Training of the organization's personnel. Personnel training in production: how to organize effective training of workers

SAKHALIN STATE UNIVERSITY

INSTITUTE OF HISTORY, SOCIOLOGY AND MANAGEMENT

DEPARTMENT OF MANAGEMENT

Registration No.________

“_____”___________ 2005

COURSE WORK

ON CONTROL THEORY

“PERSONNEL TRAINING IN THE ORGANIZATION”

Specialty 061000 – “State and municipal management”

Completed:

Full-time student

3 courses at State Medical University

Khodoyan Eduard Levonovich

Scientific adviser:

Art. teacher

Myatlikova Irina Aleksandrovna

Yuzhno-Sakhalinsk – 2005

Any organization has various resources to perform its functions. One of the most important resources of an organization is its human resources.

IN modern world changes happen very quickly. The problem arises of adapting the organization and its employees to these changes. Organizational training is one of the most effective methods to solve this problem.

For Russia, this problem is especially relevant due to two reasons. A large number of enterprises work with outdated equipment, technologies and management methods, which objectively creates the need for transformations that require new knowledge, skills and abilities from employees.

State authorities are currently preparing a draft education reform, which involves a transition to a two-level system of vocational education. As a result, there should be a fairly wide range of people who have completed their undergraduate education. In order for them to work effectively, they must receive a master's degree program or additional education at the enterprise.

The object of this course work is a social organization as a system. The subject is relationships in an organization regarding and as a result of training its employees.

The object of research has certain specifics. First of all, this is expressed in the fact that each organization is unique, because it consists of unique people. In this regard, it is important to note that there cannot be universal methods training and building learning relationships within the organization that are equally effective for each individual organization. The results of training in an organization can be completely different.

Based on this, we can formulate the purpose and objectives of this course work.

Target: study the internal and external relations of the organization regarding and as a result of training its employees.

Tasks:

· study the goals of the staff training process;

· consider the forms and methods of the learning process;

· study the stages of the learning process;

· study the psychological impact of training on staff;

· consider the use of staff training for changes in the organization;

· study the legal aspect of staff training.

This course work consists of two chapters, the first is theoretical, the second is practical. The theoretical chapter is devoted to general issues of organizing the learning process: goals, forms, methods, stages. Practical chapter– features of the use of the learning process in social organizations: psychological, innovative and legal aspects.

The topic of this course work has become especially relevant recently, which determines its low coverage in educational literature. But it is widely represented in periodicals describing personnel management and on the Internet. That is why most of the sources used in writing this work are articles in periodicals and the Internet. Some articles published in periodicals are taken from the Internet, since the magazines in which they are published are not yet represented on the Sakhalin periodical market.

Today in the Russian economy there is a tremendous demand for young specialists who are ready to take serious positions in private companies. However, according to employers, our universities cannot produce graduates suitable for immediate use.

Modern companies are striving to hire young people. This is explained both by the economic recovery in the country and by the need to compensate for the natural attrition of experienced personnel. At the same time, hire young specialists in last years became not only companies from the sphere of trade, services, finance, but also enterprises in the real sector.

However, the vast majority of companies today do not expect that the education received at a university will allow a young specialist to immediately get involved in work. A university graduate is perceived by employers only as source material for training a full-fledged specialist. The knowledge acquired at a university is considered by companies only as a starting point for further training of a young specialist; An increasingly important factor when assessing a potential employee is his ability and desire to adapt, learn, and develop professionally.

Education– a specially organized, controlled process of interaction between teachers and students, aimed at assimilation of knowledge, skills and abilities, formation of a worldview, development of mental strength and potential capabilities of students, development and consolidation of self-education skills in accordance with set goals.

Let's look at this definition in more detail.

Firstly, training is a specially organized process, that is, it does not arise on its own and cannot take place on its own; its effectiveness will be determined by many factors, first of all, the professionalism of the manager organizing the process.

Secondly, like any organized process, it is organized in accordance with the goals set, for example, professional staff training is a process of improving the knowledge and competence, skills and abilities of workers, and their creative activities.

However, the learning process can pursue many other goals. Each organization determines for itself the purpose for which it conducts the training process and what tasks it sets for itself.

Thirdly, the choice of teaching methods will be determined by the goals for which the process is organized.

Educational process– a set of educational and self-educational processes aimed at solving the problems of education, upbringing and personal development.

Particular attention should be paid to two details in this definition:

First, the educational process consists of two elements: educational and self-educational processes. They are interconnected, cannot take place effectively without the other, and each of them determines the order in which the other is carried out.

Secondly, the educational process is aimed at solving three problems: educational, educational and developmental. It is the presence of three tasks of the educational process that allows us to determine its goals. Let's consider each of the tasks separately.

The educational task of the learning process is an orientation towards the student’s acquisition of knowledge, skills and abilities. In accordance with this task, it is determined what exactly the personnel will be trained. The educational process can pursue only one goal - obtaining and assimilating knowledge, skills and abilities. This approach to learning was widespread in the past. For this task, the use of two processes plays a decisive role: educational and self-educational. Excluding any of them can significantly reduce the quality of learning.

The educational task is focused on the development of certain personal qualities and character traits in the student. In organizations, this task can be implemented to achieve a variety of goals, for example, increasing staff loyalty, improving the psychological climate by reducing employee conflict, and many others.

The developmental task is the orientation of the educational process towards human potential and their implementation. In the concept of developmental education, the student is considered not as an object of the teacher’s teaching influences, but as a self-changing object of teaching.

The listed objectives of the learning process determine many areas of its application. The priority of certain training tasks will depend on what the organization sets for itself. Each organization determines for itself why it conducts training, but it is still possible to identify the main goals for which the training process can be carried out:

· improving the quality of human resources,

· improving the quality of products or services produced by the organization,

· carrying out organizational changes, including adaptation to changing environmental conditions,

Modern business is developing in a highly competitive environment. Many opportunities give rise to high demands - on efficiency, quality, and assortment. To be the best, it is no longer enough to sell a quality product or provide a good service - you need to surpass competitors in many other indicators: level of service, quantity additional services, geographical accessibility. It's also about building long-term loyalty.

Quality of service - service is one of the most powerful tools, which affects the frequency of repeat purchases. Therefore, preparedness and positive motivation of personnel play a decisive role in this process. It is obvious that brilliantly trained specialists do not often knock on employers' doors. The staff needs to be trained. And this is not a one-time procedure, it is a process that accompanies the development of your business throughout the entire life cycle of the company.

Organization of personnel training.

So, you opened your business (or decided to carry out a large-scale reorganization, or opened a new division) - as a result, a carefully selected portion of fresh employees appeared on the threshold of your office. Responsibilities were explained and the work schedule was determined. It looks like we can start. However, now is the most favorable moment for the most effective learning. And the financial results will depend on how well you can organize it.

There are two main personnel training method at the initial stage:

• training of new employees by one of the experienced team members (or by the manager personally);
• training by an external specialist.

Let's look at the features of each option.

If newcomers are taken “under the wing” of an experienced, well-proven team member (better if this is the head of a department), then newly hired employees will immediately be able to get acquainted with the features of the new job: how it is customary to start and end the working day in this company, what are the features of interaction between departments where it is customary to have lunch, who you can contact on certain issues.

This and other information about internal order invaluable in the company. And if the training is carried out by a loyal one, then new employees will also be positively disposed from the first day. In addition, receiving primary information from one of the colleagues, future team members will be able to ask questions about any processes or little things - without formalism, forming a team spirit in the communication process.

Organizing staff training with the involvement of a specialist is useful professional methods and effective cases. Especially if this HR manager works on your staff. It happens that a company cooperates with an outside manager, but on an ongoing basis - then all the positive aspects (as in the situation with a full-time specialist) are preserved: such a manager is well acquainted with the company’s requirements for each position, the internal regulations of the company, and the peculiarities of interaction between departments.

When and why you need to train existing staff.

New employees have joined the team, responsibilities are clear to everyone and are carried out correctly. Can the issue of personnel training be considered closed? No and never! Personnel training system is continuous. Regardless of how often you renew your staff, existing employees go through the following stages in a cyclical manner:

• education;
• control and evaluation;
• new stage of development.

Self-education serves as the “background” for these stages on an ongoing basis. Of course, the presence of such a positive factor greatly depends on the motivation (and loyalty) of employees, as well as on the presence of a healthy climate in the company and positive example senior management.

Your employees are real people. And no matter how well they were prepared initially, over time they begin to do their job worse. This is how the human brain works—the process of adaptation occurs inevitably. And this should not be regarded as a negative factor or considered evidence of poorly selected personnel. This is fine.

For maximum efficient work each department needs to develop staff training schedule, which includes the stages of obtaining information and periodic monitoring.

In practice, it looks like this: take, for example, the sales department. At least once a month - classes for the staff of this department with new information (techniques for working with objections, standards of communication with Clients, etc. - depending on the specifics of the business); and once a month there are exams. As a rule, exams are held before training - in order to pay attention during classes to those points that have identified weaknesses in staff training.

Usually both examinations and training are conducted by the same specialist. And again, this could be a full-time HR manager, or it could be an outsourced professional. However, it is better that this is the same person for a long time (such a manager is familiar with the requirements of the company’s management and clearly understands the strategic goals of the training).

Thus, employees will always be “on their toes”, because their income will depend on the results of exams, and the company’s management will have up-to-date information about the level of staff training. Over time, assessment of staff training will become a common criterion for making decisions on bonuses or promotions, a timely means of obtaining information about the professional incompetence of one of the employees.

Other methods of personnel training.

In addition to systematic cycles of “control-training-control”, non-periodic forms of acquiring new knowledge are useful:

• personal or ;
• seminars, conferences and forums (usually for senior managers);
• webinars;
• refresher courses;
• various programs (such as MBA).

It is important to maintain a positive (and active) attitude in the company towards constant self-education: reading business literature, online (and printed) specialized magazines, and Internet portals on specialized topics. Forming such a corporate culture is a painstaking process and requires similar actions from all participants in the process, including the company’s management. It is useful to organize the exchange of professional literature, to make this a habitual and desirable process - and after a while there will be more new ideas, and the level of training will be higher.

A company that chooses such an active method of improving competencies will certainly be successful. This does not need to be tested or proven, it just needs to be done.

Training

Training- this is development professional knowledge, skills and abilities of employees, taking into account the goals of the relevant departments, which in turn are determined by the company’s strategy . The main goal of training is not just to demonstrate certain professional skills, but to change the specialist’s attitude towards his work, to develop an optimal program for performing the tasks assigned to him.

First of all, a work plan for organizing training in the company is drawn up, which can be as follows:

1. Determination of the organization’s development strategy and the learning objectives arising from it;

2. Preparation of a package of documents accompanying the training process: regulations on training;

· lesson plan/program for academic year;

· education budget for the academic year;

· questionnaire for monitoring training organizations;

· list of students;

· feedback form;

· adaptation/initial training program;

· contract/agreement on training.

3. Determination of training needs based on the “Training Need” application forms filled out by managers, data obtained during certification, individual employee development plans (drawn up during certification).

4. Determining the positions for which employees will be trained, based on planning (who is needed) and calculation (how much is needed) of personnel requirements.

5. Establishing evaluation criteria.

6. Formation of a development plan for each employee for a year (or for another period).

7. Filling out the content of programs (creating “Portfolios” for training).

8. Determining the teaching method.

9. Determining the place of study.

10. Direct training.

11. Evaluation of training effectiveness.

Any training program ideally includes four stages:

1. Preliminary assessment. The purpose of this stage is to identify training needs.

2. Setting learning goals. The purpose of this stage is to clarify in visual, measurable terms the predicted results that employees will achieve upon completion of training.

3. Training. The purpose of this stage is to select methods and conduct the actual training.

4. Evaluation. The purpose of this stage is to compare the results before and after training and evaluate the effectiveness of the program.

The first step in training is to determine what training is required and whether it is required at all. The main thing here is to find out what processes this work involves. There are several methods for identifying training needs:

· analysis of the results of interviews and professional testing when applying for a job;

· analysis of the performance of new employees;

· Questioning of department managers and employees;

· analysis of decisions of management departments;

· Interviewing managers and employees

The simplest situation is if the company has a built-in personnel assessment system. In this case, no matter how such an assessment is carried out, its results always form the basis for making management decisions. Based on this data, a training plan is built, which is created for the entire company. It includes employees of various categories: everyone has different goals, and the system for monitoring results also differs. A systematic approach to training is especially important here, when all acquired or updated skills must be linked to the company’s development strategy, the adopted work technology and control system.

If a personnel evaluation system is not built, then, as a rule, responsibility for decisions on employee training rests with department heads: who, what and how to teach is decided by the employees’ immediate supervisors. In this case, there is subjectivity, there is practically no connection with the company’s development strategy, with its goals and objectives. It is difficult to control and structure the training budget in such a situation. But, as practice shows, any structuring of the budget, as well as a systematic approach to training based on personnel assessment or analysis of applications received from department heads, immediately produces a direct economic effect. In other words, it allows you to either save the allocated training budget or train a larger number of employees.

So, the need for training can be planned (i.e., based on systematic assessment tools, depending on the company’s development strategy), related to solving certain business problems, and spontaneous (for example, because competitors have already trained or are training personnel on this topic) .

The second step is setting learning goals . The training policy is the basis for organizing training in the company. The implementation of the training policy (training in information technologies; professional development; studying a foreign language) is carried out by setting and implementing specific training goals. For example, such as:

· acquisition by employees of new knowledge and skills necessary for work;

· maintaining the professional level of staff;

· preparing employees to replace colleagues during vacation, illness, dismissal, etc.;

· preparation for promotion;

· familiarizing employees with the company’s operating standards, development strategy, and operating technology;

· maintaining a positive attitude towards work;

· creating a sense of belonging to the company, motivation for further work

You also need to create a budget for training:

When choosing one or another training, its cost plays a significant role. The training budget is directly dependent on the number of students, their place in the organization and how great the organization’s need for this training and this employee. When planning the annual training budget, 80% budget funds for personnel training is allocated for planned training; 20% of budget funds are allocated for unscheduled training based on operational needs. In some cases, the cost of tuition is a critical factor in the decision to pursue study. In order not to deprive yourself and your employees of the opportunity to gain knowledge in a timely manner, you have to look for alternative methods, forms, training programs, new organizations providing educational and consulting services. In such cases, only a careful analysis of the current situation allows you to find the right way out.

Track. stage- conducting training.

Exist different types employee training. For example:

· self-education of employees;

· long-term additional education of employees related to the strategic objectives of the company;

· short-term compulsory education employees due to the need to maintain technological processes at the modern level;

· short-term additional education of employees related to the strategic objectives of the company;

· mentoring.

Self-education of employees includes studying specialized literature, visiting thematic exhibitions and seminars, collecting and systematizing information. The main difference between self-education and additional education is that, as a rule, it is not systematic in nature and may have nothing to do with the strategic objectives of the company.

Long-term additional training employees related to the strategic objectives of the company includes obtaining a second higher education, as well as participation in long-term training programs and events. From a business point of view, such education can be considered as an investment in personnel, who begin to work after a certain time.

Short-term compulsory and additional training employees related to the operational tasks of the company - this is a very large range of different activities that are necessary for effective operational management related to the strategic tasks of the organization. This category includes seminars and business trainings that are of interest to the company, both at the current stage and in the future. These could be conferences and exhibitions where experience is exchanged. This also includes the participation of company specialists in the work of various professional clubs and communities.

Training can be short-term or long-term. Short term training is professional trainings and seminars. In the process of such training, several skills and abilities are developed. Its duration ranges from one to three days. As a rule, in the modern business environment, the effect of short-term training is noticeable within three to four months, maximum six months. The company is more interested in it to solve its business problems, so it is usually paid for entirely by the organization.

IN long term training (long-term programs, obtaining a second education, advanced training programs) is of course interested in both the company and employees. It increases the cost of a worker in the labor market. In this case, both the employee’s motivation and his loyalty increase. On the other hand, the company has compensation for part of the costs, and by concluding an agreement with an employee, it receives certain guarantees of his work in the organization and the use of the knowledge he has acquired.

IN currently The trend towards an increase in the number of organizations that attract full-time specialists is becoming increasingly clear. First of all, this affected the hiring of full-time business trainers and training specialists. From a manager’s perspective, this is due to the following factors:

· desire to reduce costs. Because purchasing a conditional “training day” from a specialized company costs approximately 1,000 to 2,000 euros, and this amount is comparable to the monthly salary of a full-time business coach;

desire to provide more high quality, effectiveness and consistency with other processes. A third-party specialist, in fact, does not bear actual responsibility for what happens after he completes the agreed order. Also, the quality of training services is significantly influenced by the degree of their adaptation. Full-time employees in this regard seem preferable to external mercenaries;

· the desire to gain greater control over the process, greater opportunities for leadership and direction. For example, when engaging a consultant, the parties precisely determine the scope and requirements for the work, which subsequently may limit the customer company in adjusting the decisions made. A full-time employee is forced to respond to all the wishes of management.

But when hiring a full-time coach, the following costs are not taken into account:

· a significant part of the working time (up to 60%) is spent on preparing training programs, on logistical support of the learning process: preparing the premises, printing materials;

· one full-time specialist in any case, cannot implement training for all categories of personnel in all current topics- there will still be a need to involve third parties.

However, taking these factors into account is not sufficient to make an informed decision on this issue. Internal and external organizational consultants and trainers differ not only in their affiliation with the company, but also in the scope of their activity, position in a particular organization for which they perform work.

This is due to the intangibility, one might say - the abstractness of the product of their work (exaggerated - the product of the activities of consultants - advice, recommendations, which can cause changes in the organization, in the behavior of employees).

The undoubted advantage of attracting a specialized company is: not only the work experience of its trainers, but also the fact that they can quickly take advantage of the work of any other employee of their company. Another advantage may be the availability of standard, detailed solutions in relation to a specific situation (training programs, technology implementation).

Also, external consultants can receive faster and more complete necessary information and reporting for analysis, rather than any full-time specialist, because the request goes directly through the head of the company. A very significant factor is that external trainers are practically in no way bound in their actions and decisions by the established practice of relationships in the organization.

From a psychological point of view, it is easier for an outside specialist to assess the current situation impartially, to consider it, taking into account only significant factors from the point of view of the final result.

But a specialized company also has disadvantages compared to internal specialists:

· a training company, when working with a customer, is usually focused on receiving a positive assessment of its work by the customer’s representatives immediately after the work is completed, which is not always associated with obtaining real business results (when people quit after training);

· the training company is responsible only for the implementation of work in a limited area in a limited time. Those. the company cannot guarantee certain changes in the activities of the customer company after completion of training;

· the process of formulating an order and monitoring its implementation requires high qualifications and knowledge of the subject area by customer representatives. If the customer does not know what exactly he wants, why he needs it and how he will use it, then the training company actually has no chance of making an effective project.

Involving specialized third-party organizations is advisable:

· to implement short-term and long-term training for top managers and middle managers;

· for an independent assessment, the results of which may affect the state of affairs in the organization (mystery shopping type research);

· to conduct training from time to time (master classes, seminars) for different categories of personnel on different topics.

Hiring a full-time employee is justified:

· to develop systems and implement regular training (for example, sales staff);

· to develop the implementation of systems related more to HR management than to strategic management issues (for example, business assessment and certification systems);

But in any case, success depends on the qualifications of the management of the customer company or the one hiring a full-time trainer.

On-the-job training involves learning by actually doing a specific job. Ultimately, every employee receives some degree of on-the-job training. On-the-job training is distinguished by its practical orientation, direct connection with the employee’s production functions, and, as a rule, provides significant opportunities for repetition and consolidation of what has been newly learned. Here we can highlight such methods as: mentoring, rotation, production instruction, internship and other methods.

Off-the-job training: lecturing, conducting business games, holding conferences and seminars, trainings, self-study and other methods. Methods of learning outside the workplace give the student the opportunity to abstract from the current situation in the workplace and go beyond traditional behavior. Such training contributes to the formation of fundamentally new behavioral and professional competencies.

Traditional methods of personnel training

Lecture - is traditional and one of the most ancient methods vocational training. The lecture is an unsurpassed means of presenting a large volume educational material in a short time. The limitations of lectures as a means of professional training are due to the fact that listeners are passive participants in what is happening. As a result, there is practically no feedback, the instructor does not control the degree of mastery of the material and cannot make adjustments to the course of training.

Seminars involve greater activity of participants and are used to jointly discuss a problem, develop common solutions or search for new ideas. The most famous and popular are seminars on the development of corporate culture, strategic sessions, and brainstorming. For example, you can discuss with invited experts specific problems that arise in companies - problems of debt collection, optimization of document flow, management accounting.

Selfeducation is the simplest type of training - it does not require an instructor, a special room, or a specific time - the student learns there, when and how it is convenient for him. Organizations can greatly benefit from self-learning if they develop and provide effective aids- audio and video discs, textbooks, educational computer programs.

Active methods of personnel training

Briefing is an explanation and demonstration of work techniques directly at the workplace and can be carried out either by an employee who has been performing these functions for a long time, or by a specially trained instructor. Instruction, as a rule, is limited in time, focused on mastering specific operations or procedures that are part of the student’s professional responsibilities.

Rotation is a method self-study, in which an employee is temporarily moved to another position in order to acquire new skills. Rotation is widely used by enterprises that require employees to have multiple skills. In addition to the purely educational effect, rotation has a positive impact on employee motivation, helps overcome stress caused by monotonous production functions, and expands social contacts at work.

Mentoring is traditional method training, especially common where practical experience plays an exceptional role in the training of specialists. This method requires special preparation and character from a mentor, which is almost impossible to become by order from above.

Consideration of practical situations (cases) allows to overcome this disadvantage to a certain extent. This method involves analysis and group discussion of hypothetical or real situations, which can be presented in the form of a description, video, etc. The consideration of practical situations is based on discussion, discussion in which students play an active role, and the instructor directs and controls their work.

Business games represent a teaching method that is closest to the real professional activities of students. The advantage of business games is that, being a model of a real organization, they simultaneously provide the opportunity to significantly shorten the operating cycle and, thereby, demonstrate to participants what final results their decisions will lead to. In the conditions of business games, extremely favorable opportunities are created for participants to engage creatively and emotionally in relationships similar to actual relationships in production. In the game there is a rapid replenishment of knowledge, its addition to the required minimum, and the practical development of skills.

Unlike a specific situation, where the production situation is reproduced, in a business game the situation is expressed in dynamics, the production process in development.

Training- This active form training using practical exercises. The trainings are designed to develop certain managerial and commercial skills - execution management, planning, delegation, motivation, effective sales, negotiations, presentation. Thanks to trainings, it is possible to increase the personal effectiveness of employees - to develop a result orientation, the ability to manage conflicts, communication skills, and leadership. During the trainings, more than 70 percent of the time is devoted to business games and their analysis, reinforcing the most effective strategies of behavior in typical business situations. The effectiveness of learning new information at trainings is much higher than at lectures and seminars, since here not only theoretical knowledge is acquired, but practical skills are developed in various role-playing games and educational situations. The effectiveness of training is enhanced by the use of video equipment, when participants can analyze video recordings of business games.

Each method has its own advantages and disadvantages. And the main criterion when choosing a particular method is its effectiveness in achieving the training goals of each specific employee.

Table. Advantages and disadvantages of different teaching methods

Evaluation of the effectiveness of training programs

The point of evaluating the effectiveness of training programs in which employees of an organization participate is to determine whether this form of training is effective and how much benefit the organization receives from the training of employees. The main reason why organizations seek to evaluate the effectiveness of training programs is the need to find out to what extent the learning objectives were ultimately achieved . A curriculum that does not allow one to achieve the required level of knowledge, performance indicators, or achieve a change in the skills or attitudes of students in the right direction must be changed or replaced by another program.

The second reason why training programs are evaluated is the need to ensure that changes in student performance indicators occurred as a result of training . To do this, you can compare the professional effectiveness of workers before and after training or compare these indicators with the effectiveness (production indicators) of workers who did not participate in training.

The average employer in industrialized countries devotes approximately 4% of its training and development budget to evaluating the effectiveness of training programs.

After training its employees, an organization does not always achieve the desired result. In this case, there is a need to identify the reasons for failure. Good programs may not be effective enough for many reasons: the training goals may have been unrealistic or too general, the training process itself may have been poorly organized, there have been some failures due to reasons beyond the control of those involved in organizing the training (for example, teacher illness, equipment breakdown or staff error). Analyzing the reasons why a given training program failed allows for necessary action to be taken in the future. corrective steps.

Training programs should also be assessed in terms of cost effectiveness. Since training costs can be viewed as an investment in personnel, training should be beneficial to the organization, that is, it should strive to ensure that the benefits that will be received upon completion of the training exceed the costs of providing the training. Training is designed to promote the efficiency and productivity of employees or the formation of such work behavior that the organization needs to achieve its goals.

Evaluation of the effectiveness of training can be carried out using tests, questionnaires, exams, etc. The effectiveness of training can be assessed by both students and teachers, experts or specially created commissions. The point of assessing the effectiveness of training is so that the information obtained can be further analyzed and used in the preparation and conduct of similar training programs in the future. This practice allows us to constantly work to improve the effectiveness of training and get rid of such curricula and forms of training that have proven to be ineffective.

There are four criteria commonly used to evaluate the effectiveness of training:

· Students' reaction . In this case, the students' impression of the curriculum in which they took part is determined. How do they evaluate the benefits of training? Was the course load excessive? Did you like the training program? How do they evaluate the work of teachers?

· Mastering educational material . In accordance with this criterion, the volume of learned material is determined. Typically this information is collected through examinations or tests.

· Behavior Changes . In accordance with this criterion, it is determined how the behavior of workers changes after they have completed a training course and return to their jobs. The main issue here is to identify the extent to which the knowledge and skills acquired during training are used in the process of performing work.

· Working results . This is the criterion by which the real benefit that the organization received as a result of the training is determined. (For example, the incentive to initiate employee training may be that the level of waste or defects is too high. In this case, the goal of employee training will be to reduce waste, for example, from 10 to 3 percent. If this result is achieved, the training can be considered successful ).

The effectiveness of training can also be assessed some time after completion of training. (For example, IBM has adopted the practice of testing employees who have completed training 6 and 9 months after completion of training).

Assessing the effectiveness of studies requires a lot of time and high competence specialists conducting this assessment, and many organizations refuse such assessment, simply relying on the fact that any employee training benefits the organization and is ultimately worthwhile. Of course, such an approach has a right to exist, but one must be aware that staff training is too expensive a “pleasure” to rely on chance or luck. The effectiveness of training is not a matter of faith or belief, but rather specific results that can be assessed quantitatively or qualitatively.

How to monitor training effectiveness? This question always causes the greatest difficulties. Surprisingly, the answer has to do with learning goals and objectives. It is necessary to evaluate effectiveness according to the criteria that were included in the goals and objectives of training. Before assessing the effectiveness of investment, the company needs to build a system for monitoring training results. The most common mistake that customer companies make is the lack of control over training results.

Conclusion

To summarize the consideration of such an important Russian organizations problems like staff training, Special attention I would like to draw attention to those most important conditions, taking into account which will help increase the return on every ruble invested in training:

1. Effective training all categories of personnel is impossible without the active support of senior management;

2. Preparing and conducting personnel training requires the fullest possible consideration of organizational conditions that can affect its results, and determining by increasing the impact of training;

3. The more carefully the personnel training needs are determined, the better the content and forms of training will be correlated with the goals and objectives of the organization;

4. High returns from training are possible only if the organization keeps under constant control issues related to the effectiveness of training of its employees.

List of used literature:

1. Parkhomenko S.. External or internal // Personnel management No. 4, 2008

2. Shipilova O.A. . On the path to excellence: training planning // Handbook of Personnel Management No. 11, 2008;

3. Virkovskaya A.V. Training system as a company’s competitive advantage // Handbook of Personnel Management No. 10, 2008

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How to organize on-the-job training? Are there standard industrial training programs? Where to start learning, how to control the process? Let's figure it out together.

From this article you will learn:

• What is on-the-job training?
• What does the on-the-job training program consist of?
• How is vocational training organized in production?

On-the-job training: what are its features?

Personnel training at an enterprise is usually typical for industrial companies. It is aimed at professional training of working personnel. It is assumed that during individual, team, course training at a production base (for example, in a workshop), the necessary skills and knowledge for a specific profession are acquired.

When does an employer need to improve the skills of workers and organize on-the-job training?

1. When there is a tendency towards a decrease in the average category of workers or a lag between the category of workers and the category of work performed. Therefore, it is necessary to regularly analyze the compliance of worker qualifications with technological changes in the production process.
2. With an increase in the number of cases of defects due to the fault of workers. The situation requires analyzing the causes and making an appropriate decision. For example, it is necessary to organize vocational training in production if the qualifications of workers are low and the equipment is high-tech, requiring special knowledge.

Personnel training in production: how to organize?

In what form is vocational training organized in production? Organization of on-the-job training can be in the following forms:

Industrial and technical courses

Outwardly similar to traditional training personnel at the enterprise through courses with lectures in the classroom. But there is also a difference. There is a large number practical classes on the development of equipment. Practice is carried out on special simulators (if any) and in production workshops under the guidance of an industrial training master. The on-the-job training program is based on professional standards(again, if any), existing educational standards. It may also include a variable part (that is, training production personnel in the specifics of the equipment that is only available in this production). Courses can be organized, for example, on the basis of a training and production plant attached to a given enterprise and licensed to train personnel in the relevant profile. Upon completion of training - final certification with assignment of qualifications, rank and issuance of relevant state-issued documents.

Courses for training in second and combined professions

Such educational programs allow staff rotation. Let's consider the situation: equipment is becoming obsolete, new equipment is being introduced, and it is necessary to reduce the number of workers servicing this equipment. Some workers can be retrained for more relevant professions while maintaining jobs. Those who cannot or do not want to learn new things - subject to compliance with labor laws - can be transferred to other departments for other jobs or laid off.

The on-the-job training program and requirements for it are the same as for organizing industrial and technical courses. Upon completion of training - final certification with assignment of qualifications, rank and issuance of relevant documents. For example, state-issued certificates, if the educational and production plant that implements such programs has a license to conduct educational activities.

Courses on studying new products, equipment, technology

The program is developed by experts (masters), human resources workers. The courses are aimed at developing the working skills necessary to operate new equipment and the like. At the same time, the enterprise’s operating experience and production standards are taken into account. The on-the-job training program is arbitrary and is developed at the discretion of the employer, based on the current needs of the personnel (skills, knowledge). There are no special program requirements for these courses. Upon completion of training, as a rule, educational documents are not issued. But it is possible to issue a certificate (in any form).

Best Practice Schools

In this case, professional training of workers in production is as follows. The most experienced workers and foremen share their methods of effective work and methods of organizing working time. Training takes place in the form:

• communication on production topics with analysis of complex cases, organized in the classroom;
• practical activities in the workshop, with demonstration of work techniques and the like.

In one case or another, when organizing employee training, an enterprise personnel training program will be required. About her in the next paragraph.

Personnel training at an enterprise: how to create a program

Some recommendations on how to create a training program and what it should contain. So if we're talking about about an educational institution of secondary vocational education (technical schools, vocational schools, training and production plants), then the entire educational process is regulated and controlled by the Ministry of Education and Science of Russia. Accordingly, the content of the training program is determined by federal government educational standards secondary vocational education.

How is it developed content of variable on-the-job training programs(for example, if we are talking about courses on studying new products and technologies)? To do this, we have to answer the questions:

• what will we teach(we make a list of specific technologies to be mastered, name the required professional skills, etc.);
• why are we going to teach(for what purpose are we organizing the educational process: determining the learning outcomes; for example, reducing the number of defects through deep mastery of work technology);
• how we will teach(we determine teaching methods (observation of the actions of a master, practical activities); we draw up thematic planning (topics, dates of classes), the number of hours for theory and practice, a list of necessary equipment, etc.).

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discipline: Human Resources Management

on the topic: Personnel training at the enterprise

• Introduction
• 1. Personnel training at the enterprise
• 1.1 The process of personnel training at the enterprise
• 1.2 Basic methods and forms of training
• 2. Indicators of the effectiveness of training programs
• Conclusion
• Bibliography

Introduction

Personnel training is currently of particular importance for most enterprises. This is due to the fact that work in market conditions places high demands on the level of personnel qualifications, knowledge and skills of employees. The knowledge and skills that helped staff work successfully yesterday are losing their effectiveness today, and tomorrow they will become completely irrelevant. They change very quickly external conditions (economic policy states, legislation and tax system, new competitors appear, etc.) and the internal conditions of the functioning of enterprises (their restructuring, technological changes, etc.), which objectively confronts most companies with the need to prepare personnel for today’s and tomorrow’s changes.

1. Personnel training at the enterprise

1.1 The process of personnel training at the enterprise

Education is a purposeful process of two-way activity between the teacher and the student to transfer and assimilate knowledge.

Education is the process and result of mastering systematized knowledge, skills, habits and behaviors necessary to prepare a person for life and work.

Vocational education is one of the links unified system continuing education, and as a result - a person’s preparedness for a certain type labor activity, profession, confirmed by a document (certificate, diploma, certificate) of graduation from the relevant educational institution.

The subject of training is: knowledge, abilities, skills, methods of communication.

Personnel training is a purposefully organized, systematically and systematically carried out process of mastering knowledge, abilities, skills and methods of communication under the guidance of experienced teachers, mentors, specialists, managers, etc.

Three types of training must be distinguished. Personnel training is a systematic and organized training and production of qualified personnel for all areas of human activity, possessing a set of special knowledge, abilities, skills and methods of communication. Advanced training of personnel - training of personnel in order to improve knowledge, skills, abilities and methods of communication in connection with increasing requirements for the profession or promotion. Retraining of personnel - training of personnel in order to master new knowledge, abilities, skills and methods of communication in connection with mastering a new profession or changing requirements for the content and results of work.

Goals of personnel training: advanced training - obtaining additional knowledge and skills; ensuring a personnel reserve - training future managers; formation in the learning process of skills to use the principles that motivate the organization of work; expanding the innovative potential of employees ensuring the interchangeability of employees in different workplaces; ensuring increased employee identification with their organization.

You can only achieve great results in managing an organization if the people you lead have the knowledge, skills and attitude necessary to make their efforts effective and efficient. When suitable people hired, training becomes a major factor in ensuring that they develop the skills, abilities and attitudes needed to perform their jobs well. To organize the learning process, you can use the so-called learning model (Fig. 1.1).

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Figure 1.1. Systematic training model

Following the model of systematic training, the training scheme will be expressed as follows: the individual cannot perform the task at the proper level and therefore needs training.

Identification of training needs can be undertaken at various levels. The needs of the organization as a whole must be analyzed by the human resources specialist or training department in accordance with overall production goals and the organization's workforce planning policies. At the same time, the need to train specific groups of workers in all departments is determined after consultation with line managers. This work should also include an analysis of the expected effect of training on the organization's performance of production tasks.

Personnel training ensures that the employee’s professional knowledge and skills correspond to the modern level of production and management. Training of workers and employees includes four main types.

1. Professional training. There is primary, secondary and higher vocational training for workers and specialists with obtaining an educational document (diploma, certificate). Duration of training is from 1 to 6 years.

2. Advanced training. It is performed at professional courses, at management schools, at advanced training faculties and at business institutes. Duration of training from 1 day to 6 months.

3. Retraining of personnel. It is carried out in educational institutions when workers acquire a second profession, and employees acquire a second specialty. Duration of training is from 6 to 24 months.

4. Postgraduate professional education. Carried out to obtain higher professional or scientific qualifications in graduate or doctoral studies. Duration of training is 2-4 years.

Another scheme for organizing the educational process is shown in Figure 1.2.

Figure 1.2. Vocational training process diagram

From Figures 1.1 and 1.2 it is clear that learning is a cyclical process. The HR function is to ensure efficiency and continuity this process. To do this, it is necessary to pay attention to the careful study of all elements of the process, because they are all equally important, and one poorly designed element can negate the effectiveness of the entire training.

In order to determine the content and most effective teaching methods that will the best way To contribute to the achievement of organizational goals and training goals, it is necessary to establish the qualitative and quantitative need for training of the main categories of employees.

Qualitative (what to teach, what skills to develop) and quantitative (how many employees of different categories need training) training needs can be identified using the following methods: requests from managers;

Employee suggestions; personnel certification; psychological assessment; analysis of employee performance; analysis of job descriptions; expert assessment of an independent consultant.

The advantages and disadvantages of these methods are presented in Table 1.1.

Table 1.1. Methods for identifying training needs

When determining the content, forms and methods of training, one should first of all proceed from the organization’s need for its personnel to acquire new knowledge and skills, to obtain information necessary for effective professional activity, to successfully achieve the organization’s goals. Below we will consider the factors that influence the choice of content, forms and methods of teaching.

The most important characteristics of the material being studied may include: its content, complexity, degree of structure.

The content of training programs depends on the goals of training, on the category of workers undergoing training, on the level of training and experience of the teacher. Success in mastering educational material largely depends on the extent to which the content of the educational material correlates with the educational level, professional experience and interests of the students. If we are mistaken in determining the content of the curriculum, then neither the highest qualifications of the teacher, nor the most sophisticated teaching methods, nor excellent learning conditions will save us.

Another factor that influences learning outcomes is the complexity of the material being studied. The more complex the problem being studied or the educational material that students must master (high proportion of theoretical knowledge, overload special terminology or formulas), the more time it takes to assimilate. It is clear that in this case, the professional experience of students and their educational level play an important role. What is difficult for some people may be simple for others. But in any case, to make it easier for students to assimilate complex educational material, the widespread use of visual aids and active teaching methods is especially useful.

Once the need for professional training has been identified, the budget in hand, the performance evaluation criteria in place, and familiarity with various training methods, the organization's human resource management department can begin to develop the programs themselves. Developing a program involves determining its content and choosing methods of professional training. The content of the program is determined, first of all, by its goals and, reflecting the professional training needs of a particular organization. When determining the content of the program, it is also necessary to take into account the characteristics of potential students.

The conditions in which training is conducted should not only ensure a high level of assimilation of knowledge and skills within the framework of the curriculum, but also minimize distractions that can have a negative impact on the level of motivation and concentration of students.

1.2 Basic methods and forms of training

When choosing training methods, an organization must, first of all, be guided by the effectiveness of their impact on a specific group of students. In this case, it is necessary to take into account the principles of adult learning. There are four such principles:

1. Relevance - what is discussed during training must be relevant to the professional or privacy student. Adults do not perceive abstract and abstract topics well.

2. Participation - students must actively participate in the learning process and directly use new knowledge and skills already during the training;

3. Repetition - helps to consolidate in memory new material and turns acquired skills into habits.

4. Feedback - students need to be constantly provided with information about how much they have progressed. Having this information allows them to adjust their behavior to achieve better results. Classification of types of training by various signs is given in table 1.2.

Table 1.2. Classification of types of training according to various criteria

On-the-job training is carried out in the usual work environment: The trainee uses actual work tools, equipment, documentation or materials that he will continue to use after completing the training course. At the same time, the trained worker is considered as a partially productive worker (Table 1.3).

Table 1.3. On-the-job training methods

On-the-job training is conducted off-the-job, usually using specially simplified training tools and equipment. The trained worker is not considered a productive unit from the moment the training begins; his work begins with the execution of exercises. Training outside the main job can be carried out in the production premises of the employing company, in a training center attended by employees of several different companies, or in a college (Table 1.4).

Table 1.4. Off-the-job training methods

Since training costs can be viewed as an investment in personnel, training should be beneficial to the organization, that is, it should strive to ensure that the benefits that will be received upon completion of the training exceed the costs of providing the training. Training is designed to promote the efficiency and productivity of employees or the formation of such work behavior that the organization needs to achieve its goals.

2. Indicators of the effectiveness of training programs

Evaluation of the effectiveness of training can be carried out using tests, questionnaires, exams, etc. The effectiveness of training can be assessed by both students and teachers, experts or specially created commissions. The point of assessing the effectiveness of training is so that the information obtained can be further analyzed and used in the preparation and conduct of similar training programs in the future. This practice allows us to constantly work to improve the effectiveness of training and get rid of such curricula and forms of training that have proven to be ineffective.

Evaluating the effectiveness of training is important to determine whether intended results have been achieved and to show where improvements or changes are required. The evaluation should answer the question of whether the training was worthwhile and what needs to be done to make the training more cost-effective.

Assessment is an integral part of learning. In his simplest form it is a comparison of goals (reference behavior) with results (ultimate behavior) to answer the question of how much learning has achieved its goals. The classic way to assess the effectiveness of training today is considered to be the model proposed in 1975 by Donald Kirkpatrick, consisting of four levels (Table 2.1).

Table 2.1. Generalized model of D. Kirpatrick

Level 1 - reaction. At this level, it is determined how training participants react to the training, that is, the measurement of participant satisfaction is determined. The assessment of participant satisfaction is carried out by developing, distributing and collecting completed questionnaires, including groups of questions aimed at assessing the following indicators: achievement of the goals of this type of training, implementation of the stated training program, practical usefulness of the acquired knowledge and skills, quality of teaching, level methodological support, training conditions.

Level 2 - assessment of knowledge acquisition and skills development. At this level, information is obtained about the extent to which learning objectives have been achieved. The goal is to find out how much knowledge has been acquired, what skills have been developed or enhanced, and to what extent attitudes have been changed. To assess the increase in knowledge, you can use the same test for training participants before and after training. The improvement in test results, expressed as a percentage, will show the effect of training. To assess the skills acquired during training, you can conduct business game or execute practical exercise, solve a current problem. The results of these activities need to be analyzed and assessed in detail.

Level 3 - behavior assessment. The third level assesses the extent to which knowledge, skills and attitudes are transferred from the classroom to the workplace, that is, the extent to which learning objectives related to behavior change and the application of knowledge and skills are achieved. Behavior assessment can be carried out by the immediate supervisor by observing the work of the trained employee. Another way of assessment is to survey colleagues and clients who are in contact with the employee. Finally, behavioral assessments can be conducted by external experts. The assessment result is compared with the required behavior pattern of the company employee.

Level 4 - evaluation of results. This is the final level of assessment that allows us to determine how great the benefits of training are compared to the costs of it. The connection between results and learning can be traced if the training was aimed at improving them. Improvement in indicators, as a rule, is an integral value dependent on many factors, so an assessment of the economic efficiency of a separate training event can only be given in cases where it is possible to isolate its impact on business indicators. Sometimes this can be done quite simply. An example is the training of company specialists to perform functions previously performed by outsourcing organizations. In this case, training costs should be recouped due to the difference in costs between paying external suppliers and the salaries of trained employees.

All four levels of learning assessment are closely related. Learning produces responses that lead to knowledge acquisition and skill development, which in turn leads to changes in work behavior that lead to departmental and organizational-level results.

IN real life There may be cases where not all assessment levels are positive. For example, training participants enjoy acquiring knowledge - but learn nothing. Or they may learn something, but will not be able to, will not want to, or will not have the opportunity to apply the acquired knowledge. It may be that they apply what they have learned, but it does not benefit the organization. However, assessing the effectiveness of training is undoubtedly an important and useful activity that completes the process of systematic professional training.

The most important indicators indicating the positive impact of training on the company’s final performance indicators: increased labor efficiency; rapid dissemination of knowledge (and, as a consequence, for example, acceleration of product entry to the market); consistency of staff knowledge, in particular, a common understanding of the main issues arising from customers (which for a sales company is an additional competitive advantage); determination of personnel competency profiles and the possibility of certification (reducing costs from the work of incompetent employees).

To assess the effectiveness of training, indicators of the volume of return on investment (Return Of Investment, ROI) and the return period are calculated.

Formulas for calculating these indicators:

ROI = Added hundredAndbridge (2.1)

Invested funds Period inhgate = (100% HEvaluation period) (2.2)

conclusion

In a situation acute shortage working capital In many enterprises, it is human capital that becomes its main competitive advantage. Against the backdrop of the economic crisis, the “qualitative” characteristics of personnel become especially important, since it is highly qualified workers with creative thinking can find a way out of non-standard situations that arise in connection with the recession of the global economy. The main factor that directly affects the quality characteristics of personnel and the cost of human capital of the enterprise as a whole is the personnel development system, the main element of which is personnel training. This system is a key component of personnel management as a whole and helps strengthen the competitive advantages of the enterprise in the market. curriculum recession efficiency

bibliography

1. Artamonova N.V., Golovtsova I.G. Personnel management: textbook. allowance. - St. Petersburg: SPbGUAP, 2001. Part 3. - 70 s.

2. Durakova I.B., Rodin O.A., Taltynov S.M. Personnel management theory: traditional and new approaches to planning, personnel training and formation personnel services: Tutorial. - Voronezh: VSU, 2005. - 110 p.

3. Personnel management: Textbook for universities / Ed. Bazarova T. Yu., Eremina B. L. - M.: Banks and exchanges, UNITI, 1999. - 430 p.

4. Mudry A.A., Beresnev D.V. The staff is learning, the company is counting profits // Financial Director, - 2006. - No. - With. 110

5. Spivak V.A. Personnel management: Workshop / Spivak V.A. - SP b.: I V ESEP, Knowledge, 2000. - 144 p.

6. Spivak V.A. Corporate culture. - St. Petersburg: Peter, 2001. - 236 p.

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