Estado de México Adaptation , validation and standardization of questionnaires for graduates and employers in the State of Mexico

El objetivo de este trabajo fue adaptar, validar y estandarizar dos cuestionarios, uno para egresados y otro para empleadores; ambos cuestionarios presentan datos específicos y comparten los requisitos de ingreso, los cuales son expresados en las competencias que se requieren para ingresar al mercado laboral. La meta es obtener denominadores comunes entre ambos sectores para que haya correspondencia entre la demanda y la oferta de empleo.


Introduction
In practice it has been observed that evaluations of graduates and employers are very different because they depend on the area of study and work to evaluate. This study seeks to identify the essential elements of quality education that requires the graduate to be hired occupationally (Esteve, 2009).

ISSN 2007 -7467
Vol. 6, Núm. 12 Enero -Junio 2016 RIDE Thus, in the present investigation two innovative systemized questionnaires that evaluate both essential aspects that require a graduate, as the aspects that requires an employer to hire the intern fresh out either developed or entitled.
Both questionnaires are made so accessible, fast, accurate and reliable. This will help observe the job profiles that require graduates to be hired. The questionnaires provide for comprehensive education and quality as today's world requires to suit the means of production and competitiveness (Horgan, 2004).
The questionnaires are validated and standardized in the population of university graduates and employers located in the industrial zone of the municipality of Lerma Toluca, State of Mexico.
The axes are to assess the knowledge acquired in the study area, skills and attitudes. This aims to have an adequate view to increasing the employability of graduates (Milos and Galdames, 2007).

Background questionnaires
The questionnaires are based on the Tuning project, which was created by European universities and presented in 2003 at the Conference Tuning Educational Structurest.
The Tuning project proposes a continuous dialogue between education and social needs. Its purpose is to measure and compare learning outcomes expressed in terms of generic and specific to each area as credits recorded in professional development skills. Over sixteen Questionnaire Tuning has proven to be an effective and high levels of reliability and validity in various global identities instrument since it was created with a universal language to measure various disciplinary areas regardless of the location where study (González and Wagenaar, 2006).
In this study the questionnaire Tuning is standardized in two formats: graduates (interns or graduates) and employers in different work areas, in order to obtain the necessary indicators for continued monitoring graduates that allow you to adjust educational programs to social requirements and the labor market.
The Tuning project considers the development of skills from: 1) the new educational paradigm, where educational efforts focus on the individual learner, who agrees with the level of learning and continuity of it because it must adapt their knowledge to surrounding world, which is changing rapidly and where learning to learn operationally is considered the cornerstone, 2) the need for quality and increasing access to employment and responsible citizenship, considering the quality and transparency of purpose, processes and results. Access to employment depends on the skills and activities related to the ability to solve the main problems of the working world, typical of a society in permanent transformation skills. These issues require rigorous analysis that give way to the constant review of educational programs, 3) the creation of higher education institutions projected counterparts in teaching quality and its universal application as required by globalization.

Methodological background to adapt, validate and standardize questionnaires for graduates and employers
In order to implement successfully a quiz or test must bear in mind the concept of generalization, focusing limitations pointing Muñiz (1998) Classical Test Theory.
1) The population should share similar conditions to the original in which the instrument was developed. This aspect has already been passed and now Tuning questionnaires, which were validated and standardized Hispanic college students are used.

ISSN 2007 -7467
Vol. 6, Núm. 12 Enero -Junio 2016 RIDE 2) Another limitation is that the questionnaires should be flexible enough to accommodate in similar conditions and circumstances of application. This other aspect was also revised in each of the questionnaires through pilot tests performed in similar conditions and circumstances (Muñiz, 1998).

Process
Objective general.-adapt, validate and standardize questionnaires for graduates and employers using an innovative product accessible, agile and reliable use. This allows graduate assessments regarding the requirements you must meet to be hired, as well as meet employer assessments regarding the requirements you need to meet the needs of the job. Thus a common denominator between graduates and employers is obtained.
The design was quasi-experimental field, with two phases, both descriptive and analytical analysis.
Phase 1 Questionnaire for graduates (interns or graduates) Traversal to measure accessibility, agility, reliability and standardization of the items (Tintaya, 1999) type.

Phase 2. Questionnaire for Employers
Transversal for reliability and standardization by specifying the items (Tintaya, 1999).

Phase 1 Questionnaire for graduates (interns or graduates)
A random sample of 516 students from seven schools, each representing an area of knowledge of the UAEM (De Rojas, sign design for complex studies, 1998) was selected: average age 26.8 years, male 59%, and single marital status 56%. c) For the reliability of the questionnaire and identify the structure of its size analysis of internal consistency of items was performed discrimination, through factor analysis with orthogonal rotation of major components. Thus the internal consistency for each competency based on the Alpha Cronbach scale was obtained. They reported only items with alpha> 0.70 (Cronbach, 2012).

Phase 2 Questionnaire for Employers
d) For the standardization external consistency and external validation in different populations was measured, obtaining the same results in a sample of 516 graduates, who came from seven different areas of study and having as options for 24 employer companies in such areas study (Chacon and Perez Gil, 2008). Test least squares regression was applied to observe the variability between groups considering r 2 >0.75 en p<0.05.

Results
To know the characteristics of the sample of graduates A descriptive analysis was made of the same, n=512 fellows. See  It is important to note that were attached to the questionnaire four items: one in instrumental skills (titration), another in systemic skills (recognition of the area within the institution exit) and two in interpersonal skills (recommendations / references and own discipline) because They were identified by employers as key instruments for hiring graduates. Alfa de Cronbach (Cronbach, 2012).
The reliability obtained by the inter-group in the total scores of the three scales of competence was α=0.85 and intra-group reliability of total scores of the three scales was α=0. 80.
Overall, the total scale of reliability of questionnaire obtained α=0.8332. See The standardization process (external validation) was measured by observing the external consistency of the behavior of the sample of graduates who come from seven areas of study and 24 recruiters in the different areas of study (Chacon and Pérez-Gil , 2008

Conclusión
The evaluation of graduates and employers is very different because it depends on the area of knowledge and employability of graduates is offered. Many companies use various methods to select their employees, so that standardization of these tests are intended in an area where universities and employers measure the same skills. This would allow universities to train their students to meet social needs and thus ensure their employability as their learning is meeting the needs of the labor market (Esteve, 2009).
We take as a basis the questionnaire Tuning because it is universal and use several cities of the European Union, although it was also necessary to adapt, validate and standardize the mexiquense population, an area where it is necessary to standardize what is taught in universities and what It requires the labor market (González and Wagenaar, 2006).
As you can see, in this study it took into account the Autonomous University of the State of Mexico because it is an educational institution that in 2015 presented an enrollment of 55,227 students, is present in twenty-four mexiquenses municipalities and has a coverage statewide 31.4% and 39.2% nationally. Plans and curricula do not apply only within their precincts, but beyond its borders with fourteen built universities, whose enrollment recorded in 2015 and 8334 students in 38 mexiquenses municipalities, which is present in 62 mexiquenses municipalities (UAEM , 2015).