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An organization knows what the people who make it up know. What differentiates one university from another are its professors. The fundamental role of training for the development and growth of individuals, organizations, and society as a whole is indisputable.<\/p>\n
A student is trained at an individual level with the expectation of a better job and future salary; an organization invests in training its workers with expectations of improving their productivity and results; and States invest in education policies to improve the well-being of their citizens.<\/p>\n
However, investments in training do not always have a direct impact on job performance. In Spain, for example, the\u00a0percentage of overqualification is 35.8%<\/a>\u00a0, one of the highest in the European Union. That is, a third of university graduates occupy jobs below their level of education.<\/p>\n One more fact: despite the fact that more than 40% of students reach the EBAU\u00a0with an 8 or more in Baccalaureate<\/a>\u00a0, the overall rate of dropout from the Spanish university system and change of study by new students\u00a0exceeds 30%<\/a>\u00a0.<\/p>\n Finally, the latest\u00a0PISA 2022<\/a>\u00a0report (OECD Program for International Student Assessment) did not provide optimistic data either. Already in 2018, Andreas Schleicher, creator of PISA,\u00a0stated<\/a>\u00a0that in Spain \u201ca lot is memorized, but what is learned is not applied\u201d and criticized the succession of education laws in a model \u201calmost like the 19th century\u201d that \u201chas not had impact\u201d in the classrooms.<\/p>\n Companies make significant efforts to train their workers (for example, for the digital transformation of the company), but\u00a0<\/span>only a small percentage of these expenses actually result in transfer to work<\/span><\/a>\u00a0, that is, there is no visible return on the organization’s final result.<\/span><\/p>\n This means that investing in training can often be as useless as flipping a square figure in a game of Tetris. Much of what is taught in the classroom is \u201cworthless\u201d \u2013 that is, it cannot be successfully applied in the workplace. This is what is known in the academic world as the \u201ctraining transfer problem.\u201d<\/span><\/p>\n So how or by what mechanism is training transferred to performance? What is the real relationship? Despite evidence of the benefits of training for individuals, teams, organizations and society, the question of how this transfer of training occurs remains unresolved.<\/span><\/p>\n The truth is that\u00a0<\/span>much of what is learned during training does not apply to employment<\/span><\/a>\u00a0. We call \u201ctraining transfer\u201d the degree to which the skills and behaviors learned in the training environment are applied, generalized, and maintained in the work environment.<\/span><\/p>\n The OECD\u00a0<\/span>recognizes<\/span><\/a>\u00a0that, although changing the way teachers teach is a challenge, education leaders and governments must try to find ways to make teaching more effective. The latest reform in Spain of the Vocational Training for Employment system\u00a0<\/span>establishes<\/span><\/a>\u00a0in its principles the importance of training for competitiveness and improving the performance of organizations.<\/span><\/p>\n Kirkpatrick’s model<\/span><\/a>\u00a0for\u00a0training evaluation, also known as the four-level evaluation model, offers a standard in this field: reaction, learning, behavioral, and results evaluation.<\/span><\/p>\n To determine whether training produces real benefits we must investigate the effects it has on performance. A\u00a0<\/span>new line of research<\/span><\/a>\u00a0based on the so-called dynamic absorption and innovation capacities has emerged in recent years, opening a new horizon with disturbing findings that offer novel knowledge.<\/span><\/p>\n In this line,\u00a0<\/span>recent research<\/span><\/a>\u00a0focuses on higher education (management of the quality of university teaching, active educational methodologies and teaching innovation, competitive debate and gamification, cultural competence and communication); on secondary education (impacts of information technology, business development of smart cities); and, of course, on business management (impacts of human resource management practices and types of training in multinational companies, effect of high-performance work systems on organizational performance, innovation in organizations at three levels: individual, work team and organization).<\/span><\/p>\n A multi-sector\u00a0<\/span>study<\/span><\/a>\u00a0in Spain distributed to 1,560 senior managers of companies with 50 or more employees, on a final sample of 112 companies throughout the country, determined that training does not directly affect results, but rather does so through a chain of intermediate variables.<\/span><\/p>\n The study concludes that training is indirectly related to performance through absorption capacity, followed by innovation capacity. More than 75% of training results are explained by the contribution of absorption capacity and innovation capacity. Although the study was carried out in a business environment, the authors affirm that it can be perfectly extrapolated to the educational field.<\/span><\/p>\n Absorptive and innovative capabilities are part of the so-called\u00a0<\/span>dynamic capabilities<\/span><\/a>\u00a0. Dynamic capabilities have been defined as the ability to integrate, build and reconfigure internal and external competencies to quickly address changes in the environment. In other words, it is not enough to have capabilities, but they must be put into action.<\/span><\/p>\nTraining in the workplace<\/strong><\/h4>\n
Training transfer problem<\/strong><\/h4>\n
Training evaluation<\/strong><\/h4>\n
Dynamic capabilities<\/strong><\/h4>\n
Absorb and innovate: dynamic capabilities<\/strong><\/h4>\n