INTRODUCTION……………………………………………………………………………….….…3

1. Development and professional training of personnel……………….……..5

1.1 The importance of staff training…………………………………..…5

1.2 Methods and forms of personnel training……………………………8

1.3 Professional competence……………………………………………………14

2. Assessing the effectiveness of staff training……………………………17

CONCLUSION………………………………………………………...…..22

REFERENCES……………………………………………………24

INTRODUCTION

Once upon a time, human resources work consisted exclusively of recruitment and selection activities. The idea was that if you found the right people, they could do the right job. Modern, well-managed organizations believe that recruiting the right people is just the beginning, while most of an organization's resources are represented by tangible assets, the value of which decreases over time through depreciation, the value of human resources can and should increase over the years .

When people work with less enthusiasm, when there is tension in the interaction of departments and significant disruptions in work, managers begin to understand that it is time to engage in personnel development.

The above symptoms can be avoided if you work with staff against the backdrop of stable dynamics, because staff development is another reason:

Involve staff in the system of changes, increase their sensitivity and openness to changes, which ensures their competence and interest in implementing changes;

Personnel development programs reveal the most active employees, on whom you can further rely in the process of introducing changes;

Strengthen the motivation of staff - by participating in development programs, employees receive clear guidelines in their activities, work within the framework of the assigned tasks, which gives them confidence in their abilities and an incentive to work;

Strengthen the commitment of staff to their company - employees involved in personnel development programs show greater loyalty to the company;

Improve the quality of performance of their duties;

Provide the company with an advantage over competitors - trained, highly qualified personnel increases the company's competitive advantage;

Strengthen team spirit and team potential - in personnel development programs, develops teamwork skills and unites employees;

Understand problematic situations - during the programs there is an opportunity to step away from everyday life, understand the accumulated issues and make the necessary decisions.

Thus, both for the benefit of the organization itself and for the personal benefit of all personnel, it is necessary to constantly work to fully increase its potential.

The purpose of the work is to study the process of development and training of personnel, characterize methods and forms of training.

The work consists of an introduction, main part, conclusion and list of references. The total volume of work is 24 pages.

1 Development and professional training of personnel

1.1 Importance of staff training

In today's rapidly changing market environment, companies can only succeed if they can take their business practices to a whole new level. It is possible to achieve high results in managing an organization only if people have the knowledge, skills, and appropriate attitude necessary to make their efforts effective. Large organizations are increasing investments in personnel training, since the external market and the training system are increasingly less able to satisfy the needs of high-tech industries. This is also facilitated by the shortening cycle of production and life of goods, their frequent changes, requiring new qualifications. It is not without reason that many organizations consider increasing investment in personnel development to be the main factor in competition. And if the company has decided that staff need to be trained, this is a sign of a successfully developing organization that is ready to invest money in its future. Large organizations in the West spend up to 10% of their payroll for these purposes. These funds are not seen as annoying additional expenses, but as investments that promise considerable profits in the future.

Personnel development is a set of measures including professional training, retraining and advanced training of personnel, as well as career planning for the organization’s personnel. The goal of personnel development is to provide the organization with well-trained employees in accordance with its goals and development strategy. The development and training system includes: professional training and advanced training of employees, incl. training and development of company managers; formation of career development programs and personnel reserve, selection and training.

A personnel development system should be understood as a targeted complex of informational, educational, job-specific elements that contribute to improving the skills of employees of a given organization in accordance with the objectives of its development, the potential and aptitudes of employees.

The transition to market relations means, among other things, a high dynamics of changes in requirements for the quality parameters of the labor force. At the same time, important shifts are revealed in relation to the role and significance of individual components of its quality. A very convincing example here can be the place of the educational factor in the general qualitative characteristics of the total employee. Nowadays, the situation is such that education, and not so much general as vocational, is becoming the determining element that shapes the qualitative characteristics of the workforce.

A workforce development program helps create a workforce that is more capable and highly motivated to accomplish the goals of the organization. Naturally, this leads to an increase in productivity, and therefore to an increase in the value of the organization’s human resources. Personnel development activities should be viewed as an investment in the intangible assets of the organization.

Since important characteristics of a company’s culture are the level of education of personnel, their professionalism and ability to work in a team, professional training and retraining of personnel acquires strategic importance. Personnel training in such conditions becomes one of the main keys to success, as it allows the transition to professional technologies.

The process of modernizing knowledge and skills must be constant, which is why the company's management is faced with the task of creating a learning organization that can use the experience gained in the course of its activities in order to adjust work methods to solve the company's real problems.

Personnel training is the development of 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. A prosperous, stable organization thinks about its future and is ready to invest money in it.

Personnel development or training in an organization can have three priority areas of application: when a new employee joins a job, when an existing employee is appointed to a new position, based on the results of personnel certification, which reveals the employee’s insufficient qualifications.

While working in an organization, an employee must constantly improve his education, mastering the theoretical part of the profession and acquiring practical skills. Today it is difficult to imagine workplaces that are not equipped with computers and office equipment, various diagnostic systems, numerically controlled machines, and electronic equipment, therefore, personnel training is a purposefully organized, systematically and systematically carried out process of mastering theoretical knowledge, skills and abilities under the guidance of experienced specialists .

You can organize the educational process in different ways: attract specialists and company managers, invite external teachers, trainers, experts. Companies usually use blended forms of training, and large organizations create their own training centers and corporate universities. Depending on the goals and capabilities of a particular organization, training can be highly specialized (professional) and corporate, and take place in the form of lectures, seminars, and trainings.

Thus, the main task of personnel development and training is a targeted process of advanced training for special activities, increasing intra-production mobility and employment of employees.

Personnel development is one of the most important areas of personnel management and factors for successful production activities. At the same time, investing in personnel development plays a greater role than investing in the development and improvement of production capacities. Personnel development is understood as a set of activities aimed at improving qualifications and improving the psychological characteristics of employees.

This covers primarily:

Training that, in the form of general and vocational education, provides the necessary knowledge, skills and experience;
- advanced training, the task of which is to improve professional knowledge and skills;
- retraining, which, in fact, gives a second education. It refers to any professional reorientation. The purpose of retraining is to enable workers to master a new specialty.
To effectively solve the problems of an organization, it requires suitable people who must develop both as employees and as individuals.

Personnel development should be in the foreground, which requires:

Supporting employees who are capable of learning;
- dissemination of knowledge and best practices;
- training of young qualified employees;
- awareness by management personnel of the importance of employee development; reduction in staff turnover.

In addition to the intra-production importance in personnel development, they play an important role:

Implementation of vocational training;
- removing the financial burden from other educational institutions;
- activation of employee potential;
- raising the general educational level;
- impact on social structures;
- strengthening the spirit of creativity and competition in the team.

Organizations create special methods and systems for managing professional development, training a reserve of managers, and career development. Large corporations have special professional development departments headed by specialists in this field who have extensive experience in human resource development. The importance of this process is also evidenced by the fact that goals in the field of professional development are included in the personal plans (on the implementation of which the amount of remuneration depends) of senior managers, vice presidents, and heads of national companies.

Leading organizations spend significant amounts of money on the professional development of their employees - from 2 to 10% of the wage fund. These costs are an organization's investment in the development of its employees, from whom it expects a return in the form of increased productivity.

In addition to the direct impact on the company’s financial results, investments in professional development help create a favorable climate in the organization, increase employee motivation and commitment to the organization, and ensure continuity in management. Professional development also has a positive impact on employees themselves. By improving their qualifications and acquiring new skills and knowledge, they become more competitive in the labor market and receive additional opportunities for professional growth both within their organization and outside it. This is especially important in modern conditions of rapid obsolescence of professional knowledge.

Theory and practice in the field of working with personnel make it possible to formulate rules and norms, the observance of which will contribute to its development to the maximum extent.

Professional training is a critical component of personnel development.

Depending on the organizational design and training goals, two types of vocational training can be distinguished:

Without a specific specialization, that is, obtaining any general professional knowledge regardless of the level of qualifications of the students;
- with a specific specialization, when, in addition to the main profession, specialization in certain areas and problems is provided.

There are several methods and types of training

When the most important development factor is the improvement of employee qualifications, a development plan is drawn up, which is also called an educational plan.

In a development plan, two most important points are usually indicated: development goals, which are divided into;

Jobs contain specific positions that must be filled after the implementation of the development plan;
- professions, indicate specific professions without indicating specific positions;
- areas, define the specific knowledge that must be acquired under this development plan and is not directly related to any position;

measures necessary to achieve these goals from:

Enterprises carried out during working hours and financed by the employer (counted in the personnel cost plan), e.g.
on-site training, day courses and seminars outside the company, participation in scientific congresses, systematic variation
classes, internship within a company or assistantship;
- employees who are hired by them in their free time and wholly or predominantly are financed by them, for example, studying at an evening educational institution, self-study, correspondence study at a university, studying on correspondence courses or listening to a television course of lectures.

There are two types of development plans; standard and individual.

Standard development plan. If an enterprise needs several or even many employees to achieve one or more development goals, then it is recommended not to develop an individual development plan for each of them, but to work with standard plans.

It is advisable to use standard plans only where:

The initial conditions are the same;
- there are employees who can develop according to similar plans.

Planning for mastering a specialty. If there is no suitable employee available for a vacant job or for other reasons a new employee is hired, then it is necessary, especially when it comes to management positions, to draw up a plan for the new employee to master the specialty.

Mastering the specialty simultaneously covers several tasks that must be completed:

Getting to know the company;
- implementation of the proposed tasks;
- mastering a specialty in an unfamiliar workplace
- studying unfamiliar methods and technologies;
- getting to know managers, colleagues and other employees.

The plan for mastering a specialty may include:

Introducing the new employee to all employees of the enterprise with whom he will constantly interact, in a brief introductory conversation;
- conducting conversations with those officials whose competence and area of ​​activity are important for the work of the new employee;
- participation in discussions and conferences that are related to the performance of functions by a new employee and are necessary for mastering a new workplace.

Fulfilling job responsibilities requires employees to have knowledge of work procedures and methods, products manufactured and services provided, the ability to operate installed equipment, etc. Training needs related to the performance of production duties are determined on the basis of requests from department heads and employees themselves, by conducting surveys of managers and specialists (the professional training department sends out a questionnaire asking them to indicate the needs for professional training), analyzing the results of the organization’s work, and testing employees . Taking into account the enterprise development strategy and collected applications, long-term and current annual personnel training plans are formed (developed). At the same time, the basis is the principle of continuous improvement of the qualifications of each employee throughout his entire production activity at the company.

The system of continuous corporate professional education for managers and specialists involves the following main types of training:

Initial training of persons hired;
- annual training on current issues of professional activity of managers and specialists;
- periodic training (in accordance with needs, but not less frequently than the frequency established for each category of persons) in special professional educational programs to maintain the qualifications of the entire contingent of managers and specialists at a level sufficient for the effective performance of official duties;
- training of persons preparing for job transfers (appointment to a higher position or position of a different profile).

Specific individual professional educational programs for managers and specialists, forms of education, and training periods are determined by the personnel service in agreement with their managers and, as a rule, with the employees themselves. The referral of each manager and specialist for training should be preceded by an assessment of their professionalism and creative potential, the effectiveness of their performance of official duties, as well as a determination of feasibility and need; in training, development of an individual vocational training plan.

The purpose and program (content) of the training must be communicated to the employee sent for training in a timely manner, and the topic of the final work (if such work is provided for in the curriculum) should be agreed upon with him, aimed at increasing the efficiency of his work, the department, or the enterprise where he works.

Depending on the goals and objectives of training, there are several well-established and accepted throughout the world forms and methods of teaching.

The most common are:

1. Training when hiring managers and specialists hired for the first time is carried out to study the specifics of the enterprise’s activities, production organization, economics, technology, social working conditions, safety and industrial sanitation, environmental requirements. Pre-employment training (initial training) is usually carried out after the paperwork for employment has been completed. Duration of training is 7-14 days. Successful completion of initial training provides access to work in a specific position or specialty in accordance with the procedure in force at the enterprise.
2. Annual training for managers and specialists is carried out to familiarize them with new equipment and advanced technologies, effective management techniques and production analysis, innovations in production and in the field of human resource management. Annual training is organized in the form of several program modules, the duration of which is 1-3 days.
3. Advanced training is carried out to update the theoretical and practical knowledge, skills and abilities of managers and specialists in accordance with the ever-increasing requirements of state educational standards and the peculiarities of production development. It is organized throughout the entire working life of employees as necessary in accordance with the frequency established for each category of persons.
4. Internship is a form of training during which professional knowledge, skills and abilities acquired as a result of theoretical training are consolidated in practice. It is also carried out to study best practices, acquire professional and organizational skills to perform the duties of the current or higher position. An internship can be either an independent block of additional professional education or one of the sections of the curriculum for advanced training and retraining of a manager or specialist. It is organized both in the Russian Federation and abroad at enterprises, companies, leading research organizations, educational institutions, and consulting firms.
5. Professional retraining is aimed at obtaining additional knowledge, skills and abilities by managers and specialists in educational programs that provide for the study of individual disciplines, sections of science, engineering and technology necessary to perform a new type of professional activity. Based on the results of professional retraining, managers and specialists receive a diploma or state certificate certifying their right (qualification) to conduct professional activities in a certain field. The content of retraining is determined by the head of the enterprise who sends the employee for training. The procedure and conditions for professional retraining of managers and specialists are determined by the Ministry of General and Vocational Education, which implements a unified state policy in the field of additional vocational education.
6. Retraining of managers and specialists is carried out so that they can receive a second education in a new specialty or qualification on the basis of their existing higher or secondary vocational education. Carried out respectively in educational institutions of higher or secondary vocational education. Managers and specialists who have undergone retraining are issued a state diploma of education in the established form.

Managers and specialists who have completed training courses in additional professional educational programs are issued the following state-issued documents by educational institutions for advanced training:

Certificate of advanced training for persons who have completed short-term training or participated in thematic and problem-based seminars on the program in the amount of 72-100 hours;
- certificate of advanced training for persons who have completed training under the program in excess of 100 hours;
- Diploma of professional retraining for persons who have completed more than 500 hours of training.

The greatest controversy among theorists and especially among practitioners is the issue of the effectiveness (economic and social) of training. Until now, many managers do not see a direct relationship between training and increased production efficiency. This is due, first of all, to the fact that the assessment of the economic effectiveness of training is currently associated with difficulties and until they are overcome can only be approximate. These difficulties are associated both with the transitional state of the Russian economy and with the lack of development of a methodology for assessing the economic effect of certain activities, as well as with the lack of an approved and tested regulatory framework for calculating economic efficiency. Employee training is a multifunctional process that influences various components of enterprise activity. Directly from the scale, progress and results of training depend: the current and future results of the enterprise; current and future costs associated with the activities of the enterprise; the level of risk in the activities of enterprises and organizations in the industry from incompetent actions of personnel. The result of the educational system is rarely unambiguous. So, if we are talking about a system of employee training, then the result can be assessed either by the economic consequences of increasing the level of knowledge and skills (abilities) of specialists, or by changes in the social level of employees, or by other parameters.

Possible goals for calculating the economic efficiency of the learning process:

a) determining the optimal amount of training costs as part of total production costs;
b) making decisions on the development of forms and methods of teaching;
c) comparison of various technology options and tools for training;
d) comparison of the economic efficiency of training with the economic efficiency of other possible investments of the enterprise’s funds, providing a comparable increase in the efficiency of the main production.

In general, the economic efficiency of any event carried out at an object is determined by the ratios between indicators describing the full result of the activity of the object being studied after the start of the event, and indicators characterizing the total costs associated with the activity of the object (for the same period).

In practice, cost indicators when assessing economic efficiency are selected so that they allow summation, reduction to one point in time, and reflection of the share of the event under consideration in total costs. In this case, the indicator of the economic efficiency of an event is the difference between the amount of its contribution to the increase in the result of the object’s activities and the amount of costs. The economic efficiency of training is determined by the ratio between the total costs of organizing and conducting the educational process and the financial results of training, expressed in the form of an increase in the useful results of the enterprise, an increase in its potential, and a reduction in the costs of ensuring the functioning of the enterprise.

The connection between the training process and changes in enterprise performance indicators is expressed in a number of factors reflecting changes in motivation, functional behavior and social interactions of employees who have undergone training.

The results of the system of training and retraining of personnel and managers may include:

Increasing the speed of work (reaction to abnormal situations) of trained personnel;
- broadening one’s horizons, increasing the number of options considered when making decisions by managers and specialists, which affects the optimality of decisions made;
- reduction of losses from an incorrect assessment of the situation and incorrect actions of employees, associated with consolidation in the learning process of skills for more competent management of technical systems;
- preventing damage from the unforeseen occurrence of undesirable events and situations, limiting the spread of so-called “chains of undesirable developments of events” (“domino effect”);
- reducing the likelihood of accidents and equipment breakdowns, threats to human life and health;
- strengthening the corporate consciousness of employees, bringing together the personal interests of employees with the interests of the company;
- increased ability for coordinated, conscious joint activities and decision-making;
- exchange of information between employees of various enterprises undergoing training together, dissemination “horizontally” of best practices and other innovations.

The system of indicators that quantitatively express the impact of changes in the functional characteristics, motivations and social behavior of trained employees on the activity of the system as a whole, consists of several groups of indicators that reflect an increase in the speed of work (including a reduction in the duration of analysis and assessment of the situation, functional reactions, assessment of the consequences of actions taken ); improving its quality; increasing the number of options for actions or decisions; improving coordination of the actions of workers engaged in interrelated operations.

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1. MODERN FEATURES OF ORGANIZATIONAL STAFF TRAINING

Professional development of personnel is of particular importance today and is becoming an integral condition for the successful functioning of any organization. Taking into account the specifics of the Russian market: rapid and frequent changes in both internal and external operating conditions of enterprises, it can be stated that the development of a vocational training system in an organization determines not only the success of its development, but also its survival. Training is a deliberately undertaken activity aimed at improving the capabilities of personnel required to perform work at present, or to develop the potential of employees required to perform work in the future.

The accelerated development of scientific and technological progress and the rapid obsolescence of professional knowledge and skills are not the only factors determining the significantly increased role of professional training, which helps organizations meet increasingly stringent market demands. Staff training is an urgent need. Technology, knowledge and technology are developing so quickly that the amount of information doubles every five years. Now in the process of working life it is impossible to use only the knowledge that was acquired in a specialized professional or higher educational institution.

Back in the 50s of the last century, specialists from the Japanese Center for Improving Labor Productivity in the document “Ten Years for Productivity” noted that industry and management are primarily human resources and the main problem is how to provide industries and management structures with qualified personnel . Later, in the 70s, the concept of lifelong education was developed in developed countries. Recently, it has become one of the most effective tools for solving the problems of matching rapidly growing technical potential and personnel. The concept assumes that the process of professional development becomes constant; a specialist, within the framework of the activity itself and in special courses, receives new knowledge necessary to maintain his own performance.

The largest American corporations annually spend more than $60 billion on education and training. About 8 million employees are trained at their enterprises—about the same number as in US universities. According to American experts, currently more than 75% of organizations and firms implement professional training programs for their personnel.

The experience of the most successful domestic and foreign companies shows that investments in personnel give quick and high returns. Today, $1 invested in human resource development brings from $3 to $8 in income. Research by the American Society for the Advancement of Training and Development indicates that in the 90s of the twentieth century. The growth of the US economy due to an increase in the level of professional training of workers amounted to 2.1%, due to population growth - 0.4%, due to an increase in capital - 0.5%. In the United States, improving the quality of the labor force accounts for at least 14% of the increase in real national income.

Other studies conducted in 3,200 American companies by R. Zemsky and S. Shamakol (Pennsylvania State University) showed that a 10% increase in personnel training costs leads to an 8.5% increase in labor productivity, while the same increase in capital investment – only by 3.8%.

It is important that investing in personnel development brings greater profit to the organization than investing in improving production facilities, i.e. human resources can be defined as a key factor in the efficient use of all other resources available to the management of a production organization.

Effective management of personnel development has other, no less important, positive consequences for the organization: unlocking the potential of employees, uniting and improving the socio-psychological climate of the team; increased motivation; strengthening employee commitment to the organization; ensuring continuity in management; attracting new employees; the formation of desirable patterns of behavior and an appropriate organizational culture that contributes to the successful achievement of organizational goals, etc.

As the experience of the best companies shows, the implementation of these “additional” tasks during training is no less important than the set of tasks associated with transferring knowledge to students and developing the necessary professional skills.

Advanced training involves the use of various forms and methods of training (Table 1).

Within the framework of vocational education, there are preserving and innovative educational programs that differ in the purpose of their implementation.

The purpose " preserving" learning is the assimilation of fixed views, methods and rules. This ensures the effective performance of students in routine and (or) recurring situations. This type of program is especially effective for transferring new knowledge to replace outdated knowledge and closing gaps in the knowledge and skills of employees in order to maintain the existing system of activities.

Table 1

Basic forms and methods of personnel training

Form/method of teaching

a brief description of

Off-the-job training

Planned training (advanced training), usually in a specialized educational institution or training center of the advanced training system. Carried out at least once every five years

Parallel on-the-job and off-the-job training

Short-term professional development. Carried out as needed, but at least once a year at the place of work or in educational institutions of the advanced training system

Studying at a university or other specialized educational institution

Training in a specialty or special training program based on requests from the organization or on the personal initiative of the employee

Industrial seminars

Participation, at least once a month, in ongoing seminars on production and economic issues

Internship

Formation and consolidation in practice of professional knowledge, skills and abilities by studying best practices at related enterprises, leading scientific organizations, universities, etc.

Participation in the work of the project group

Acquiring new knowledge and production experience while participating in work on various stages of the project

Mentoring

Acquisition of production experience by young employees and their adaptation to the workforce with the help of a specially assigned mentor from among the most experienced employees of the organization

Self-education

Independent systematic training of an employee according to an individual plan approved by his immediate supervisor and under his control

Innovative training – training that is forward-looking, focusing on preparing the organization to work in new conditions. The development of innovative training programs is preceded by a forecast of the organization's need to change its professional and personnel potential based on corresponding changes in the external environment, in the technology of activity and the management system. Innovative learning typically deals with problems that may be so unique that it is not possible to learn through trial and error.

Analysis of the practical activities of personnel services allowed us to identify seven main areas of work when organizing personnel training (Fig. 1).

Rice. 1. Main areas of work when organizing personnel training

In order for training to meet the interests of the organization, even at the preparatory stage it is necessary to understand the strategic interests of the organization related to the work of training personnel. This will make it possible to formulate specific goals, without which training loses its focus and meaning for both the performers and the organizers of the training. Stated objectives of professional training:

Serve as a guide in developing curriculum content;

Ensure a fairly accurate determination of the requirements for students and the identification of the main priorities in training;

They are the basis for assessing the effectiveness of training programs, courses, seminars;

Ensures a better match between learning needs, content and teaching methods.

The need for training of various categories of personnel of an organization is determined both by the requirements of work and (or) the interests of the organization, and by the individual characteristics of employees. The formation of the need for training is influenced by the following factors: age, work experience, level of abilities, characteristics of work motivation, etc. The need for training may arise in response to current problems and (or) may be associated with the plans of the organization.

The most important means of professional development of personnel is professional training - the process of directly transferring new professional skills or knowledge to employees of the organization. Examples of professional training include courses on learning a new computer program for secretaries-assistants, a program for training sales agents, a financial course for the top management of a company. Formally, professional development is broader than professional training, and often includes the latter, however, in real life, the difference between them can be purely conditional and not so important, since both professional training and development serve the same purpose - preparing the organization’s personnel for the successful implementation of worthwhile tasks. tasks before him. It is sometimes argued that professional training is focused primarily on the tasks of today, and development on the future needs of the organization. However, with the acceleration of changes in the external environment and in organizations themselves, this distinction is becoming increasingly arbitrary.

In modern organizations, professional training is a complex, continuous process that includes several stages (see Figure 23). Managing this process of professional training begins with identifying the needs, which are formed on the basis of the development needs of the organization's personnel, as well as the need for the organization's employees to fulfill their current work responsibilities.

Rice. 23. Vocational training process

Fulfillment of job duties requires employees of the organization to have knowledge of operating procedures and methods of manufactured products and services provided, the ability to work on installed equipment, etc. The needs associated with the performance of production duties are determined on the basis of requests from department heads and employees themselves (see Fig. 24), by conducting surveys of managers and specialists (the vocational training department sends out a questionnaire with a request to indicate the needs for vocational training), analyzing the results of the organization’s work, and testing employees.

Application for vocational training for 2002
F., I., O. employee: Position:
Department: F., I., O. Head:

1. Training on

Required level
Duration of training
2. Training on
(Describe your professional training needs in as much detail as possible. For example, if we are talking about computer training, check “Excel”, “Windows”, etc.)
Required level
Duration of training
3. Training on
(Describe your professional training needs in as much detail as possible. For example, if we are talking about computer training, check “Lotus”, “Windows”, etc.)
Required level
Duration of training
Employee signature: Supervisor approval:

An elevator maintenance company conducted an analysis of elevator malfunctions and, based on this analysis, prepared 8 training programs for mechanics to eliminate the 6 most common causes of elevator malfunctions.

Another source of information about professional training needs is individual development plans prepared by employees at the time of certification, as well as requests and wishes of the employees themselves, sent directly to the professional training department.

The company's development strategy, recorded in special documents and speeches of its senior managers, is also an important source of information about the needs for professional training. The task of specialists is often to translate fairly general provisions of organizational strategy into the language of professional training.

The St. Petersburg branch of an American multinational company prepared a vocational training plan, the cost of which was estimated at $155,000. However, management approved a job training budget of $80,000. The plan was revised: programs were cut. for learning English, computer literacy, driving courses. The training programs for sales and purchasing specialists remained unchanged.

vocational training budget. Vocational training is associated with significant material costs, so the formation and control of budget execution are the most important elements of vocational training management. Two factors influence the size of the budget - the company's training needs and its financial condition. Senior management determines how much can be spent on job training over the next year and, by matching the budget size with identified needs, sets training priorities.

When calculating the vocational training budget, all cost components must be taken into account. Often organizations calculate only direct costs - compensation for invited instructors, costs of renting training facilities, purchasing materials and equipment, etc., and try to reduce them by using company employees as instructors or conducting training in their own premises, ignoring other types of costs associated with the absence of employees from the workplace, expenses for their business trips, meals, etc. Only the availability of complete information about the costs associated with vocational training makes it possible to make the optimal decision on the method of conducting training (see Appendix. Statistics of vocational training).

setting goals professional training and criteria for assessing its effectiveness. Based on the analysis of identified needs, the human resources department needs to formulate the objectives of each training program. The objectives of vocational training should be:

• concrete and specific;
• oriented toward obtaining practical skills;
• assessable (measurable).

When defining goals, it is necessary to remember the fundamental difference between vocational training and education: the first - develops specific skills and abilities needed by a given organization, the second - is aimed at the general development of the student in a certain field of knowledge.

The purpose of the Automotive Dealer Sales Agent Training Course is to develop the skills to sell specific vehicle models in a specific geographic area. The goal of the Master's program in Marketing and Sales is to develop graduates' knowledge base in this area of ​​organizational management.

Assessing the effectiveness of training programs is the most important aspect of managing professional training in a modern company. Increasingly, the cost of professional training is seen as an investment in the development of the organization's personnel. These investments should bring a return in the form of increased efficiency of the organization (more complete realization of its goals). Thus, many economic organizations expect additional profit from vocational training. Corporation X considers a 10% return on capital invested to be desirable. After spending $100,000 on professional training, the corporation expects to earn an additional profit of at least $10,000 (10% of the investment).

It is quite difficult to assess the effectiveness of each individual program in this way, since it is not always possible to determine its impact on the final results of the entire organization. In this case, effectiveness can be assessed by the degree to which the program's goals are achieved. In the example above, the elevator maintenance organization created special programs to eliminate and prevent the root causes of elevator malfunctions. The effectiveness of this training can be assessed by how much the number of failures for these reasons has been reduced, as well as the time and costs to eliminate them.

Some training programs are created not to develop specific professional skills, but to develop a certain type of thinking and behavior (typical for programs aimed at the professional development of personnel, for example, young employees of an organization). The effectiveness of such a program is quite difficult to measure directly, since its results are designed for a long period and are associated with the behavior and consciousness of people that cannot be accurately assessed. In such cases, you can use indirect methods:

• tests conducted before and after training and showing how much the students’ knowledge has increased;
• monitoring the behavior of trained employees in the workplace;
• monitoring the reactions of students during the program;
• assessment of the effectiveness of the program by students themselves using questionnaires or during open discussion.

In any case, assessment criteria must be established before training and brought to the attention of students, trainers and managers of the professional learning process in the organization. After completion of the training and its evaluation, the results are reported to the human resources department, the managers of the trained employees and the employees themselves, and are also used in further planning of professional training. It is very useful to re-evaluate the effectiveness of training by analyzing changes in the performance of employees who completed it after a certain period of time (six months or a year), which makes it possible to assess the long-term effect of the program.

development and implementation of vocational training programs. With training needs identified, a budget in place, performance evaluation criteria in place, and familiarity with various training methods, the organization's training department can begin preparing the programs themselves. Developing a program involves determining its content and choosing methods of professional training. The content of the program is determined primarily by its goals, which reflect the professional training needs of a particular organization. A marketing training program for executives of an engineering company will be different in many ways from a course of the same name for executives of a pharmaceutical company. When determining the content of the program, it is also necessary to take into account the characteristics of potential students. Obviously, a course on intra-organizational communication for senior managers should be different from a similar course for commercial agents.

When choosing training methods, an organization should primarily 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 said during training must be relevant to the professional or private life of the 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 during the course of their studies;
3. repetition. It helps new things stick in memory and turns acquired skills into a habit;
4. Feedback. Learners need to be constantly provided with information about how much progress they have made. Having this information allows them to adjust their behavior to achieve better results.

The most common form of feedback is teacher-assigned grades. However, you should be extremely careful: grades that do not meet expectations can have a demotivating effect on students. More effective forms of feedback may be such as summing up the results of a competition between participants, determining the percentage of task completion, etc. In feedback, adults value not so much an absolute assessment as the opportunity to make suggestions for improvement, “to be heard.”

Research shows that the success of a vocational training program depends 80% on its preparation and 20% on the desire and ability of the students. Training will be equally ineffective if it is treated as a “paid vacation” or as a “punishment.” Therefore, the human resources department should pay special attention to creating an appropriate attitude towards the planned training. The following factors can motivate employees to actively participate in a job training program:

• the desire to keep a job, to remain in one’s position;
• desire to get promoted or take another position;
• interest in increasing wages;
• interest in the process of acquiring new knowledge and skills;
• desire to establish contacts with other program participants.

Understanding how vocational training might interest an employee allows you to present information about the upcoming program accordingly. In this case, the decisive role should be played by the head of the department in which the employee sent for training works. As a rule, the manager understands his motivation better than others and has the ability to link the employee’s interests with the upcoming course.

It is also important to determine the employee's ability to participate in a particular vocational training course, i.e., the degree of his preparedness. Indirect indicators of this are the level of education, professional experience, and certification results. Quite often, pre-testing of candidates for participation in a training course is used. The presence of even one insufficiently (or overly) prepared participant in the group can significantly reduce the effectiveness of the entire course.

Training experts have long understood that there is no one universal teaching method - each has its own advantages and disadvantages. Therefore, most modern vocational training programs are a combination of various delivery methods - lectures, videos, business games, simulations, etc. Training department staff must have a good understanding of the strengths and weaknesses of each method and design programs with this in mind. The five-day program “Finance for Non-Financial Executives” of a transnational American corporation includes overview lectures (50% of the time), individual assignments and their analysis with an instructor (20%), and a group business game (30%). The same company's three-day occupational safety program consists of videos (10%), instructor lectures (10%), individual assignments (20%), group exercises (20%), and business games (40%).

Programs may be developed and implemented by the organization itself, or it may use external consultants. As noted above, today many large corporations have powerful educational structures, but they are also the most important consumers of vocational training services. The choice of training organization method depends on factors such as the availability of necessary resources (trainers, materials, premises) within the organization, the level of training of instructors, etc. As in any case, when an organization must make a decision like “produce or purchase externally” , the decisive factor is cost-benefits analysis.

The Russian branch of a multinational company received a directive from World Headquarters to train all managers in personnel selection interview techniques within a year. According to the calculations of the human resources department, the training should have covered about 200 people. Management considered the following options: training on the basis of a foreign consulting company (a proven standard program that can be adjusted at the request of the customer, duration of training 2 days, cost $500 per participant), training on the basis of a local business school (specially developed new program, training duration is 2 days, cost is $200 per participant) and training within the organization (a special newly developed program of indefinite duration, lack of experienced instructors). Alternatives were considered in terms of program content, instructor qualifications, and cost. As a result, the decision was made to train fifteen employees with the help of a consulting company and use them as trainers for subsequent management training in the same program.

Professional education is a systematic process of developing among employees of an enterprise the theoretical knowledge, skills and practical skills necessary to perform work.

Professional Development- this is the process of preparing an employee to perform new production functions and occupy new positions.

Legislation (Labor Code) defines the rights and obligations of the employer regarding training and retraining of personnel. The need for professional training and retraining of personnel for their own needs is determined by the employer. He (the employer) conducts vocational training, retraining, advanced training of employees, teaching them second professions in the organization, and, if necessary, in educational institutions of primary, higher vocational and additional education on the terms and in the manner determined by the collective agreement, agreements, employment contract .

The most important means of professional development of personnel is professional education- the process of directly transferring new professional skills or knowledge to employees of the organization.

Professional staff training provides:

1. Primary vocational training workers (receipt of vocational education by persons who do not have a working profession or specialty that provides the appropriate level of professional qualifications necessary for productive activity).

2. Retraining(vocational-technical or higher education aimed at mastering another profession (specialty) by workers and specialists with higher education who have already completed primary training at a vocational school or higher education institution.

3. Training(training aimed at developing and improving knowledge, skills and abilities in a specific type of special activity, due to constant changes in the content of work, improvement of equipment, technology, organization of production and job transfers.) As a rule, advanced training is carried out with a break from work of up to 3 weeks or partial separation up to 6 months.

Drawing up a plan for advanced training, training and retraining of enterprise personnel involves a number of sequential actions by both a training specialist and line managers (enterprise managers and heads of structural divisions).

The personnel are divided into three main groups:

Not in need of advanced training;

Requiring systematic retraining and retraining after certain (fixed) periods of time (usually 1-5 years);

Those in need of one-time training (new employees, employees with an adequate professional level, etc.).

Scheme of the vocational training process:

1. Description of the production function based on workplace certification.

2. Evaluation of the employee performing this function based on his certification.

3. Discussion by the employee of the requirements that he makes for training.

4. Analysis of the features of production functions from the point of view of training requirements.

5. Determining the goals and objectives of training.

6. Establishment of terms and forms of training ( with a break, without interruption from production).

7. Consistent development of general sections, topics and issues of the curriculum by personnel managers responsible for training, or invited specialists.

8. Choice of method and type of training, depending on the selected topic.

9. Determination of the number of training hours on each topic within the total duration of training.

10. Selection of teaching staff based on the subject of the curriculum, determining the number of teaching hours for each teacher.

11. Drawing up an estimate of training costs (teacher salaries and other training costs).

12. Establishing the place, time and daily duration of training.

13. Coordination and approval of the curriculum.

14. Preparation of supporting educational materials.

The key step is identifying the organization's professional development needs(See Topic 6: Personnel Planning and Development).

Traditional methods of identifying and recording professional development needs are assessment and preparation of an individual development plan.

Forms professional training, retraining and advanced training of workers, the list of required professions and specialties are determined by the employer, taking into account the opinion of the representative body of workers (trade unions).