Costos de Información en Programas de Formación de Habilidades en Pymes: Un Experimento de Campo en Servicios Publicitarios
DOI:
https://doi.org/10.21754/tecnia.v26i2.61Palabras clave:
E-learning, PYME, Capacitación, Productividad, Curva del olvido, MicrolearningResumen
Los trabajadores y microempresarios PYME a menudo carecen de tiempo y recursos atencionales para adquirir las habilidades técnicas y empresariales necesarias para aumentar su productividad. Ofrecer la capacitación por medios digitales es una posible solución a este problema, ya que se adecúa a la disponibilidad de tiempo de los trabajadores y empresarios y además permite personalizar interactivamente el contenido de tal forma que se maximiza el aprendizaje. Para comprobar esta hipótesis, llevamos a cabo una evaluación experimental por medio de un ensayo controlado aleatorizado en una empresa peruana de servicios publicitarios para verificar que, proporcionando una intervención de entrenamiento basado en tecnologías de e-learning de segunda generación que se adecúa a las capacidades de atención y la apretada agenda de trabajo de los colaboradores de PYME, se aumenta la comprensión de los contenidos de capacitación y la productividad laboral.
Descargas
Citas
[1] Angrist J, Krueger AB, Instrumental Variables and the search for Identification: From Supply and Demand to Natural Experiment. Journal of Economic Perspective. 2001; 15(4):69-85.
[2] Angrist J, Lavy V. New Evidence on Classroom Computers and Pupil Learning. The Economic Journal. 2002; 112(482):735-765.
[3] Barrera-Osorio F, Linden L. The use and minuse of computer in education: evidence from a randomized experiment in Colombia. Policy Research Working Paper Series 4836, The World Bank, 2009.
[4] Bruhn M, Karlan DS, Schoar A. The Impact of consulting services on small and Medium Enterprises: Evidence from a Randomized Trial in Mexico. Working Paper Series 6508, The World Bank, 2013.
[5] Bruhn M, Zia B. Stimulating managerial capital in emerging markets: the impact of business and financial literacy for Young entrepreneurs. Working paper Series 5642, The World Bank, 2011. Carneiro P, Heckman J. Human Capital Policy. NBER Working Paper 9495, 2003. Chong A, González-Navarro M, Karlan D, et al. Effectiveness and Spillovers of Online Sex Eduaction: Evidence from a Ramdomized Evaluation in Colombia Publics schools. NBER
Working Paper 18776, 2013.
[8] Cole S, Sampson T, Zia B. Price sor knowledge? What drives demand for Financial Services in Emerging Markets?
Working paper o9-117, 2011.
[9] Henry C, Hill F, Leitch C. Entrepreneurship education and training: can enterpreneurship be taught? Part 1.
Education Training. 2005; 47 (2): 98-111.
[10] Henry C, Hill F, Leitch C. Entrepreneurship education and training: can entrepreneurship be taught? Part II.
Education Training. 2005; 47 (3): 158-169.
[11] DellaVigna S. Psychology ans Economics_ Evidence from the field. Journal of Economic Literature. 2009; 47(2): 315-372.
[12] Drexler A, Fischer G, Schoar A. Keeping It Simple: Financial Literacy and rules of Thumb. American Journal Economics: Applied Economics. 2014; 6(2): 1-31.
[13] Ebbinghaus H. Mernory: A contribution to experimental psicology. Teachers College, Universidad de Columbia, Nueva York, 1913.
[14] Gabaix X, Laibson D, Moloche G, et al. Costly Information Acquisition: experimental Analysis of a Boundedly Rational Model. The American Economic Review. 2006; 96 (4):1043-1068.
[15] ] Gamberoni E, Lacovone L, Posadas J. Measuring non-cognitive, business-related skills for small enterprises. The World Bank, 2013.
[16] Garavan T, O'Cinneide B. Entrepreneurship Education and Training Programmes: A Review and Evaluation -Part 1. Journal of European Industrial Training. 1994; 18(8): 3-12.
[17] Garavan T, O'Cinneide B. Entrepreneurship Education and Training Programmes: A Review and Evaluation -Part 2. Journal of European Industrial Training. 1994; 18(11): 13-21.
[18] Giné X, Mansuri G. Money or Ideas? A Field Experiment on Constraints to Entrepreneurship in Rural Pakistan. Working paper, 2011.
[19] Greene WH. Econometric Theory. Stern School of Business, New York University, 2007.
[20] lacovone L. La medición de capital humano para las
pequeñas empresas. Documento de trabajo del Banco
Mundial, 2013.
[21] Kantis HD, Federico SJ, Trajtenberg LA. Latin American Middle-Class Entrepreneurs and Their Firms: A Regional View and International Comparison. IDB Working Paper Series #IDB-WP-314, 2012.
[22] Karlan D, Valdivia M. Teaching Entrepreneurship: Impact of Business Training on Microfinance Clients and Institutions.Review of Economics and Statistics. 2011; 93(2):510-527.
[23] Kenkel D. Health Behavior, Health Knowledge, and
Schooling. Journal of Political Economy. 1991; 99 (2): 287-
[24] Rouse CE, Krueger AB. Putting Computerized Instructtion to the Test: A Randomized Evalluation of a "Scientifically-based" Reading Progam. Economics of Education Review. 2003; 23(4): 323-338.
[25] Lederman D, Messina J, Pienknagura S, et al. El
Emprendimineto en América Latina: Muchas empresas y
poca innovacion. World Bank Publications. 2014.
[26] McKenzie D, Woodruff C. What are we learning from business training and entrepreneurship evaluations around the developing world? Policy Research Working Paper Series 6202, The World Bank, 2013.
[27] Schoar A. The Divide between Subsistence and
Transformation Entrepreneurship. Innovation Policy and the
Economy. 2010; 10(1): 57-81.
[28] Spinelli, S., Rob A., "New Venture Creation:
Entrepreneurship for the 21st Century" 9° Edición, McGraw-
Hill, Irvin, 2011.
[29] Timmons, J. A., Stephen S., "New Venture Creation:
Entrepreneurship for the 21st Centur Eighth Edition,
McGraw-Hill, Irvin, 2008.
Publicado
Cómo citar
Número
Sección
Licencia
Derechos de autor 2016 TECNIA
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
Los artículos publicados por TECNIA pueden ser compartidos a través de la licencia pública internacional Creative Commons: CC BY 4.0. Permisos lejos de este alcance pueden ser consultados a través del correo tecnia@uni.edu.pe
