ROI (return of investment). This research not only meets the above defined goals, with the following results, but also goes further to develop a complete model of the evaluation of the impact which, in addition to providing tools to evaluate transferable learning and economical impact, represents a definite advantage upon previous models. The model of the Measurement of the Evaluation of the Impact of Vocational Education (MEIF according to its initials in Spanish), is a simple tool that any entrepreneurs can apply on their own company, in a fast and effective way. Additionally, and keeping in mind that this model applies to SME, it was deemed worth to know how much affects this vocational education in SME to the nation-wide macroeconomics. The results hereafter presented, answer the questions that prompted this research in the first place, and provide definite means and procedures for a SME to carry out thorough and complete vocational education evaluations.
The present research analyzes the evaluation of the impact of the vocational education in the scope of small and medium-sized Spanish organizations (SMEs). The evaluation of the impact of the vocational education should answer the basic question: Which effect produces training upon companies? Companies invest on the vocational education with the purpose of progressing and the goal of getting more professional qualification and knowledge. In this regard, they should be able to measure the costs and benefits of that investment. However, most of the current evaluation models just deal with the satisfaction of the trainees, with the quality of the training or, in some cases, the assessment of the acquired knowledge just as an additional parameter into the model. Reality is that, despite of both concepts (knowledge transferring to workplace and economical impact of investment) being critical for any organization, companies face huge difficulties to carry out those calculations. The models of evaluation of impact of the vocational education here analyzed ((Phillips, J. (1990); Barzucchetti, S. y Claude, J.F. (1995); Meignant, A. (1997); Wade, P. A. (1998); Kirkpatrick, D. L. (1999); Pineda, P. (2002); Palacios, J. (2008); OIT/CINTERFOR (2011)), set an starting point for the development of the current work. This research, finally concludes that the evaluation of impact must be expanded onto four levels, namely: satisfaction of employees taking these courses, assessment of acquired knowledge, evaluation of transferable learning to workplace, and finally, measure of quantitative data that could be further transformed into economical measures and the actual ROI (return of investment). This research not only meets the above defined goals, with the following results, but also goes further to develop a complete model of the evaluation of the impact which, in addition to providing tools to evaluate transferable learning and economical impact, represents a definite advantage upon previous models. The model of the Measurement of the Evaluation of the Impact of Vocational Education (MEIF according to its initials in Spanish), is a simple tool that any entrepreneurs can apply on their own company, in a fast and effective way. Additionally, and keeping in mind that this model applies to SME, it was deemed worth to know how much affects this vocational education in SME to the nation-wide macroeconomics. The results hereafter presented, answer the questions that prompted this research in the first place, and provide definite means and procedures for a SME to carry out thorough and complete vocational education evaluations.
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Tesis de la Universidad Complutense de Madrid, Facultad de Educación, leída el 22/06/2017