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Resumen Antecedentes Durante los primeros meses en el mundo laboral, muchos de los nuevos profesionales de enfermeria experimentan obstaculos que pueden influir en la aplicacion de la formacion recibida durante su carrera profesional. Objetivo Describir el diseno y la validacion del Modelo de Evaluacion de la Transferencia de la formacion para los nuevos profesionales de Enfermeria (METEnf) durante su primer ano de experiencia dentro del mundo laboral. Metodo El modelo se desarrollo mediante el analisis documental y la realizacion de grupos focales para la elaboracion de los items del cuestionario. El METEnf fue sometido a un proceso de validez de contenido a traves de grupos de expertos. Las propiedades psicometricas se evaluaron con una muestra de 33 profesionales de enfermeria que sirvio como pilotaje del mismo. Resultados El cuestionario mostro una adecuada consistencia interna, iniciando su proceso hacia la validacion. Asimismo, los resultados indican que los profesionales de enfermeria tienen una elevada motivacion para aprender en su primer ano de insercion laboral, si bien valoran la formacion recibida en el grado y la figura del mentor/a como factores que dificultan la transferencia de lo aprendido en el grado en su profesion enfermera. Conclusiones El estudio indica que el instrumento METEnf presenta posibilidades para evaluar los factores que influencian en la transferencia de la formacion de los nuevos profesionales de enfermeria, si bien hay necesidad de incidir en la formacion y la figura del mentor para que favorezcan dicho proceso.

Purpose The purpose of this paper is to validate two scales, the factors predicting transfer (FPT) and the effectiveness questionnaire (CdE), in the Spanish Public Administration (SPA). Design/methodology/approach The FPT was administered at the end of the training, and the CdE four months after training. Participants had attended one of the 62 trainings offered by the SPA. With 1,457 participants, exploratory factor analysis (EFA; n = 728) and confirmatory factory analysis (CFA) (n = 729), randomly assigned, were performed on the FPT, and CFA (n = 726) was applied to the CdE. Findings A 30-item and four-factor solution emerged for the FPT through the EFA, which was confirmed by a good model fit through the CFA. A seven-item single-factor solution was confirmed for the CdE. Measurement invariance for the mode of instruction and gender was accepted for both instruments. Research limitations/implications Further research should be done in a more heterogenous sample that includes private organizations, different sectors and sizes. In the human resource development (HRD) field, these results suggest, in line with previous research, the existence of underlying constructs of factors of transfer that migrate across cultures. Practical implications The potential use of the FPT is the diagnosis of factors of transfer, and for the CdE, evaluation of the transfer of interventions at the behavioral level. The instruments are suitable for research and practice that compares online and in-class training. Originality/value The study performs the first rigorous analysis of measurement instruments to evaluate factors that predict transfer in Spain.

Understanding vocational learning and transfer is vital to European citizens. We need to understand how transfer works, which factors influence it, and how these factors affect employee behaviour. Research in online training specific to Southern Europe is needed to move the field forward. The Unified Model of Motivation for Training Transfer (MTT) was proposed to understand behaviour change after training. It conceives three phases: (1) forming transfer intentions, (2) actualizing implementation intentions for transfer, and (3) strengthening transfer commitment. We analysed initial transfer intention and transfer following online training in three Spanish organisations. We used an ex post facto prospective design with one group (n = 204). We applied the online version of the Initial Transfer Intention questionnaire (ITI) three days before the training, and the Transfer Questionnaire (TrQ) three to four months after the training. Training consisted of 22 online courses offered by the three participating organisations. A cluster analysis and post hoc analysis were performed. We identified three groups (k = 3), indicating that there were significant differences in the means between employees with low and high intention to transfer. Results showed a greater difference in the factor profile between participants with LowPT and HighPT. We identified common characteristics among people with low levels of transfer; this information can help understand what type of employee will transfer less and provide cues on how to prevent this from happening in future training activities. Limitations and recommendations for research and practice are discussed. ispartof: VOCATIONS AND LEARNING vol:15 issue:2 pages:359-385 ispartof: location:Netherlands status: published

Ajuts: : This research was funded by Institut per al Desenvolupament i la Promoció de l'Alt Pirineu (IDAPA). Background: Interpersonal conflicts occur in any kind of social relation, including the field of sports. Proper emotional management can improve athletes' well-being, coexistence, and performance. This study presents the initial results of the gamified emotional education program Happy Sport in a sample of athletes in the field of non-formal education. Methods: The study sample consists of 194 athletes from the benjamín and alevín categories (3rd- to 6th-grade primary school children). A quasi-experimental pre-intervention and post-intervention design with a control group is followed using the Games and Emotions Scale (GES), Social Support Scale, Emotion Regulation Questionnaire for Children and Adolescents (ERQ-CA), and Bullying in Sports Questionnaire. Results: Statistically significant differences were found across participants in the experimental group between the pre- and post-intervention evaluations for the variables satisfaction and bullying. An analysis of the competencies related to emotion regulation revealed significant results for the experimental group for both scales (cognitive reappraisal and expressive suppression). Conclusions: The results show that after a training session with the gamified software Happy Sport, children's satisfaction increased and bullying levels decreased. Changes in cognitive reappraisal and expressive suppression may also be explained by the training received.

Purpose The purpose of this paper is to explores the influence of socialization upon the constitution and integration of learning leading to the development of entrepreneurial competence while at university, from the learner perspective. Self-reported learning is analyzed to illustrate ways in which students make use of institutional and social contributions of the university context. Design/methodology/approach The study investigates entrepreneurial journeys of 18 participants, either currently attending or recently graduated from three universities in three countries with both comparable and distinctive contextual elements. In depth analysis of individual life stories, focusing on self-identified critical incidents, is used to illustrate ways in which students, while at university, develop entrepreneurial competence for current and future practice. Findings Formal and non-formal learning remain important foundations for entrepreneurial competence development, delivered through designed content-centric structures. Informal learning – particularly mentor supported socialised learning – centring around the learner is key to solidifying learning towards entrepreneurial competence, through know-how and access to resources. The university emerges as an entrepreneurial learning space where students constitute and integrate learning gained through different forms. Research limitations/implications Cross-cultural analysis is limited as the paper emphasizes the individual’s learning experience relative to the immediate university context. Practical implications Universities play a critical role as entrepreneurial learning spaces beyond formal and non-formal learning. This includes dedicating resources to orchestrate informal learning opportunities and enabling interaction with the different agents that contribute to socialised situated learning, supporting entrepreneurial competence development. Universities need to take responsibility for facilitating the entirety of learning. Originality/value Socialised learning in combination with other forms of learning contributes to student development of entrepreneurial competence while situated in the university context.

INTRODUCCIÓN. En este estudio, se revisan una serie de aportaciones acerca de las experiencias iniciales del desarrollo y, de manera exploratoria, se relacionan los datos de esas experiencias con los patrones de aprendizaje que se observan en la adolescencia. El objetivo fue explorar las relaciones entre algunas variables concernientes con el embarazo, el parto, y la crianza con los patrones de aprendizaje, el esfuerzo y el rendimiento académico al inicio de la secundaria. MÉTODO. Participan 42 estudiantes de 1. er curso de educación secundaria y sus madres. Son un total de 19 niñas (45.2%) y 23 niños (54.8%) con una edad media de 12 años (SD= 0.50). Los estudiantes respondieron al Inventario de Patrones de Aprendizaje (ILP) y las madres/familias completaron una ficha retrospectiva acerca de las variables asociadas al embarazo, parto y crianza. RESULTADOS. Los resultados señalan relaciones significativas entre las experiencias consideradas problemáticas durante el embarazo y la crianza; y estas explican una importante proporción de la varianza del patrón no dirigido (el más inadecuado) al inicio de la secundaria. Por su parte, los patrones más adaptativos (dirigido a los significados o a la aplicación) correlacionan de manera significativa positiva con el esfuerzo y el rendimiento académico. CONCLUSIÓN. Los datos señalan la relevancia de que desde el comienzo de la educación primaria se obtenga la más exhaustiva información individual acerca de la experiencia de embarazo, parto y crianza que parece influir en el desarrollo. Igualmente, información relativa a la estructura y el ambiente familiar que permita plantear acciones de resiliencia desde la más temprana edad.

Learning transfer evaluation is a necessary process for practitioners to assess the effectiveness of training, and the outcomes of training produces in workers' behaviors. In this paper, we explore an alternative way to evaluate transfer: through the study of transfer facilitators and barriers. Our aim is to validate the Factors to Evaluate Transfer (FET) model in a large sample of Spanish employees using confirmatory factor analysis. We applied the Spanish version of the FET scale to a sample of 2,745 Spanish workers of public service institutions and private companies. The results show a seven-factor model as the best choice according to the adjustment indices presented in the paper. We obtained a shorter version of the instrument, with adequate construct validity as well as good reliability and internal consistency. This model is a step forward in the measurement of indirect transfer and allows keeping working on the FET model to diagnosis transfer factors and increase the probabilities of higher learning transfer levels. L'avaluació de la transferència de l'aprenentatge és un procés necessari perquè els professionals avaluïn l'eficàcia de la formació i els seus resultats en els treballadors. Aquest article explora una forma alternativa d'avaluar la transferència: a través de l'estudi de facilitadors i obstacles de la transferència. L'objectiu és validar el model FET (factors per avaluar la transferència), en una mostra de treballadors espanyols amb una anàlisi factorial confirmatòria. Es va aplicar l'escala FET en espanyol a una mostra de 2.745 treballadors espanyols de l'Administració pública i l'empresa privada. Els resultats mostren un model de set factors com la millor opció sobre la base dels índexs d'ajust presentats en l'article. Vam obtenir una versió més reduïda de l'instrument, amb una validació de constructe adequada, així com una bona fiabilitat i consistència interna. Aquest model és un pas endavant en la mesura de la transferència indirecta i permet seguir treballant en el model FET per utilitzar-lo com a diagnosi de factors de transferència i augmentar la probabilitat de nivells més alts de transferència de l'aprenentatge. La evaluación de la transferencia del aprendizaje es un proceso necesario para que los profesionales evalúen la eficacia de la formación y sus resultados en los trabajadores. Este artículo explora una forma alternativa de evaluar la transferencia: a través del estudio de facilitadores y obstáculos de la transferencia. Su objetivo es validar el modelo FET (factores para evaluar la transferencia), en una muestra de empleados españoles con un análisis factorial confirmatorio. Se aplicó la escala FET en español a una muestra de 2.745 trabajadores españoles de la Administración pública y la empresa privada. Los resultados muestran un modelo de siete factores como la mejor opción sobre la base de los índices de ajuste presentados en el artículo. Obtuvimos una versión más reducida del instrumento, con una validación de constructo adecuada, así como una buena fiabilidad y consistencia interna. Este modelo es un paso adelante en la medición de transferencia indirecta y permite seguir trabajando en el modelo FET para usarlo como diagnóstico de factores de transferencia y aumentar la probabilidad de mayores niveles de transferencia del aprendizaje.

La transferencia de la formación -entendida como la aplicación de los aprendizajes de la formación al puesto de trabajo- es un tema prioritario para las empresas actualmente. Su adecuado desarrollo proporciona profesionales mejor cualificados para desempeñar las funciones específicas de su puesto de trabajo, permitiéndoles una actualización constante. Sin embargo, un proceso de evaluación de la transferencia exhaustivo requiere de un alto coste en recursos humanos y económicos, dada la dificultad para recoger evidencias directas en el puesto de trabajo. Por este motivo, diversos autores plantean la posibilidad de evaluar la transferencia indirectamente, midiendo los factores que condicionan dicha aplicación al lugar de trabajo -Baldwin y Ford (1988), Noe (1988), Holton (1996, 2005), y Burke y Hutchins (2008), entre otros-. El objetivo de este artículo es presentar los resultados de una evaluación de la de transferencia de la formación continua llevado a cabo durante 2009. Se aplicó una encuesta telefónica de 58 ítems a 1,044 participantes de formación continua, mediante el modelo ETF de factores. Se analizaron los datos mediante un análisis factorial exploratorio del que emergieron 6 factores: satisfacción con la formación, apoyo de la organización para transferir, responsabilidad sentida, ausencia de posibilidades de aplicación de la formación, motivación para transferir, y diseño de la transferencia. Estos factores predicen el 35,5% del aprendizaje resultante de la formación, el 56,7% de la transferencia percibida, así como un 51,5% del impacto de esta transferencia en su organización Today, the transfer of training -understood as the application of learning from training to job- is a priority for companies. Their proper development provides best qualified professionals to carry out specific functions of the job, allowing them a constant updating. However, an evaluation process of comprehensive transfer requires a high cost in human and financial resources, given the difficulty to collect direct evidence on the job. For this reason, several authors raised the possibility of assessing the transfer indirectly by measuring the factors that determine the application to the workplace -Baldwin & Ford (1988), Noe (1988), Holton (1996, 2005), and Burke & Hutchins (2008), among others. The aim of this paper is to present the results of an evaluation of transfer of continuous training conducted during 2009, by the ETF factors' model. We applied a telephone survey of 58 items to 1.044 participants from continuous training. Data were analyzed using exploratory factor analysis that 6 factors emerged: satisfaction with the training, organizational support for transfer, sense of responsibility, lack of transfer training possibilities, motivation to transfer, and transfer design. These factors predict 35.5% of the learning caused by training, the 56.7% of the perceived transfer, as well as 51.5% of the impact of this transfer in their organization

espanolEl objetivo de este estudio es identificar cual es el perfil de los estudiantes que se matriculan en una modalidad de aprendizaje dual o tradicional teniendo en cuenta los rasgos de personalidad, patrones de aprendizaje y orientaciones motivacionales. Participaron 212 estudiantes de primer ano matriculados en la modalidad de aprendizaje dual (N=97) y tradicional (N=115) del grado de Educacion Primaria. Los participantes completaron 3 cuestionarios: (1) Learning Combination Inventory (Johnston & Dainton, 1996), (2) Big-Five Personality Inventory (Bermudez, 1995) y (3) Motivational Profile Inventory (Corral, Arribas & Fernandez, 2010). Los resultados mostraron que los estudiantes matriculados en la modalidad de aprendizaje dual tienden a ser menos abiertos, mas estables emocionalmente y cuidan sus relaciones. Estas dos ultimas caracteristicas son esenciales para la tipologia de modalidad de aprendizaje, ya que requiere mas complejidad para trabajar y aprender en dos entornos a diferencia de un unico entorno como el aprendizaje tradicional. A pesar de estos resultados, los grupos de ambas modalidades de aprendizaje son similares y por consiguiente se plantean posibles lineas de futuro. Estudios futuros deberian ampliar la muestra incluyendo disenos de tipo longitudinal que permitan corroborar (o no) que los estudiantes que estudian en modalidad de aprendizaje dual pueden son diferentes o pueden variar sus orientaciones motivacionales o mejorar sus patrones de aprendizaje durante el transcurso de su formacion. EnglishThe aim of this research article is to identify the profile of students enrolled in dual learning model and standard learning model based on personality traits, learning patterns and motivational orientation. Participants included 212 freshmen enrolled dual learning model (N=97) and standard model (N=115) in the Primary Education Degree. The participants completed 3 questionnaires: (1) Learning Combination Inventory (Johnston & Dainton, 1996), (2) Big-Five Personality Inventory (Bermudez, 1995), and (3) Motivational Profile Inventory (Corral, Arribas & Fernandez, 2010). The results showed that the students who enrolled in dual learning modality tend to be less open, more emotionally stable and take care of their relationships to a greater extent. The two later characteristics are essential for the typology of the learning modality because it is more complex to work and learn in two different environments than one as standard learning. Despite these results, the groups of both learning modalities are similar and therefore possible future lines are considered. Future studies should be conducted with much larger samples and longitudinal design that allows corroborating (or not) that the students who study in dual learning modality are different or can vary their motivational orientations or improve their learning patterns during the course of their training. portuguesO objetivo deste estudo e identificar o perfil dos alunos que ingressam na modalidade de aprendizagem dual ou tradicional, levando em consideracao tracos de personalidade, padroes de aprendizagem e orientacoes motivacionais. Participaram 212 alunos do primeiro ano matriculados na modalidade de ensino dual (N = 97) e tradicional (N =115) do ensino fundamental. Os participantes responderam a 3 questionarios: (1) Learning Combination Inventory (Johnston & Dainton, 1996), (2) Big Five Personality Inventory (Bermudez, 1995), e (3) Motivational Profile Inventory (Corral, Arribas & Fernandez, 2010). Os resultados evidenciaram que os alunos matriculados na modalidade dual de aprendizagem tendem a ser menos abertos, mais estaveis ​​emocionalmente e cuidar de seus relacionamentos. Essas duas ultimas caracteristicas sao essenciais para a tipologia da modalidade de aprendizagem, pois requer mais complexidade para trabalhar e aprender em dois ambientes em oposicao a um unico ambiente como o ensino tradicional. Apesar desses resultados, os grupos de ambas as modalidades de aprendizagem sao semelhantes e, portanto, possiveis linhas de futurosao consideradas. Estudos futuros devem expandir a amostra para incluir desenhos longitudinais que permitam corroborar (ou nao) que os alunos que estudam na modalidade dual de aprendizagem podem ser diferentes ou podem variar suas orientacoes motivacionais ou melhorar seus padroes de aprendizagem ao longo de seu treinamento.

From a comparative intergenerational analysis, this article examines the use of ICTs in the workplace by working-age Spaniards. To do so, it uses the 2012 PIAAC survey administered to 6,055 Spaniar...

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, integration into the company and student’s motivation. Originality/value – Results show that the FET-WL may be a useful tool for the various agents involved in WL since it may improve the organization and management of VET and thereby increase its efficacy.

Understanding behavior change after training is a complex endeavour in science. Although motivation theories provide avenues for understanding why individuals change their behavior after training, training research has adopted those theories sporadically, resulting in a fragmented understanding of trainee motivation. This study aims to present a unified model for understanding behavior change after training. The model integrates elements from validated motivation theories in three phases: (a) forming transfer intentions, influenced by attitudes, norms, and perceived transfer control, (b) actualizing implementation intentions for transfer, and (c) strengthening transfer commitment. Conceptual and instructional implications for training research are discussed.

While entrepreneurship education increasingly uses various means to connect students to the ‘real world’, the impact of social networking on learning remains underexplored. This qualitative study of student entrepreneurs in the United Kingdom and Sweden shows that their entrepreneurial journey becomes increasingly complex, requiring skills and knowledge not solely developed through formal or non-formal learning. Social networks, and associated informal learning, are shown to be critical in developing social capital important to a student’s entrepreneurial progress. This study exposes a key value of social networking and encourages educators to embed in the curriculum activities that facilitate informal learning.

Resumen tomado de la publicación La calidad de los sistemas educativos y de la educación impartida se ve afectada por la falta de un profesorado formado de manera continuada. Por ese motivo, consideramos conveniente la ampliación o perfeccionamiento de las competencias profesionales una vez finalizada la formación inicial en educación. Para ello, se requieren estrategias de aprendizaje que varían en función de las aspiraciones formativas propias y del género, mostrándose diferencias entre hombres y mujeres. En cuanto al método, se parte de los últimos resultados obtenidos en la encuesta PIAAC, administrada en 2012. Se opta por una metodología cuantitativa en la que participaron 23 países, obteniendo 157.000 respuestas, a fin de estudiar si varía el uso de las estrategias de aprendizaje del profesorado europeo en función del género y de la etapa educativa. Los resultados muestran que los docentes y el profesorado universitario y de educación superior —comparado con el profesorado de otras etapas educativas— hacen un mayor uso de las estrategias de aprendizaje. Por otro lado, los resultados contribuyen a avanzar en un marco unificador sobre el aprendizaje permanente del profesorado y de las estrategias relacionadas con él, vislumbrado que están condicionadas por la demanda cognitiva del trabajo y las actividades que realiza el profesorado en función de la etapa educativa. Los retos que se plantean hacen referencia al uso de estrategias de aprendizaje en función del perfil del docente y del no uso, por parte de las mujeres, de estrategias de aprendizaje para su promoción profesional. Biblioteca de Educación del Ministerio de Educación, Cultura y Deporte; Calle San Agustín, 5 - 3 planta; 28014 Madrid; Tel. +34917748000; biblioteca@mecd.es ESP

This chapter provides an overview of leadership through an international lens that focuses on gender, leadership style, school climate and job satisfaction. We considered a secondary data source collected through the Teaching and Learning International Survey (TALIS), administered in 2013, obtaining 1,531 responses. Descriptive, inferential and correlational analyses were performed according to items analysed and the research goals. Results show that (1) distributed leadership is used more in Brazil and instructional leadership is used in Singapore; (2) distributed leadership is significantly higher in women than men; and (3) both distributed and instructional leadership styles have a positive effect on school climate and on principals’ job satisfaction. Implications and directions for future research are discussed.

Este artículo es un resumen del informe del estudio Meel, a modo de informe ejecutivo. El presente artículo expone los hallazgos globales del estudio MEEL (Modelo de Evaluación del eLearning), realizado en 2015 para el Instituto Nacional de Administración Pública (INAP) en España. El objetivo del estudio es desarrollar un modelo integral de evaluación de la formación online en el contexto de la administración pública. Dicho modelo se implementó en siete acciones formativas online, con el ánimo de contribuir a la mejora en el uso de los recursos públicos. El modelo MEEL contempla diferentes niveles de evaluación: satisfacción, aprendizaje, diseño pedagógico, implementación y transferencia. Se usaron diferentes cuestionarios y listados de verificación, dirigidos a los participantes de las acciones formativas (n=323), a los formadores y a los responsables de las acciones formativas evaluadas. Los resultados de la evaluación muestran niveles de satisfacción y de aprendizajes medio-altos. Asimismo, el aprendizaje, a diferencia de la satisfacción, aparece relacionado con la transferencia; por lo que cuanto más aprendizaje se dé en una formación online, más transferencia se producirá en el lugar de trabajo. También se evidencian algunas barreras para transferir, ya observadas en otras administraciones públicas: el desajuste a las necesidades formativas, la poca coherencia con la estrategia organizativa y la falta de apoyo en el entorno laboral. This paper presents the overall findings of MEEL (eLearning Evaluation Model) study, conducted in 2015 for the National Institute of Public Administration (INAP) in Spain. The aim of the study is to develop an integrated evaluation model of online training in the context of public administration. This model was implemented on seven online training activities, in order to improve the use of public resources. The MEEL model includes different levels of evaluation: satisfaction, learning, instructional design, implementation and transfer. Different questionnaires and check-lists were used; these were addressed to the trainees (n=323), trainers and training managers. The evaluation results show medium-high levels of satisfaction and learning. Furthermore, learning, unlike satisfaction, is related to transfer; thus, the more learning occurs in an online training activity, more transfer will be produced in the workplace. Findings also highlight some barriers to transfer already observed in previous research on training at public administrations: lack of adjustment to the training needs, inconsistency with the organizational strategy and lack of support in the workplace.

INTRODUCCIÓN. La necesidad de formarse permanentemente y a lo largo de la vida es un tema que impera desde el siglo pasado (Comisión Europea, 1995; Consejo de la Unión Europea, 1975; Delors, 1996; Marsick y Watkins, 1990). Fruto de ello, se visualizan cambios en las formas de aprender que resaltan aquellas vías que tienen lugar fuera de las instituciones educativas y formativas formales y que no dependen directamente de un formador o de procesos estructurados. MÉTODO. Este artículo parte de los resultados obtenidos en la Encuesta sobre la Participación de la Población Adulta en las Actividades de Aprendizaje (EADA), administrada en 2011. Concretamente, se aplicó una encuesta en formato de entrevista personal asistida mediante un muestreo sistemático con arranque aleatorio de 153 ítems a 17.829 españoles. Al respecto, el objetivo que se persigue es doble: 1) analizar si existen diferencias de género en la participación en actividades de aprendizaje no formal e informal; y, en caso afirmativo, 2) identificar las variables asociadas a las mismas. Para ello, se realizan análisis estadísticos de tipo descriptivo e inferencial de las variables más relevantes. RESULTADOS. Los resultados permiten constatar que existen diferencias significativas entre el género y la participación de la población adulta en actividades de aprendizaje no formal e informal y determinar las variables que inciden sobre las mismas, sobre todo, las relacionadas con los motivos de participación, edad, nacionalidad y clase social. DISCUSIÓN. Finalmente, se apuntan las limitaciones que estas variables conllevan en el desarrollo profesional de la mujer y se realizan propuestas sobre cómo avanzar en la supresión de dichas diferencias

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.

Innovation is a need for any organisation that wants to maintain and to improve its current market position, characterised by globalisation and uncertainty. Innovation processes involve creativity, development, change and to take risks, all of which depend on the skills of the people within the organisation. It is therefore interesting to study the role played by human resource development (HRD) in the innovation process, to identify ways to enhance innovation in our organisations through training.

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.

Today, the transfer of training -understood as the application of learning from training to job- is a priority for companies. Their proper development provides best qualified professionals to carry out specific functions of the job, allowing them a constant updating. However, an evaluation process of comprehensive transfer requires a high cost in human and financial resources, given the difficulty to collect direct evidence on the job. For this reason, several authors raised the possibility of assessing the transfer indirectly by measuring the factors that determine the application to the workplace -Baldwin & Ford (1988), Noe (1988), Holton (1996, 2005), and Burke & Hutchins (2008), among others. The aim of this paper is to present the results of an evaluation of transfer of continuous training conducted during 2009, by the ETF factors’ model. We applied a telephone survey of 58 items to 1.044 participants from continuous training. Data were analyzed using exploratory factor analysis that 6 factors emerged: satisfaction with the training, organizational support for transfer, sense of responsibility, lack of transfer training possibilities, motivation to transfer, and transfer design. These factors predict 35.5% of the learning caused by training, the 56.7% of the perceived transfer, as well as 51.5% of the impact of this transfer in their organization. ResumenLa transferencia de la formación –entendida como la aplicación de los aprendizajes de la formación al puesto de trabajo– es un tema prioritario para las empresas actualmente. Su adecuado desarrollo proporciona profesionales mejor cualificados para desempeñar las funciones específicas de su puesto de trabajo, permitiéndoles una actualización constante. Sin embargo, un proceso de evaluación de la transferencia exhaustivo requiere de un alto coste en recursos humanos y económicos, dada la dificultad para recoger evidencias directas en el puesto de trabajo. Por este motivo, diversos autores plantean la posibilidad de evaluar la transferencia indirectamente, midiendo los factores que condicionan dicha aplicación al lugar de trabajo -Baldwin y Ford (1988), Noe (1988), Holton (1996, 2005), y Burke y Hutchins (2008), entre otros–. El objetivo de este artículo es presentar los resultados de una evaluación de la de transferencia de la formación continua llevado a cabo durante 2009. Se aplicó una encuesta telefónica de 58 ítems a 1,044 participantes de formación continua, mediante el modelo ETF de factores. Se analizaron los datos mediante un análisis factorial exploratorio del que emergieron 6 factores: satisfacción con la formación, apoyo de la organización para transferir, responsabilidad sentida, ausencia de posibilidades de aplicación de la formación, motivación para transferir, y diseño de la transferencia. Estos factores predicen el 35,5% del aprendizaje resultante de la formación, el 56,7% de la transferencia percibida, así como un 51,5% del impacto de esta transferencia en su organización.

En el contexto del “Programa Escuela 2.0”1, puesto en marcha en España en 2009 por el Ministerio de Educación y las Comunidades Autónomas, se presentan los resultados de dos programas piloto de experimentación de aulas 2.0 realizados durante los cursos 2009-2010 y 2010-2011 en 31 centros docentes no universitarios del estado español. El estudio, coordinado por el grupo de investigación DIM-UAB, pretendía identificar los mejores modelos de uso didáctico2 de las aulas 2.0 y establecer un adecuado plan de formación del profesorado para aprovechar al máximo sus posibilidades

Training in the workplace is a key part of VET studies because allows students to develop their skills in a work setting, and gives important information about how well VET studies prepare skilled workers. However, there is little information about factors that influence the efficacy of training in the workplace. Our aim is to evaluate the efficacy of training in the workplace, through the factors that influence training efficacy. We applied a questionnaire of 57 items (5-point Likert scale), a sample of 1,026 VET students in the area of Barcelona, Spain. The results show that the factor “integration into the workplace” is rated more positively by the VET students (4.19), and the factors “social attitudes” and “individual attitudes” get a low score (3.30 and 2.93, respectively). The study allows the introduction of improvements and changes in these practices in order to improve the quality of VET.

The current research highlights the need to find alternative ways to measure learning transfer by means of diagnosis of barriers and facilitators of training effectiveness (Baldwin & Ford, 1988 [1]; Noe, 1988 [2]; Pineda et al., 2010 [3]; Quesada et al., 2011 [4]). We developed the MEVIT model, a 40 items, 5-point Likert scale questionnaire measurings the factors affecting learning transfer. Our sample consisted of 458 employees of the Public Administration of Catalonia –PAC-. After an exploratory factor analysis, the results showed “motivational elements” as being the most valued factor by participants in training, with an average of 4.49 out of 5s. The least significant factors are related to the “work context” (3.73), followed by the “elements of control over transfer opportunities” (3.74). The study provides a reliable tool to measure what facilitates and what hinders learning transfer and, therefore, the areas of improvement for an efficient and cost-effective training in the PAC.

Innovation is a need for any organisation that wants to maintain and to improve its current market position, characterised by globalisation and uncertainty. Innovation processes involve creativity, development, change and to take risks, all of which depend on the skills of the people within the organisation. It is therefore interesting to study the role played by human resource development (HRD) in the innovation process, to identify ways to enhance innovation in our organisations through training. “Training for innovation” means training that aims to generate innovations in the organisation, i.e., that develops skills that allow the trainees to innovate in their work. This chapter presents some of the results of a research in Spain, focused on the evaluation of effectiveness of training for innovation.