La formación para la innovación en España: situación, características y perspectivas de eficacia
DOI:
https://doi.org/10.35362/rie672253Palabras clave:
innovación | formación continua | evaluación | eficacia de la formación.Resumen
Los procesos de innovación son claves para las organizaciones, y la formación tiene un papel destacado en ellos. No obstante, en la literatura científica es difícil encontrar las características de la formación que acompaña la innovación. En este artículo se presentan los resultados de un estudio cuyos objetivos eran: identificar las características de la formación para la innovación, analizar su eficacia, describir casos de éxito y elaborar propuestas de mejora.
La metodología del estudio fue mixta. Se realizó una primera revisión bibliográfica; se aplicaron 6 entrevistas semi-estructuradas a expertos; se realizaron 400 encuestas telefónicas a responsables de formación de empresas españolas; y se administraron tres cuestionarios diferentes a lo largo del tiempo a un total de 2.754 participantes de acciones formativas.
Los principales resultados de la investigación apuntan a que la innovación debe entenderse como un proceso en el que la formación juega un rol importante. La formación para la innovación tiende a ser más eficaz y tiene características propias que facilitan una transferencia mayor.
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Bransford, J.D., Brown, A.L. & Cocking, R.R. (1999).How people learn. Brain, Mind, Experience, and School. Washington, D.C.: National Research Council.
Bryman, A. (2004). Social research methods.(2na ed.). Oxford: Oxford University Press.
Bruton, D. (2011). Learning creativity and design for innovation. International Journal of Technology and Design Education, 21(3), 321-333.doi: 10.1007/s10798-010-9122-8.
Burke, L.A.& Hutchins, H.M. (2007). Training transfer: an integrative literature review. Human Resource DevelopmentReview, 6, 263-296.doi: 10.1177/1534484307303035.
Calderón, G., Cuartas, J. &Álvarez, C.M. (2010).Transformación organizacional y prácticas innovadoras de gestión humana. Revist aInnovar, 19(35), 151-166.
Chesbrough, H. (2003). The era of open innovation. MIT Sloan Management Review, 44(3), 35-41.
Chiaburu, D.S.& Lindsay, D.R. (2008). Can do or will do? The importance of self-efficacy and instrumentality for training transfer. Human Resource Development International, 11(2), 199-206.doi: 10.1080/13678860801933004.
Courvisanos, J. (2007). The ontology of innovation: human agency in the pursuit of novelty. History of Economics Review, 45, Winter, pp.41–59.
DeInTra (2008).Report on the barriers and gaps hindering the deployment of innovative training methodologies in European training systems for workers. Education and Culture DG.
Edralin, D.M. (2007). Human Capital Development for Innovation in Asia: Training and Development Practices and Experiences of Large Philippine Companies. Asian Journal of Technology Innovation, 15(1), 133-147.doi: 10.1080/19761597.2007.9668632.
Fang, S., Fang, S., Chou, C., Yang, S. & Tsai, F. (2011). Relationship learning and innovation: The role of relationship-specific memory. Industrial marketing management, 40, 743-753.doi: 10.1016/j.indmarman.2011.02.005.
Fluellen, J.E. (2011). Creating a nation of innovators. Learning & Brain Conference.Boston MA.
Ford, J.K., Quiñones, M.A., Sego, D.J.& Sorra, J.S. (1992). Factors affecting the opportunity to perform trained tasks on the job. Personnel Psychology, 45(3), 511-527.doi: 10.1111/j.1744-6570.1992.tb00858.x.
Fuente, R. de la (2005). Formación continua como factor de innovación y calidad. I Jornadas “La calidad en el sistema educativo”. Burgos: Universidad de Burgos.
García, I. (2008). Formación e innovación en las empresas industriales. Papers, 88, 179-194.
Gaudine, A.P.& Saks, A.M. (2004). A longitudinal quasi-experiment on the effects of posttraining transfer interventions.Human Resource Development Quarterly 15(1), 57-76.doi: 10.1002/hrdq.1087.
Hernández, R. Fernández-Collado, C. &Baptista, P. (2008). Metodología de la investigación, 4ª ed. México: McGraw-Hill.
Ho, L. (2011) Meditation, learning, organizational innovation and performance. Industrial Management & Data Systems, 111(1), 113-131.doi: 10.1108/02635571111099758.
Holton, E. F.,III. (2005). Holton’s evaluation model: New evidence and construct elaborations. Advances in Developing Human Resources, 7(1), 37-54.doi: 10.1177/1523422304272080.
Kirah, A. (2008). Innovation is for everyone. Learning is for everyone. eLearning Papers, 8. Recuperado de http://www.elearningpapers.eu
Kirkpatrick, D. L. (1959).Techniques for evaluating training programs. Journal of American Society for Training and Development, 11, 1-13.
Knox, S. (2002). The boardroom agenda: Developing the innovative organization. Corporate Governance, 2(1), 27−36.doi: 10.1108/14720700210418698.
Kontoghiorghes, C., Awbrey, S.M. &Feurig, P.L. (2005). Examining the relationship between learning organization characteristics and change adaptation, Innovation, and organizational performance. Human resource development quarterly, 16(2), 185-211.doi: 10.1002/hrdq.1133.
Larrea, J.L. (2006). El desafío de la innovación. Barcelona: UOC.
Machin, M.A. & Fogarty, G. J. (2003). Perceptions of training - related factors and personal variables as predictors of transfer implementation intentions. Journal of Business and Psychology, 18(1), 51-71. doi: 10.1023/A:1025082920860.
Marin-Garcia, J.A., Bautista, Y., García-Sabater, J.J. & Vidal-Carreras P.I. (2010).Implantación de la innovación continua en la gestión de operaciones: una revisión de la literatura. Revista Innovar, 20(38), 77-93.
Moreno, V., Quesada, C. & Pineda, P. (2010). El grupo de trabajo como método innovador de formación del profesorado para potenciar la transferencia del aprendizaje. Revista Española de Pedagogía, 246, 281-295.
Nasution, H. N., Mavondo, F.T., Jekanyika Matanda, M. & Olyndubisi, N. (2011). Entrepreneurship: Its relationship with market orientation and learning orientation and as antecedents to innovation and customer value. Industrial Marketing Management, 40(3), 336-45.doi: 10.1016/j.indmarman.2010.08.002.
Noe, R.A.& Schmitt, N. (1986). The influence of trainee attitudes on training effectiveness: Test of a model. Personnel Psychology, 39(3), 497-523. doi: 10.1111/j.1744-6570.1986.tb00950.x.
Pineda, P. (2010a). Evaluation of training in organizations: a proposal for an integrated model. Journal of European Industrial Training, 34, 673-693. doi: 10.1108/03090591011070789.
Pineda, P. (coord.) (2010b). Evaluación de la iniciativa de acciones de formación en las empresas (formación a demanda). Ejercicio 2007 y 2008 para la Fundación Tripartita para la Formación en el Empleo. Informe técnico.
Pineda (2012). Material docente de la asignatura ‘Modelos y Estrategias de Formación en las Organizaciones. Grado en Pedagogía, UAB. Inédito.
Pineda, P., Belvis. E., Moreno, V., Duran, M. & Úcar, X. (2011). Evaluation of training effectiveness in the Spanish health sector.Journal of Workplace Learning, 23(5), 315-330.doi: 10.1108/13665621111141911.
Pineda, P., Quesada, C.&Ciraso, A. (2011). Evaluating Training Effectiveness: results of the FET Model in the Public Administration in Spain.7th International Conference on Researching Work and Learning. Shanghai: Normal University of China.
Pineda, P., Quesada, C. & Stoian, A. (2011).Evaluating the e-learning efficacy in Spain: a diagnosis of learning transfer factors affecting e-learning. Procedia-Social and Behavioral Sciences Journal, 30, 2199-2203.doi: 10.1016/j.sbspro.2011.10.428.
Pineda, P., Úcar, X., Moreno, V. & Belvis, E. (2011).Evaluation of teachers’ continuing training in the early childhood education. Teacher Development, 15(2), 205-219.doi: 10.1080/13664530.2011.571507.
Pineda-Herrero, P, Quesada-Pallarès, C. & Ciraso-Calí, A. (2013).The FET, a model of factors to evaluate training transfer.In Schneider, K (eds.).Transfer of Learning in Organizations (working title).W. Bertelsmann Verlag. In press.
Quesada, C. (2010). Creating a model for evaluating the effectiveness of training in the Public Administration of Catalonia (Doctoral Workshop).11th International Conference on Human Resource Development: Human Resource Development in the Era of Global Mobility. Pécs: University of Pécs. ISBN 978-963-642-326-1.
Quesada, C., Pineda, P. & Espona, B. (2011). Evaluating the efficiency of the leadership training programs in Spain. Procedia-Social and Behavioral Sciences Journal, 30, 2194-2198. doi: 10.1016/j.sbspro.2011.10.427.
Tejada, J. & Navío, A. (2005).El desarrollo y la gestión de competencias profesionales: una mirada desde la formación. Revista Iberoamericana de Educación, 37(2), 1-14. http://www.rieoei.org/deloslectores/1089Tejada.pdf
Rasiah, R. (2011). Epilogue: Implications from industrializing East Asia’s innovation and learning experiences. Asia Pacific Business Review, 17(2), 257–262. doi: 10.1080/13602381.2011.533500.
Ridderstrale, J. &Nordström, K. (2008) (3era ed.). Funky business forever. How to enjoy capitalism. Harlow: Pearson (Financial Times Prentice Hall).
Robbins, S. & Coulter, M. (2004), Management (7th ed.), New Jersey: Prentice-Hall, pp. 354-357.
Smith, A., Courvisanos, J., Tuck, J. & McEachern, S. (2011). Building innovation capacity: the role of human capital formation in enterprises – a review of the literature. Adelaide: NCVER.
Tidd, J, Bessant, J.&Pavitt, K. (2005) Managing innovation: integrating technological, market and organizational change. Chichester: John Wiley&Sons.
Vallés, M.S. (2003). Técnicas cualitativas de investigación social. Reflexión metodológica y práctica profesional. Madrid: Síntesis.
Yu Yuan, R., Ya-Hui, B., Yang, B., Wu, C. & Kuo, Y. (2011). Impact of TQM and organizational learning on innovation performance in the high-tech industry. International business review, 20, 213-25.doi: 10.1016/j.ibusrev.2010.07.001.
Baldwin, T. T.& Ford, J. K. (1988). Transfer of training: A review and directions for future research. Personnel Psychology, 41(1), 63-105.doi: 10.1111/j.1744-6570.1988.tb00632.x.
Bransford, J.D., Brown, A.L. & Cocking, R.R. (1999).How people learn. Brain, Mind, Experience, and School. Washington, D.C.: National Research Council.
Bryman, A. (2004). Social research methods.(2na ed.). Oxford: Oxford University Press.
Bruton, D. (2011). Learning creativity and design for innovation. International Journal of Technology and Design Education, 21(3), 321-333.doi: 10.1007/s10798-010-9122-8.
Burke, L.A.& Hutchins, H.M. (2007). Training transfer: an integrative literature review. Human Resource DevelopmentReview, 6, 263-296.doi: 10.1177/1534484307303035.
Calderón, G., Cuartas, J. &Álvarez, C.M. (2010).Transformación organizacional y prácticas innovadoras de gestión humana. Revist aInnovar, 19(35), 151-166.
Chesbrough, H. (2003). The era of open innovation. MIT Sloan Management Review, 44(3), 35-41.
Chiaburu, D.S.& Lindsay, D.R. (2008). Can do or will do? The importance of self-efficacy and instrumentality for training transfer. Human Resource Development International, 11(2), 199-206.doi: 10.1080/13678860801933004.
Courvisanos, J. (2007). The ontology of innovation: human agency in the pursuit of novelty. History of Economics Review, 45, Winter, pp.41–59.
DeInTra (2008).Report on the barriers and gaps hindering the deployment of innovative training methodologies in European training systems for workers. Education and Culture DG.
Edralin, D.M. (2007). Human Capital Development for Innovation in Asia: Training and Development Practices and Experiences of Large Philippine Companies. Asian Journal of Technology Innovation, 15(1), 133-147.doi: 10.1080/19761597.2007.9668632.
Fang, S., Fang, S., Chou, C., Yang, S. & Tsai, F. (2011). Relationship learning and innovation: The role of relationship-specific memory. Industrial marketing management, 40, 743-753.doi: 10.1016/j.indmarman.2011.02.005.
Fluellen, J.E. (2011). Creating a nation of innovators. Learning & Brain Conference.Boston MA.
Ford, J.K., Quiñones, M.A., Sego, D.J.& Sorra, J.S. (1992). Factors affecting the opportunity to perform trained tasks on the job. Personnel Psychology, 45(3), 511-527.doi: 10.1111/j.1744-6570.1992.tb00858.x.
Fuente, R. de la (2005). Formación continua como factor de innovación y calidad. I Jornadas “La calidad en el sistema educativo”. Burgos: Universidad de Burgos.
García, I. (2008). Formación e innovación en las empresas industriales. Papers, 88, 179-194.
Gaudine, A.P.& Saks, A.M. (2004). A longitudinal quasi-experiment on the effects of posttraining transfer interventions.Human Resource Development Quarterly 15(1), 57-76.doi: 10.1002/hrdq.1087.
Hernández, R. Fernández-Collado, C. &Baptista, P. (2008). Metodología de la investigación, 4ª ed. México: McGraw-Hill.
Ho, L. (2011) Meditation, learning, organizational innovation and performance. Industrial Management & Data Systems, 111(1), 113-131.doi: 10.1108/02635571111099758.
Holton, E. F.,III. (2005). Holton’s evaluation model: New evidence and construct elaborations. Advances in Developing Human Resources, 7(1), 37-54.doi: 10.1177/1523422304272080.
Kirah, A. (2008). Innovation is for everyone. Learning is for everyone. eLearning Papers, 8. Recuperado de http://www.elearningpapers.eu
Kirkpatrick, D. L. (1959).Techniques for evaluating training programs. Journal of American Society for Training and Development, 11, 1-13.
Knox, S. (2002). The boardroom agenda: Developing the innovative organization. Corporate Governance, 2(1), 27−36.doi: 10.1108/14720700210418698.
Kontoghiorghes, C., Awbrey, S.M. &Feurig, P.L. (2005). Examining the relationship between learning organization characteristics and change adaptation, Innovation, and organizational performance. Human resource development quarterly, 16(2), 185-211.doi: 10.1002/hrdq.1133.
Larrea, J.L. (2006). El desafío de la innovación. Barcelona: UOC.
Machin, M.A. & Fogarty, G. J. (2003). Perceptions of training - related factors and personal variables as predictors of transfer implementation intentions. Journal of Business and Psychology, 18(1), 51-71. doi: 10.1023/A:1025082920860.
Marin-Garcia, J.A., Bautista, Y., García-Sabater, J.J. & Vidal-Carreras P.I. (2010).Implantación de la innovación continua en la gestión de operaciones: una revisión de la literatura. Revista Innovar, 20(38), 77-93.
Moreno, V., Quesada, C. & Pineda, P. (2010). El grupo de trabajo como método innovador de formación del profesorado para potenciar la transferencia del aprendizaje. Revista Española de Pedagogía, 246, 281-295.
Nasution, H. N., Mavondo, F.T., Jekanyika Matanda, M. & Olyndubisi, N. (2011). Entrepreneurship: Its relationship with market orientation and learning orientation and as antecedents to innovation and customer value. Industrial Marketing Management, 40(3), 336-45.doi: 10.1016/j.indmarman.2010.08.002.
Noe, R.A.& Schmitt, N. (1986). The influence of trainee attitudes on training effectiveness: Test of a model. Personnel Psychology, 39(3), 497-523. doi: 10.1111/j.1744-6570.1986.tb00950.x.
Pineda, P. (2010a). Evaluation of training in organizations: a proposal for an integrated model. Journal of European Industrial Training, 34, 673-693. doi: 10.1108/03090591011070789.
Pineda, P. (coord.) (2010b). Evaluación de la iniciativa de acciones de formación en las empresas (formación a demanda). Ejercicio 2007 y 2008 para la Fundación Tripartita para la Formación en el Empleo. Informe técnico.
Pineda (2012). Material docente de la asignatura ‘Modelos y Estrategias de Formación en las Organizaciones. Grado en Pedagogía, UAB. Inédito.
Pineda, P., Belvis. E., Moreno, V., Duran, M. & Úcar, X. (2011). Evaluation of training effectiveness in the Spanish health sector.Journal of Workplace Learning, 23(5), 315-330.doi: 10.1108/13665621111141911.
Pineda, P., Quesada, C.&Ciraso, A. (2011). Evaluating Training Effectiveness: results of the FET Model in the Public Administration in Spain.7th International Conference on Researching Work and Learning. Shanghai: Normal University of China.
Pineda, P., Quesada, C. & Stoian, A. (2011).Evaluating the e-learning efficacy in Spain: a diagnosis of learning transfer factors affecting e-learning. Procedia-Social and Behavioral Sciences Journal, 30, 2199-2203.doi: 10.1016/j.sbspro.2011.10.428.
Pineda, P., Úcar, X., Moreno, V. & Belvis, E. (2011).Evaluation of teachers’ continuing training in the early childhood education. Teacher Development, 15(2), 205-219.doi: 10.1080/13664530.2011.571507.
Pineda-Herrero, P, Quesada-Pallarès, C. & Ciraso-Calí, A. (2013).The FET, a model of factors to evaluate training transfer.In Schneider, K (eds.).Transfer of Learning in Organizations (working title).W. Bertelsmann Verlag. In press.
Quesada, C. (2010). Creating a model for evaluating the effectiveness of training in the Public Administration of Catalonia (Doctoral Workshop).11th International Conference on Human Resource Development: Human Resource Development in the Era of Global Mobility. Pécs: University of Pécs. ISBN 978-963-642-326-1.
Quesada, C., Pineda, P. & Espona, B. (2011). Evaluating the efficiency of the leadership training programs in Spain. Procedia-Social and Behavioral Sciences Journal, 30, 2194-2198. doi: 10.1016/j.sbspro.2011.10.427.
Tejada, J. & Navío, A. (2005).El desarrollo y la gestión de competencias profesionales: una mirada desde la formación. Revista Iberoamericana de Educación, 37(2), 1-14. http://www.rieoei.org/deloslectores/1089Tejada.pdf
Rasiah, R. (2011). Epilogue: Implications from industrializing East Asia’s innovation and learning experiences. Asia Pacific Business Review, 17(2), 257–262. doi: 10.1080/13602381.2011.533500.
Ridderstrale, J. &Nordström, K. (2008) (3era ed.). Funky business forever. How to enjoy capitalism. Harlow: Pearson (Financial Times Prentice Hall).
Robbins, S. & Coulter, M. (2004), Management (7th ed.), New Jersey: Prentice-Hall, pp. 354-357.
Smith, A., Courvisanos, J., Tuck, J. & McEachern, S. (2011). Building innovation capacity: the role of human capital formation in enterprises – a review of the literature. Adelaide: NCVER.
Tidd, J, Bessant, J.&Pavitt, K. (2005) Managing innovation: integrating technological, market and organizational change. Chichester: John Wiley&Sons.
Vallés, M.S. (2003). Técnicas cualitativas de investigación social. Reflexión metodológica y práctica profesional. Madrid: Síntesis.
Yu Yuan, R., Ya-Hui, B., Yang, B., Wu, C. & Kuo, Y. (2011). Impact of TQM and organizational learning on innovation performance in the high-tech industry. International business review, 20, 213-25.doi: 10.1016/j.ibusrev.2010.07.001.
Cómo citar
Pineda-Herrero, P., Duran-Bellonch, M., Ciraso-Calí, A., & Espona-Barcons, B. (2015). La formación para la innovación en España: situación, características y perspectivas de eficacia. Revista Iberoamericana De Educación, 67(2), 7–34. https://doi.org/10.35362/rie672253
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Publicado
15-03-2015
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- Educación, trabajo y empleo
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