Sistematización de experiencias prácticas de investigación: Descripción de las actitudes de las educadoras de una organización sin fines de lucro frente a la evaluación de desempeño
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2018-09
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Universidad de Guayaquil Facultad de Ciencias Psicológicas
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El presente trabajo surge a través de la intervención en una institución sin fines de lucro, donde se dio el acompañamiento durante el proceso de la evaluación de desempeño. Dicha intervención comprendió encuestas y entrevistas dirigido a las educadoras con el fin de recaudar información que serviría para identificar las necesidades de capacitación.
La intervención fue realizada por estudiantes de Psicología de la Universidad Guayaquil con la supervisión de los directivos del proyecto y de la institución, además del apoyo de las educadoras de los CDI afiliados a dicha institución junto a las coordinadoras del MIES.
El objetivo de esta sistematización es describir las actitudes que presentan las educadoras durante el proceso evaluación de desempeño. Participaron veintisiete educadoras y una técnica de enlace. La metodología empleada fue cualitativa con enfoque descriptivo; el proceso incluyó la técnica de observación, entrevistas semiestructuradas y el análisis de toda la información recaudada.
Esta sistematización logró identificar que existen actitudes diferentes y relevantes durante cada etapa del proceso de evaluación de desempeño, y que estas actitudes en su mayoría son generadas por los conflictos entre las creencias y los sentimientos frente a un objeto. A lo que Vogel & Wanke, 2016 denominaron actitud ambivalente
The following work stems from the intervention on a non-profit institution, where we followed the performance evaluation process. Said intervention involved surveys and interviews with the educators with the purpose of obtaining information that would serve to identify any necessities in capacitation. The intervention was made by Psychology students from the University of Guayaquil, under the supervision of the project directors and institution, as well as with the help of the educators of the CDIs affiliated to said institution, along the coordinators from MIES. The purpose of this systemization is to describe the attitudes presented by the educators during the performance evaluation process. Twenty seven educators participated, as well as a liaison technician. The methodology employed was qualitative with a descriptive focus; the process included an observation technique, semi-structured interviews and the analysis of all the information obtained. This systematization managed to identify the existence of different, relevant attitudes during each stage of the performance evaluation process, and that these attitudes, for the most part, are generated due to a conflict between their beliefs and emotions when facing an object. Which Vogel & Wanke, 2016, named “ambivalent attitude”
The following work stems from the intervention on a non-profit institution, where we followed the performance evaluation process. Said intervention involved surveys and interviews with the educators with the purpose of obtaining information that would serve to identify any necessities in capacitation. The intervention was made by Psychology students from the University of Guayaquil, under the supervision of the project directors and institution, as well as with the help of the educators of the CDIs affiliated to said institution, along the coordinators from MIES. The purpose of this systemization is to describe the attitudes presented by the educators during the performance evaluation process. Twenty seven educators participated, as well as a liaison technician. The methodology employed was qualitative with a descriptive focus; the process included an observation technique, semi-structured interviews and the analysis of all the information obtained. This systematization managed to identify the existence of different, relevant attitudes during each stage of the performance evaluation process, and that these attitudes, for the most part, are generated due to a conflict between their beliefs and emotions when facing an object. Which Vogel & Wanke, 2016, named “ambivalent attitude”
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Psicología, Organización, Recursos Humanos, Evaluación de Desempeño, actitudes