¿Es eficaz la formación en la Administración pública española?: Evaluación de la transferencia de los aprendizajes con el modelo FET

Is training in Spanish Public Administration effective?: evaluation of transfer of learning using the FET model». This paper analyses the efficacy of the continuous training attended by the Spanish public administration employees, in terms of learning transfer at the work- place. The analysis was conducted using the FET (Factors to Evaluate Transfer) model. Two questionnaires were applied to 1.148 trainees of training actions organized by four Spanish public administration schools; the data analysis included testing hypothesis and multiple regression models. Main results demonstrate that learning transfer is related to factors of the training and workplace context, and not to variables related to trainees’ profile

INTERSTICE. Encounters between artists, children and educators. Thoughts in-between the arts and education

INTERSTICE is an Erasmus+ project developed by universities, artists and cultural settings from Catalonia, United Kingdom, Italy, and Norway to promote spaces of encounter between educators, artists, and children, to improve our learning processes and to build a pedagogy of co-creation through the arts. This is the main product of INTERSTICE project, a collaborative book where project partners share the key ingredients that we think are necessary to build creative approaches to learning

La eficacia de la formación de los trabajadores de la administración pública española: comparando la formación presencial con el eLearning

Training activities in on-line mode are becoming more common, not only in educational institutions, but also in companies and public administrations (Hoyt, 2013). Declining investment in continuing education by the Spanish organizations is forcing many of them to resort to on-line platforms; however, the suitability of this modality to learn and transfer to the job has not been studied in depth (Graham, 2006). This article aims to analyze the degree of transfer of eLearning into the Spanish public administration and to identify factors affecting transfer effectiveness. Through a quantitative longitudinal exploratory study, the questionnaire FET (Pineda, Quesada, & Ciraso, 2011) was applied to workers in four Spanish public administrations after training; two and a half months after responding to it, a questionnaire to measure the degree of transfer (CTd) was sent. In total, we collected 1,144 respondents of workers who participated in training, 43.4% of whom were involved in eLearning training. After statistically analyzing the collected data, no statistically significant differences were detected in the degree of transfer of workers between those who had classroom training and those who did eLearning training. Nonetheless, factors that determine the transfer are different since the explanatory model for each type of training is different in the number and weight of the factors involved. The article analyze both models, as well as the impact of the data obtained for the Spanish public administration and other public institutions that, with a similar context, can benefit from knowing which elements differentially influence eLearning training effectiveness compared to classroom training

Training for Innovation in Spain: Analysis of Its Effectiveness from the Perspective of Transfer of Training

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