Métodos de escalamiento aplicados a la priorización de necesidades de formación en organizaciones

Psicothema, ISSN 0214-9915, Vol. 21, Nº. 4, 2009, pags. 509-514 01/2009;
Source: OAI

ABSTRACT Los criterios para priorizar las necesidades que justifican las acciones formativas a implantar no se suelen explicitar a priori en los programas de formación continua en contextos organizacionales. En este trabajo se proponen los métodos de escalamiento como procedimiento factible y útil para identificar criterios explícitos de priorización de necesidades, y se concreta cuál de ellos es más apropiado en este contexto de intervención. 404 empleados de una organización pública cumplimentaron un cuestionario ad hoc para priorizar necesidades formativas en diferentes áreas durante el período 2004 al 2006; concretamente, se ordenaron 117, 75 y 286 estímulos, respectivamente. Se calcularon y compararon las ordenaciones obtenidas con cuatro métodos de escalamiento: el método de Dunn-Rankin y tres métodos derivados de la Ley del Juicio Categórico de Thurstone, concretamente ordenación por rangos, intervalos sucesivos e intervalos aparentemente iguales. Con los resultados, se constata la factibilidad y utilidad de estos métodos de escalamiento para la solución de los problemas planteados; a partir de los métodos más precisos, se propone el uso del método de ordenación por rangos por su parsimonia (respecto a sencillez en su procedimiento); y se anticipan futuras líneas de actuación.

  • Source
    [Show abstract] [Hide abstract]
    ABSTRACT: In the field of education, specific or standard models of quality management are usually performed. Both alternatives have their advantages and disadvantages, but most educational organizations prefer to implement standard models which usually include some mismatches during their implementation. To address this situation, we propose an instrument that, when applied during the evaluation processes of these organizations, facilitates the specification and improvement of the referents participation, usefulness and transparency. This creates a context that enhances the successful application of standard models. The instrument implementation is described in the needs assessment process of the Training Program Department in an Andalusian sports organization. Results are analyzed using key indicators before and after applying the instrument. Last, potential advantages are discussed.
    Revista Internacional de Medicina y Ciencias de la Actividad Fisica y del Deporte 01/2015; · 0.17 Impact Factor
  • Source
    [Show abstract] [Hide abstract]
    ABSTRACT: Traditionally, quantitative methods (for example, the Likert scale) have been used to assess the qualities of university professors. The result of such an assessment is a score that is finally translated into a favourable/unfavourable evaluation. In this type evaluation, we overlook the real actors - the students - who find themselves with instruments whose indicators, categories, and dimensions were chosen by them but provided by others and imposed on them. Important subjective components, which depend on different factors (cognitive style, thinking style, personality, level of education, teacher-student empathy, expectations), are omitted. In this context, we should consider the need to allow students to express their opinions with something more than marking the chosen answer with a cross.
    Procedia - Social and Behavioral Sciences 08/2014; 143. DOI:10.1016/j.sbspro.2014.07.369
  • Source
    [Show abstract] [Hide abstract]
    ABSTRACT: Background: Nowadays, the confronting dichotomous view between experimental/quasi-experimental and non-experimental/ethnographic studies still exists but, despite the extensive use of non-experimental/ethnographic studies, the most systematic work on methodological quality has been developed based on experimental and quasi-experimental studies. This hinders evaluators and planners' practice of empirical program evaluation, a sphere in which the distinction between types of study is changing continually and is less clear. Method: Based on the classical validity framework of experimental/quasi-experimental studies, we carry out a review of the literature in order to analyze the convergence of design elements in methodological quality in primary studies in systematic reviews and ethnographic research. Results: We specify the relevant design elements that should be taken into account in order to improve validity and generalization in program evaluation practice in different methodologies from a practical methodological and complementary view. Conclusions: We recommend ways to improve design elements so as to enhance validity and generalization in program evaluation practice.
    Psicothema 02/2014; 26(1):91-6. DOI:10.7334/psicothema2013.144 · 0.96 Impact Factor