Chapter 3. System corporate training and staff development

3.1. Corporate training as a factor in increasing the labor potential of employees of the organization

Labor potential is a concept that refers both to an individual employee and to the team of an organization, and one can also talk about the labor potential of society as a whole.

The labor potential of an employee is a set of physical and spiritual qualities of a person that determine the possibility and boundaries of his participation in labor activity, the ability to achieve certain results under given conditions, and also to improve in the labor process. The definition of labor potential is based on the concept taken from physics “potential”, i.e. source of opportunity or funds.

In most educational and scientific literature, it is used along with the concepts of personnel, labor and human resources, often mixed with them or even considered a more voluminous concept that absorbs the above terms.

We consider this approach to be methodologically incorrect, since by labor potential at any level (employee - team - society) we mean precisely the qualitative component that labor resources(human resources, personnel).

Under the labor potential of the employees of the organization one should understand the sum of the totality of qualitative properties that make up the labor force of all members of the organization, manifested in labor activity, by realizing existing abilities in order to increase labor efficiency.

One of the most important components labor potential is the qualification component, i.e. the level of education, the volume of special knowledge and labor skills, creative abilities, etc.

Accordingly, the development of the labor potential of the organization's employees is not least realized through various types of corporate training. It can be divided into two forms - in-house training and non-organizational additional education.

Training methods that affect the increase in labor potential.

The effectiveness of vocational training is largely influenced by the chosen teaching method. There is no single universal method of teaching - each of them has its own advantages and disadvantages. Their choice depends on a number of factors:

Goals and objectives of training;

The urgency of learning;

Financial capabilities of the enterprise;

Availability of instructors, materials, premises;

Composition of training participants (their qualifications, motivation, level of training);

Qualification and competence of teachers, etc.

Considering all of the above factors, employees of the personnel management service or a specialized organization that an enterprise wishing to provide training can turn to for help should develop a training program that is optimal for a certain category of employees and meets the strategy of this company. Most often, such programs are a combination of several methods.

Modern teaching methods vary depending on the specific situation. A summary table of teaching methods is given in table 3.1.

Table 3.1.

Staff training methods

	Specification of training needs	Teaching method
	Specialized training programs (trainings for sales, negotiations, creativity)	Behavioral Training Methods
	Team building programs	Active group and intergroup activity with subsequent reflection of the group process. Business and role-playing games, analysis of organizational problems.
	Development of interpersonal and intracompany communication, formation of conflict resolution skills	Sensitivity training, role playing, simulation business games, internships, corporate culture design.
	Management training	Lectures, seminars, practical classes, educational business games.
	Preparation for organizational innovations (innovations)	Organizational-thinking games, project development, analysis of organizational situations.

Forms and methods of in-house training

The effectiveness of in-house training largely depends on who carries it out. In this regard, the organization may choose one of the following options:

Selfeducation

Self-training of personnel is one of the most important sources of development of the organization. It is a system and process of acquiring the necessary knowledge, skills and abilities through self-study in the workplace and / or outside it.

Self-study is often underestimated. In fact, it is effective from the point of view that only an organized, diligent, demanding person, with a high level of personal potential and internal motivation, a person who realizes the importance of his development, can learn independently. Therefore, this type of training can be extremely effective. However, this requires a number of conditions. Self-study is the simplest type of training - it does not require an instructor, a special room, or a specific time. However, in our opinion, self-learning will not be able to bring the organization the necessary results if it does not take any part in this process.

Sometimes self-study methods include distance learning. However, this teaching method is only partially independent, since the modern concept of distance learning implies the mandatory participation of a teacher (tutor) in the educational process, whose duties include group and individual counseling, recommendations on the organization and content of the educational process, monitoring the assimilation of material, etc. . Distance learning refers to learning based on the use of information technology and multimedia systems. In particular, such means are used as computer training systems, audio and video, e-mail, electronic and video conferences, computer networks, incl. Intranet etc.

As noted above, the effective use of e-learning technology requires a very high discipline, even self-discipline. In Europe, this problem is solved by the maximum interactivity of the modules: these programs are aesthetically beautiful, it is literally impossible to tear oneself away from them, there is intrigue in them, and the employee's interest is constantly warmed up. In general, e-learning has existed in the West for about 10 years, and during this time they have reached such a level of development that even team building programs in many companies are implemented through e-learning technology. Therefore, in the field of corporate training in domestic companies, distance learning has great prospects.

On the job training

Workplace learning methods are characterized by direct interaction with normal work in a daily work situation. The defining characteristic here is that the training is organized and conducted specifically for a particular organization and only for its employees, taking into account their specifics and characteristics. In addition, it is distinguished by its practical orientation and, as a rule, provides significant opportunities for repetition and consolidation of the newly learned. Therefore, on-the-job training methods are preferred for developing the skills required to perform current production tasks. At the same time, such training is often too special for developing the potential of an employee, forming fundamentally new behavioral and professional competencies, the development of corporate culture, since it does not make it possible to abstract from a specific typical situation and go beyond traditional behavior. The advantages and disadvantages of training methods used in the workplace are presented in table 3.2.

Table 3.2

Advantages and disadvantages of on-the-job training methods.

Advantages	Flaws
	Participants meet only with employees of their organization
Participants can be withdrawn with a simple notice, due to the production need to solve problems that have arisen at work	Participants may be interrupted more often with a simple notice than if they paid for external courses using a non-refundable form of payment
Can be used actual process equipment available in the organization, as well as procedures and (or) work methods	Participants may be reluctant to discuss some issues openly and honestly among their peers or in the presence of a supervisor.
Can be cost-effective if there are enough employees with the same training needs, the necessary facilities, teachers who can provide training at the enterprise
It is easier to move from learning by case studies to doing the work directly if the training material is directly related to the work.

Consider the main methods of training used in the workplace.

The briefing is an explanation and demonstration of working methods directly at the workplace and can be carried out both by an employee who has been performing these functions for a long time (a colleague of the trainee) and by a specially trained instructor. As a rule, this training method is used when hiring a new employee or introducing an employee to a new position. At the same time, he is told and (or) shown what he will do at his workplace. Often such training is not even formal, but is a conversation, a story about the features of the practical work of an employee, department and organization as a whole.

Instruction, as a rule, is limited in time, focused on the implementation of specific operations and procedures that are part of the professional duties of the trainee, and is an inexpensive and effective means of developing simple technical skills of manual labor. Therefore, it is very widely used at all levels of modern organizations.

Mentorship as a teaching method has been known since ancient times: working alongside a master craftsman, young workers (apprentices) learned the profession. Later, this method became widespread in areas where practical experience plays an exceptional role in the training of specialists - medicine, winemaking, management.

This method is widely used in Russia. However, there are a number of important issues related to its implementation in practice.

Firstly, this is the topic of rewarding mentors: to pay or not to pay? Abroad, this form of education is implemented without additional financial incentives for mentors. At the same time, there are forms of non-material motivation: the title of the best mentor, honor and respect from colleagues, authority in the company, etc. However, in Russia, mentoring is paid extra in 90% of cases.

Secondly, which mentor is more effective - a leader or a colleague? In general, it is clear that mentoring is a principal function of a manager, but in most Western companies it is believed that a colleague is a more effective mentor than a manager.

Third, how to identify success factors for mentoring. In the UK, this issue is resolved with the help of mandatory control. Mentoring is a process that needs to be controlled like any other, even if the employee is a mentor, which is called “from God”. In British companies, the functions of monitoring the mentoring process are assigned to an employee of the HR department, who is responsible for the effectiveness of the system throughout the team.

Fourth, mentoring is often equated with coaching. This is methodologically incorrect. Since coaching is a prerequisite for mentoring in staff training and development programs, since it is aimed at changing some behavioral manifestations and at mastering specific skills. The coaching tool is asking questions. Mentoring is the transfer of experience and information.

This method has many motivational advantages: it reduces the likelihood of intra-service conflicts, reduces tension between people, creates an atmosphere of trust, contributes to the formation of a favorable socio-psychological climate in the team and prevents staff turnover. The use of mentoring is limited by the fact that this method requires special training and character from the mentor (patience), which is almost impossible to become by order from above. In addition, mentoring takes a lot of time from the mentor, distracting from the main work.

Rotation is a type of self-study in which an employee temporarily (usually for a period of several days to several months) moves to another position in order to acquire new skills. This method allows you to ensure full interchangeability of employees of the unit and avoid crisis situations in the event of illness, layoffs, a sudden increase in the volume of work, etc.

The advantages of rotation as a teaching method include the following:

Necessary for enterprises requiring polyvalent qualifications from employees, i.e. possession of several professions;

In addition to a purely educational effect, it has a positive effect on motivation;

Helps the employee to "find himself" in the organization;

Helps to overcome the stress caused by monotonous production functions;

Accelerates the promotion of highly qualified specialists;

Expands horizons and social contacts in the workplace;

Initiates new ideas, approaches to problem solving.

At the same time, rotation has one serious drawback - the high costs associated with the loss of productivity when moving an employee from one position to another. Therefore, this method of teaching in Russian practice has not received wide distribution.

Thus, the methods of this training group contribute to the development of the labor potential of both high and low-skilled workers in a wide variety of fields of activity at enterprises of various organizational and legal forms.

Another common form of in-house training in large companies is corporate training centers

Currently, the largest companies have their own corporate training centers, such as the Central Bank, Sberbank, Gazprom, the Moscow Metro, Russian Railways, Rank Xerox, Ericsson, Coca-Cola, etc. Training in corporate training centers is usually oriented only on employees of the organization, sometimes - on its partners (dealers or customers), and only in rare cases, people from outside get there on the terms of "open recruitment".

The task of the organization's training center is targeted training of employees, adjusting their qualifications to the requirements of the company. In some cases, training centers provide an opportunity to undergo more extensive training. But, as a rule, they focus their activities on technical training, training in primary skills of working with clients. etc. The in-house training centers focus on the most typical, repetitive training courses on topics such as customer service skills, sales techniques, and basic managerial skills. Management development programs, especially for senior managers, usually go beyond the work of internal centers.

One of the varieties of corporate training center is "corporate university". In addition to the direct training of company employees, corporate universities solve two more important tasks. First, they train the staff that most closely matches the needs of the organization. And secondly, they allow to generalize the experience and knowledge accumulated by the company, to form a single culture of the enterprise. So a corporate university is, in fact, a marketing concept that should fill the old form of advanced training with new content.

Another form of in-house training is business trainings conducted by various training companies, selected according to certain criteria. Business trainings are highly effective in terms of training management personnel and specialists in terms of solving specific problems within the organization. Therefore, it is advisable to train employees precisely through the organization of corporate trainings.

Training companies are engaged in the development of fundamentally new methods of training and retraining of personnel based on innovative marketing strategies for functioning in the market, which make it possible to solve the economic, organizational and financial problems of any organization in a complex. Such centers offer training programs in such areas as management, marketing, advertising, effective sales, business communications, conflict management, staff motivation, team building and others.

The duration of trainings in the company depends on the number of problems posed, the number of participants and a number of other factors. As a rule, one training takes place within 16 hours, i.e. two days.

As mentioned above, another form of corporate training is non-organizational, implemented at the expense of the company, in various training organizations on a contractual basis.

it various systems of additional education, relating to non-organizational forms of learning.

One of the levels of the Russian system of additional education is long-term (over 1000 hours) training programs, which include various master's programs, second higher education programs, professional retraining of employees and MBA programs.

To enroll in this course, you must have higher education, work experience and pass an interview and test in economics and English.

However, the training of personnel under the MBA program is associated with significant financial costs for the company: in Russia, the price of such training reaches $12,000. In this regard, the majority of students in such programs are either top managers of companies or business owners. This status of students affects their attitude to the educational process, including the personality of teachers, at the same time, having no real knowledge and time for classes, they also have increased ambition, lack of tolerance and other qualities that impede the effectiveness of training.

Strengths and weaknesses of non-organizational teaching methods are presented in table 3.3

Table 3.3

Advantages and disadvantages of learning methods outside the workplace

Advantages	Flaws
Participants can exchange information, share problems and experience in solving them with employees of other organizations	May not meet the needs of a particular organization
Can be used expensive educational equipment, which may not be available within the walls of the organization	Availability and frequency can be set by an external organization
Participants cannot be withdrawn by a simple notice that they need to solve problems that have arisen at work	If participants are withdrawn from courses, fees may not be refunded and learning effectiveness will be reduced.
May be more cost effective if the organization has a small number of employees with the same training needs	Problems may arise in the transition from training (using the example of training situations) to the direct performance of real work.
Qualified training staff may only be available outside the organization
In a relatively safe, neutral setting, participants may be more willing to discuss a range of issues.

Consider the forms of non-organizational training of personnel.

Lectures

Lecture is a traditional, one of the most ancient and currently very common method of teaching. The lecture is a monologue (speech, story) of the teacher with a limited amount of discussion.

Lecture Benefits:

It is an unsurpassed means of presenting a large amount of theoretical material in a short time;

It is extremely efficient from an economic point of view, since one teacher can work with dozens of students at the same time.

Disadvantages of lectures:

Does not contribute to the development of practical skills and abilities, the formation of a new type of behavior, relationships;

It is often boring, quickly forgotten, and therefore requires increased external and intrinsic motivation.

To improve the effectiveness of lectures, experts use the following tools:

Clear and understandable structuring of the lesson for the listeners and rational dosing of the material in each of the sections;

Figurative speech with examples and comparisons;

Use of visual aids, diagrams, tables, models, graphs;

Referring to technical teaching aids such as slides, video and audio recordings.

Business, role-playing, simulation games

Games are a learning method that is closest to the real professional activity of the student - during the game, participants play the behavior of employees of a simulated company. Games allow you to solve the following tasks:

Increase participants' interest in learning;

Acquire decision-making skills, conflict resolution, etc. in conditions as close as possible to real practical activity;

Activate the creative potential of a person, make training intense and more effective.

Business games are a very effective method of vocational training in terms of developing practical, managerial (planning, meetings, negotiations, management decisions, etc.) and behavioral skills (customer satisfaction, quality orientation, cooperation). However, the games are not without drawbacks:

Less effective for mastering theoretical knowledge and mastering new professions;

Expensive;

Require the participation of specially trained instructors.

Business games are very diverse, they can be systematized according to a large number of features.

In conclusion of this article, it is advisable to consider several foreign corporate forms of personnel training that have not currently found their application in Russia, despite their obvious effectiveness.

secondment . This term even has an official definition: Secondment is the “secondment” of personnel for a certain time to another structure to master the necessary skills. At the same time, secondment has nothing to do with internships or business trips. Its essence boils down to the fact that the employee is temporarily sent to another department of the same company or even to another company. Secondment can be either short-term (about 100 hours of working time) or longer (up to a year).

Benefits of using secondment for all stakeholders:

Employee:

Gets the opportunity for personal development

Gains a variety of experience in projects;

"Giving side":

Gets employees with improved skills;

Improves staff motivation;

· develops a network of contacts;

"The host:

· receives free resources for his projects and an employee who can be entrusted with almost any job.

Secondment is one of the most inexpensive training methods, although the payment is made by the "giving" side, but if the company sends an employee for training, then it pays him a working day plus the training itself, and with secondment, the employee receives only his salary.

In Russia, this method is not used at all, its popularization is still limited to rare discussions in narrow circles.

In Europe and the USA there is a kind of mentoring – budding (from English buddy - friend, buddy). Buddying is, first of all, support, help, to some extent guidance and protection of one person by another in order to achieve its results and goals. This method is based on giving each other objective and honest feedback and support in achieving goals and objectives (both personal and corporate) and in learning new skills.

Mentoring differs from buddying in that the essence of buddying is the support of an employee by his colleague or manager, but at the same time, both of them communicate in the learning process on an absolutely equal footing. This principle does not imply any hierarchy, and the feedback acts in both directions. Optimal time for buddying, one year. Buddying is used as a tool for:

Personal growth of employees;

Teambuilding - the task of both buddies is that each partner achieves his goal, and for this both make every effort.

Transfer of information about the implementation of changes

Employee adaptations.

shadowing. One of the most easily implemented and cost-effective methods of training and development of personnel. This method assumes that a "shadow" is attached to the employee (shadow - shadow (English)). This may be a university graduate who dreams of working in this company, or a person who has worked in the company for some time and wants to change the department or take an interesting position. The employer makes him a “shadow” for a day or two to see if the motivation of this person remains or not. Shadowing is considered a method of staff training and development, because when a “shadow” is attached to an employee that watches him all day, then everything will be fine with time management, the ability to prioritize and make decisions, because in the process of conscious observation, a person naturally changes his style of behavior. In Western companies, people themselves often take the initiative to put a “shadow” on them, because this motivates and organizes them, allows them to feel their authority and demonstrate professionalism.

Thus, we can conclude that there are no universal methods and forms of education, since they all have their own advantages and disadvantages.

Therefore, most modern corporate training programs aimed at increasing the labor potential of employees are a combination of various methods of presenting material - lectures, distance learning systems, business games, etc. Employees of training and development departments in companies should have a good understanding of the strengths and weaknesses of each of the training methods, as well as the degree of individual impact on individual employees, and with this in mind, develop targeted corporate training programs aimed at improving the quality of the labor potential of employees, job satisfaction and and consequently increase labor efficiency.

Shekshnya S.V. Personnel Management modern organization: Proc. settlement - M.: Business School "Intel-sintez", 2008., S. 215.

As you know, in Russia there are three levels of additional education: 1) short-term advanced training programs (up to 500 hours), 2) retraining programs (over 500 hours), 3) long-term programs (over 1000 hours).

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The system of corporate training of personnel at the enterprise of the tourism industry

Introduction

2.2 Service design

2.4 Implementation of the training service

2.5 Assessment of customer and customer satisfaction at the end of the program

2.6 Post training support for personnel and the formation of new requirements

Conclusion

Bibliography

Introduction

Most catering establishments experience the same difficulties, although they differ in their history of occurrence, as well as the reasons underlying them. Usually restaurateurs realize the need for additional training when the situation has already become close to critical, say, complaints from customers have become widespread. In order to prevent such complications, today, now, you should think about whether employees are able to serve. Not so much to open the menu in front of the guest, fix the order, fulfill it in order to bring a folder with his bill a little later, namely, to serve, talk to a person, explain, recommend, take an interest, perhaps even anticipate his desires, because many visitors come to the restaurant precisely behind it. It is often said that waiters are concerned only with tips, young people initially have no desire to improve their work, unless this will affect their income. This is partly true, but there is nothing reprehensible in this state of affairs. Personal gain will be one of the strongest motivators for service workers for a long time to come. However, in a number of cases, waiters can do everything to make the client satisfied, but they lack knowledge of how this “everything” should be expressed. Some of them were taught to act according to a certain algorithm: get in touch, find out needs, offer a menu and a wine list, dispel doubts, complete the sale. That's right, only knowledge is not yet skills and, moreover, not skills.

It should be remembered that any training should be comprehensive. Teaching staff how to communicate with guests without touching the menu and wine list presentation techniques would be, at the very least, reckless.

It may seem that in connection with the current situation in the global financial market, it is not advisable to conduct training with staff. However, corporate training is one of the most reasonable ways to increase the professional effectiveness of staff. Moreover, you can save a decent amount if the restaurant staff has an employee who is able to develop and conduct training with staff. There are more and more establishments with good cuisine, conceptual interior, pleasant atmosphere and advantageous location. To stay competitive, you need to stand out in some way. No matter how trite it may sound, but the most profitable thing to stand out is the service.

The relevance of this work is due to the fact that, today, there are very few companies involved in training for catering in Russia, and there are a huge number of offers from trainers of a wide profile. They, professionals, have experience, reputation, but, as a rule, not on highly specialized issues. With the problems of the hospitality industry, they are only superficially familiar. Without understanding the prerequisites that led to the emergence of a particular situation, the effectiveness of training will be low. Many trainers, even from serious companies, are sure that the main thing is the mechanism for developing training programs, while specialization is secondary. However, this is a highly controversial point.

The aim of the work is a theoretical analysis of in-house training as a resource organizational development.

Achieving this goal requires solving the following tasks: to analyze the main methodological principles for building training systems and models of in-house training, and to analyze the formation of a corporate training system.

The work consists of an introduction, two chapters, a conclusion, a list of references.

Chapter 1. In-house training as a resource for organizational development

1.1 Basic methodological principles for building in-house training systems

The problem of setting and forming a program of in-company training of employees is relevant today for most managers of organizations. This situation is due, firstly, to a high degree of uncertainty and dynamism of the environment, which requires employees to constantly increase their competencies.

An important condition for increasing the efficiency and competitiveness of enterprises and companies is a highly effective system of in-house training of personnel. To ensure the best quality of education and training, the in-house training system needs to be dynamic and open, as well as project-oriented, i.e. it must be responsive to the needs of education consumers and a changing environment that is highly innovative, economically viable and manageable. In addition, this program should work effectively in the special Russian conditions. In this regard, the problem of the applicability of foreign applied and theoretical developments for domestic companies becomes no less important and relevant.

Evaluation of the level of effectiveness of the methods and programs of in-house training offered in various information materials proves that the range of special tasks that are solved within the framework of in-house training is currently quite local and narrow. First of all, this is individual coaching for top managers and executives, coaching, the tasks of increasing the professional competence of employees of various specializations and levels, creating an effective team, introducing new technologies, training within the framework of reengineering of organizations, etc.

Typically, in-house training programs are created specifically for a particular organization and are focused on preparing and educating staff for innovations and changes in the organization.

To date, in-house training programs for employees of the organization are developed by these structures: non-profit and commercial business professional education centers, advanced training institutions and universities, private training centers and business schools, or by the company's specialists themselves.

Ignoring the fact that the forms of organization and models of building training vary widely, it is necessary to highlight the key methodological principles for building in-house training programs:

1. Focus on solving tactical and strategic tasks facing the client company: the program should be developed based on the wishes of the client company, and should be focused on the priority tasks and strategic goals of the company.

2. Training on in-house programs should be carried out not so much in the format of trainings and seminars, as much as training consulting: the result of which is the development of interaction procedures, company regulations, enterprise standards and new principles of its work.

3. Corporate knowledge: participation in the training system for employees of various departments will help form the general corporate principles of interaction and work, develop the organizational culture of the customer company.

4. Feedback: at the end of the entire training, the trainer provides an individual report for each student, respectively, and the trainer himself receives feedback, which allows you to evaluate the result of the in-house training program, and most importantly, its effectiveness.

As a result, we can conclude that, first of all, organizational programs are developed and implemented in accordance with the strategic objectives of the company. Therefore, when creating a training program, the necessary dynamics of development of the company's employees, the possible speed of development, the necessary and available resources for this work are taken into account. Such programs are usually created taking into account various interests: the interests of the company's employees themselves, the interests of individual areas and departments, as well as the business as a whole.

Secondly, such a program indirectly and directly can solve the problems of team building, team building, coordinating the interests of the group, improving the quality of relationships between departments of the organization.

Thirdly, with the help of the implementation of in-company training programs, issues of creating a "single field" in the company - value, conceptual, information - can be solved. The organizational educational program is often a significant element in the development organizational culture. And, finally, only programs of this kind give a chance to act as "teachers" to the leading specialists of the enterprise themselves. Despite this, no matter how the need is formed, the in-house training program can be effective only if the timing and costs are determined, the current situation of the company is analyzed, the development prospects are assessed and the image of the desired future is formed, and changes are predicted and drafts of these changes are prepared.

1.2 In-house training models

In this paper, we will consider four main groups of in-house training models: the system model, the “competence formation” model, the “meta model”, and the “leadership” model. These groups of models combine a large number of approaches and concepts to employee training presented in Western and Russian management.

A systemic model of in-house training. This group models is based on the view of the organization as a whole system. Based on this vision, in-house training programs are formulated. Some of these programs have their own standard and are presented on the market as electronic products. Traditionally better side systems models focuses on group learning and group processes.

From the point of view of a systematic approach, the basis of the working model of in-house training should, according to the authors, be such a concept of in-house training that links training with the strategic and tactical goals of the company, combines training and employee assessment activities into a common personnel development system, clearly regulates the areas responsibility for putting the results into practice, as well as the learning process itself, highlights ways to motivate employees to learn.

Models for the formation of competencies. When considering this model, the formation of a specialist involves the formation of a flexible, able to successfully adapt to different conditions activities, with an excellent set of core personality competencies. Based on this, we can talk about the following concept of competence, which plays a significant role in solving various issues in the aspect of the formation of a modern specialist and his professional in-house education.

The learning models presented within the framework of this concept involve the expansion or formation of individual competencies or a whole range of competencies. As a result of training, an employee must have a certain qualitative set of various technological core competencies and their accompanying competencies, abilities that are required to perform a particular job. Basic technological competencies are expressed in standards and qualification criteria. They have their own specifics, combine the knowledge and skills that are required for the implementation of job duties and professional activities. Related competencies are individual and additional for each employee. They usually include social - psychological skills and abilities that allow the employee to increase their personal effectiveness and efficiency. The competency model is applied in various forms, the most holistic and organized among which is the corporate university. In the main part of building the systems of a corporate institution, the prospects and features of the company's development and the current activities of trained employees are identified.

The two types of in-house training models presented above - namely, the “systemic” model and the “competence” model, are more typical for domestic authors - managers and business coaches. The analysis of foreign informational authors made it possible to identify two distinctively different types of in-house training models that prevail in Western management. From the point of view of foreign sources, these include the model of self-learning organizations and the "leadership" model. It is also important to note several differences in the form of organization of the system of in-house training in foreign and domestic practice. If, for example, in modern Russia, in-house training programs look like corporate institutions, consulting and training centers, then in Europe, in addition to these forms, the practice of creating so-called employee training resource centers and professional associations of corporate training mentors is very common.

The next model, widespread abroad, is the model of in-house training, which is based on the formation of leadership. This group of models is formed on the postulate of the main role of the manager or leader in creating incentives and motivation for learning, corporate change and innovation. The manager acts as a conductor of organizational decisions and innovations, and his professionalism and competence, and most importantly, motivation determine the success of the entire in-house training program. The special popularity of the "leadership" approach is quite high today. This is confirmed by a huge number of "schools of leadership" for managers, theoretical and methodological books on the purposeful formation of a team, leadership qualities in people who are engaged in management activities.

Next, consider the metacognitive model. The main feature of this group of in-company training models is considered to be the position of a coach, teacher or, in other words, a mentor. Generally speaking, the goal of the training program may be not only the transfer of information, skills or work strategies, but also the formation of a “self-learning organization”, acting as a subject of learning, which occupies a reflective and open cognitive side in relation to the intra-organizational and extra-organizational environment. .

In general, we can say that today there is a very “contradictory” situation in which the manager has to choose among models of staff training that are absolutely unequal in terms of efficiency and validity. In the opinion of researchers, the most effective way to overcome this situation is to change the current paradigm of in-house training. Training should be considered not so much as a means of solving basic applied problems, but as a powerful resource aimed at intra-organizational changes. The implementation of this paradigm is possible only within the framework of the methodology of the general systemic approach. When in-house education reaches the system level, it begins to affect almost the entire structure of the company, stimulate the training of personnel and managers of all levels of the organizational hierarchy.

To summarize the above, it turns out that the system of in-house training is necessary in order to be effective and efficient, it must be congruent with the general tactics and strategy of the company, as well as the key goals of the enterprise. If the constructed structure is competent, based on a systematic approach, the competence of managers and open process management, then it will be effective. As the results of a comparative analysis of several models of in-house training, which are so widely represented in foreign and domestic practice, show, the effectiveness of a training model primarily depends not on certain competencies formed as a result of its application, but on the degree of adaptability and flexibility inherent in this model itself in relation to to a dynamic internal and external organizational environment.

Chapter 2

So, in-house training is a special form of organization of professional training for adults. As a rule, in-house training programs are created specifically for a particular enterprise and are focused on the development of personnel and preparing them for changes in the organization.

In this part of the work, the advantages of implementing a process approach to building a system of in-house training of personnel at an enterprise and the main components of the learning process will be considered.

The application of the process approach to the analysis of the in-house training system allows us to consider training as one of the processes in the personnel management system, which is characterized by a certain phasing, the end result and can be reproduced at the intervals necessary to maintain the core competencies of the organization's employees.

There are seven main stages in the learning process. Let's consider them in more detail.

2.1 Analysis of the needs of the employer for the training of personnel in the mode of in-house training

The training programs implemented by employers can be divided into two categories: large groups. The first group is programs for training personnel for certification required by state regulatory authorities. This group also includes professional retraining programs for business valuation specialists, training and advanced training for anti-crisis managers, professional accountants, securities specialists, and others.

The second group is programs for developing the personnel potential of enterprises implemented by employers as part of organizational development strategies. This is mainly an economic and managerial block of programs, training specialists, waiters, bartenders, i.e. service personnel.

In general, diagnosing the organization's need for in-house personnel training involves the definition of three groups of requirements:

· Regulatory requirements - compliance of programs with professional standards, safety requirements, job descriptions, etc.;

· Requirements for resource support - the characteristics of students, learning technologies, educational and methodological support of the educational process, the quality of teaching, the system of teacher training, organizational support.

2.2 Service design

After the training needs assessment stage, it is necessary to design a model of the future in-house training system based on the information received. In order for this project to be developed and implemented, it is necessary to properly “package” it, fill it with personally significant meanings for the staff, that is, increase its attractiveness to the staff. For this, special technologies have been developed, in particular, technologies of simulation games, innovative seminars, etc., which allow in a relatively short time to identify the essential parameters of the in-house training system that determine its effectiveness and relevance in the organization. When designing training, it is necessary to take into account the basic patterns of professional training for adults. As modern authors note, adult education should be based on:

1. Innovative methodology. In the course of innovative learning, the following happens:

development of problem solving technologies (formation of effective thinking) for solving problems of activity,

· formation of socio-psychological competence (development of skills and abilities of effective communication) to solve problems that arise in the construction of communications, actualization of personal potential necessary to remove personal difficulties. Training based on these principles begins with a diagnostic innovative seminar, where the participants themselves analyze the real and desired situation that they would like to see in their organization, learn to correctly formulate the problem, distinguish the causes and reasons for their appearance. It is important that the training takes place in a group interaction, which allows “here and now” to master the techniques of building effective relationships.

2. The contract is a process, in the course of which the basic norms of interaction in the learning process are formed, the purpose of the work is indicated. Goals should be realistic (i.e. achievable); specific (it should be clear to an external observer what exactly the desired result will manifest itself in); measurable (by what signs it can be judged that the goal has been achieved); verifiable (it should be clear whether there is movement towards this goal) and attractive (so that the customer and client want to achieve them).

3. Principles of andragogy. “Don’t give answers to questions that aren’t asked!” - this phrase reflects the basic idea of ​​andragogy (adult pedagogy). If the group or emerging individual has no questions, then there is no need to give answers. This approach contradicts the traditional pedagogical model, in which the student is more of an object than a subject of educational activity. Within the framework of this approach, the teacher, together with the group or student, determines the main parameters of the learning process: goals, content, forms and methods, means and sources of learning. When implementing the andragogical approach to adult education, many new forms and methods of teaching of an innovative (“active”) type are used: research, game, simulation, project based on the principles of problematic, personality activity, integration of theory, practice and learning, development creative individuality in group or group work.

2.3 Preparing resources. Organizational requirements for in-house training programs

1. The in-house training program should provide the necessary knowledge in a number of disciplines related to the direct activities and tasks of employees.

2. Professional retraining programs must have a volume of at least 500 academic hours, advanced training - at least 100 academic hours and combine an educational component, as well as targeted preparation for continuing education and internships.

3. Training programs can be focused on training, as a rule, with a break, as well as without a break from the work of a specialist.

4. Training programs should include modern innovative domestic and foreign learning technologies, business games, case analysis, computer modeling, the use of theory and practice of managerial decision-making, exchange of experience, psychological training, etc.

6. Each training program must contain a list of educational and methodological materials used in its implementation.

7. Programs that meet the specified requirements in terms of content and quality should provide for the use of various forms and conditions of training and ensure the effective use of allocated funds for their implementation.

8. The implementation of training programs should be carried out with the involvement of qualified teachers, trainers with extensive scientific and practical experience, as well as publications and (or) participating in consulting projects on the profile of the disciplines taught.

9. The training should end with a final attestation or certification and the issuance of relevant documents to participants who have successfully completed the training.

2. 4 Implementation of the training service

Implementation of the system of in-company training and personnel training is carried out in accordance with the developed model and training programs. The main principles of the implementation of the model are the principles of constant monitoring of the process, feedback analysis, active work with organizational resistance. At the same time, the following competencies of teachers of in-house training are a key factor in the success of training:

1. Knowledge of the specifics of organizational culture and business in general (technology, organizational structure, sales markets, competitors, etc.);

2. The ability to apply, along with traditional methods, the latest methods and tools of human resource management, as well as the ability to design and organize work, maintain effective interaction;

3. The ability to manage changes in the enterprise through the impact on employees, the introduction of innovations, the dissemination of best practices in organizational development.

2.5 Assessment of consumer and customer satisfaction at the stage of program completion

The results of the in-house training process are measured by evaluating (controlling) their compliance with the set goals, analyzing the increase in competencies, periodically assessing employees, monitoring the quality of training, improving the qualifications of teachers, and increasing the efficiency of organizing in-house training.

If we formulate the main requirement of the customer as "professional development of the company's personnel", the problem of forming satisfaction criteria arises, since most often the process of personnel development is not defined for the customer, and, accordingly, the customer's goals in this area are not clearly defined. Therefore, when modeling an in-house training system, it is necessary to initially “lay” into the model the criteria for a “satisfactory” system and the main parameters for evaluating these criteria. As a rule, in the actual process of implementing an in-house training system, the main methods for assessing the satisfaction of an organization-client are a survey of employees and focused interviews. The effectiveness of training is assessed by the parameters of novelty, usefulness, applicability of the acquired knowledge in terms of personal and professional development, as well as real indicators of individual and team work.

2.6 Post training support for staff and formation of new requirements

Effective in-house training programs often include post-training support modules. The most common forms of implementation of this part of the in-house training system are:

· Methodical seminars;

· Intra-company conferences;

· Trainings aimed at consolidating the acquired skills;

· Individual coaching and consulting;

· Tracking the growth of competencies in real activities;

· Formation of individual professional development programs for individual employees, etc.

Regardless of the form of organization, post-training support determines the reproduction of the process of in-house training and the formation of new training needs.

The process approach to building a system of in-house training involves the formation of mechanisms for the reproduction of the learning process. In reality, such a reproduction of the process is possible due to post-training support, within which new applications for training are formed, as well as a competent structure of the in-house training system itself, capable of adaptively responding to changes in the strategic goals and priorities of the organization, the dynamics of the organizational culture and the extra-organizational environment.

Conclusion

While most of an organization's resources are tangible objects that decline in value over time, the value of human resources can and should increase over the years. In conditions of fierce competition, the main resource of the company's competitiveness is the human factor.

The needs of organizations in the development of their personnel are formed today under the influence of the following main factors: professional knowledge quickly becomes obsolete, which leads to a decrease in the qualifications of specialists; there are rapid technological changes that require the acquisition of new knowledge, skills and abilities, but the main thing is that companies feel constant competition that requires improving the quality of services. That is why employees need to be trained. For personnel who have already been working in the organization for a certain period of time and have practical experience, it is advisable to organize trainings on a specific topic. It is most effective to organize a corporate training system that takes place at regular intervals. In this case, the process of continuous accumulation of knowledge and improvement of skills will be ensured.

So, in order for training to give real results, firstly, it must be comprehensive, clearly planned and focused, first of all, on the needs of the company, its strategy, prospects and financial capabilities. Secondly, it is necessary to identify training needs, having previously carried out diagnostics, also determine what topics the classes will carry, thirdly, to carry out activities aimed at motivating employees for training, fourthly, to develop training programs correctly, in accordance with generally accepted training methods . Fifth, criteria for evaluating the effectiveness of the training provided should be defined.

It is safe to say that training is an integral part of the activities of organizations that do not just work or survive in the market, but are also focused on development in the future.

training staff consumer employer

Bibliography

1. Anurova N.I., Kuptsov A.N. ABC of restaurant business. Publishing House "Showcase". - M., 2012

2. Anurova N.I. Staff in a restaurant: how to create a professional team. LLC "Modern retail and restaurant technologies". - M., 2011

3. Vlasov E. "Personnel training system"

4. Zavyalova J. The way of the coach. Autobiographical essays of a practicing business coach. Ed. Speech, 2006

5. Kucher L.S., Shkuratova L.M., Efimov S.L., Golubeva T.N. Restaurant business in Russia: Technology of success. TransLit, 2007

6. Skityaeva I.M., “Formation of the system of in-house personnel training”; magazine "Additional Professional Education"

7. Modern personnel management/ ed. Bazarova G.T., no. 6; Moscow: IPKgossluzhby, 2007, (292 pages)

8. Shakalova M.V. "Corporate University: fashion or expediency?"// Magazine "Handbook of personnel management", 2005, No. 2.

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Rodin Alexander Ilyich, Ph.D.,
leading specialist RSMC NO
"Sparrow Hills"

Coming together is a start.

Sticking together is progress.

Working together is success

Henry Ford

The concept of continuous education, currently dominant in the domestic theory of education, makes various forms of education and socialization throughout a person's life one of the priorities of state policy in this area.
Corporate education as one of the most important subsystems of lifelong adult education, which is closely related to changes in the real sector of the economy, with production. Current state The country's economy is characterized by a mismatch between the labor market and the educational services market. This discrepancy is exacerbated by the fact that there are significant discrepancies between educational and professional standards. The process of convergence of educational and professional standards is possible with the development of corporate education.
Corporate training in the format of additional vocational education is a set of formal and non-formal vocational training processes that are initiated, systematized, managed and controlled by the educational organization itself.
Corporate learning is a dynamic process of disseminating knowledge and information on solving production problems, during which the employees of the organization receive and apply the acquired knowledge and practical skills in their work, allowing them to more successfully and effectively adapt to changes in the external environment, while developing new models of professional activity. that create a competitive advantage for an educational organization.
The conditions for the development of a modern educational organization are such that the main competitive advantage and people are the main strategic resource. Therefore, corporate training of the entire team is necessary to solve the set strategic tasks. Based on expert assessments and research results, it can be argued that investments in the development of the team are the most useful among other investments and can significantly increase the efficiency, and most importantly, the effectiveness of educational activities.
What should be an effective system of corporate training? How to turn training into a real tool for increasing the professional competence of the team? Perhaps, these are the first questions that arise from the management of an educational organization in connection with the organization of corporate training. The need and possibility of creating a corporate training system arise when:
 there are long-term, unchanging goals for the development of an educational organization. To date, such a task is to implement the requirements of the Federal State Educational Standards and professional standards;
 Developed development strategy. This is the current system of educational programs;
 description of the necessary professional competencies of employees;
 the need for training has been identified;
 employees are recognized as a strategic resource for the development of an educational organization.
The essence of corporate training is not just to improve the skills of employees, but to increase the potential for flexibility, variability, and adaptability.

Before considering the essence of corporate education, it is necessary to define the concept of "corporation". The term comes from the Latin word corporatio, which means association, union, or community. However, today this concept has a much deeper meaning. Michael Hemmer sees the term "corporation" as something more than a system of technological processes and groups of people doing some work. He means by this concept the human community, which creates a special kind of culture - corporate culture.
Today, a corporation is not just an association of people in some legal forms. This is a kind of economic association that has a common goal, and, as a rule, a single management system. This also implies their common tasks of managing various processes and resources: administrative, economic, HR resources, financial, industrial, educational, security system, resources for interacting with the external environment, etc. At the same time, the task of creating a corporate culture is just their external visible part. Based on this understanding of the term "corporation", let's define the concept of "corporate entity", which is new for us.
So, "corporate education" is a system of training the corporation's personnel: from an ordinary employee to top management, which allows for effective training of personnel with a specific goal that contributes to the achievement of the corporation's mission. "Corporate education" is a system of accumulation and transmission (transfer) of various kinds of knowledge: economic, technological, industrial, organizational, knowledge in the field of corporate culture, professional, ethical, managerial and others to effectively achieve the goals set for the corporation. Since the goals and missions of corporations differ in content, degree of ambition and aggressiveness, the educational objectives, and hence the methods for achieving them, can also vary significantly.
Corporate training has the following theoretical foundations. Thus, in line with the androgogical concept of adult education, it is precisely the forms of collective and group cooperative activity that are considered as the most effective for the development of individuality. The theory and practice of psychology asserts that the development of personal qualities, the most effective changes in the human psyche, occur not in individual activity, but in group interaction. Consequently, the task of developing the individuality of employees, their professional growth requires organizing group forms training, providing joint-separated activity of participants.
Another basis for corporate training can be the concept of models of a person's attitude to work, proposed by D. McGregor in the 60s and developed in the works of A. Maslow. D. McGregor talks about two approaches to assessing a person's attitude to work - model X (which affirms the general laziness of a person and the compulsion of his labor activity to meet basic needs) and model Y (the basis of this model is the idea of ​​self-realization of a person in labor activity).
A. Maslow, in the development of the theory of D. McGregor, affirms the manifestation of the Z model in modern society - the attitude of a person to work within the framework of this model is characterized by creativity, the desire for self-realization, self-organization, self-learning, responsibility for a common cause, the need for partnership.
Human capital- this is a certain stock of health, knowledge, skills, abilities and motivations accumulated by a person. The most successful definition of the essence of corporate education follows from the concept of "human capital" Human capital can be considered in relation to an individual, state and organization. In the latter case, human capital is usually considered as an element of a more general concept - intellectual capital. Today there are no unambiguous definitions and models of the economic evaluation of intellectual capital. As part of the intellectual capital of an organization, three components are usually distinguished: Human capital; Structural capital; market capital. Taking into account these basic concepts of the theory of human capital, the main content of corporate education is the development of the organization's human capital, associated with the improvement of its knowledge, skills and the formation of a system of motivations.
The transition to continuous, lifelong education, dictated by the pace of development of the modern economy, education, science, information technology, puts forward the problem of developing corporate education among the top priorities.
Essential features of corporate education:
focus on continuous development of human resources;
the relationship between learning and self-education;
training with life and professional experience of students;
interdisciplinary nature of the content of training;
The construction of corporate training is based on the study and consideration of the professional needs of the organization and the cognitive interests of specialists, their job functions, official status and professionally significant personality traits. Corporate training as part of the adult education system is characterized by multifunctionality, dynamism, and the outstripping nature of development in relation to the objects of professional activity of students.
It should be noted the openness of corporate education, its focus on the end result associated with solving urgent professional problems; flexibility, determined by the possibility of taking into account the objective needs of production and specialists in their professional and personal development. A feature of corporate education is also the participation in it of a specific category of adult students with basic professional education and professional experience.
The implementation of corporate training programs for employees and personnel allows maintaining the level of competencies of employees necessary to ensure the competitiveness of an educational organization in the market of goods and services, and training ahead of schedule, focusing on changes in the external environment.
Corporate training is conducted by the forces of the educational organization itself and according to its plan, which means that it will correspond to its mission, vision and strategic development goals.
Our mission:
Creation effective system additional corporate education at the level of the best domestic practices based on a value-oriented approach to form a new level of knowledge, competencies and culture among employees necessary for the implementation of the Vorobyovy Gory strategy. Contribute to the disclosure of the internal potential of each individual employee, the search for new opportunities on the way to achieving their goals.
Our values:
 PROFESSIONALISM - We believe that professionalism allows you to successfully achieve your goals and get the necessary results.
 QUALITY AND RESPONSIBILITY - We are responsible for the quality of our work and the fulfillment of our obligations.
 OPENNESS AND ACCESSIBILITY - We believe that openness and accessibility build trust and promote long-term relationships and collaboration.
 PARTNERSHIPS AND LONG-TERM COOPERATION - We value partnerships based on trust, respect and responsibility and are aimed at long-term mutually beneficial cooperation.
The main goal of corporate training at Vorobyovy Gory is to create a permanent mechanism in the educational complex to support the innovative environment and develop human capital, the formation of the educational complex as a self-learning ambitious corporation.
The goals of creating a corporate training system are: ensuring the competitiveness of the educational complex; development of managerial potential of managers; creation of a personnel reserve; formation of modern business skills of employees; improving the efficiency of the educational complex; development of corporate culture.
Goals define tasks innovation activities and corporate training priorities:
development of managerial thinking;
formation of professional competencies;
generating new knowledge;
correction of the organizational culture of the educational complex in accordance with the new strategy;
flexibility and constructive role behavior.
The task of corporate training is to support those who share corporate values ​​and are ready to develop, guided by the basic principles:
Training is subordinated to the goals of the organization.
A holistic and consistent approach to learning instead of irregular and unrelated learning events.
Responsibility for the effectiveness of training lies not only with specialists in it, but also with the students themselves, their leaders, and management.
Evaluation of training is carried out constantly using all the necessary technologies for this.
The delivery of training is organized so that it is targeted, timely and accessible to all who need it.
There is a unified training system, which at the same time encourages employees to work together.
The value of training is demonstrated on the basis of a comprehensive methodology for evaluating its effectiveness.
Principles of building an effective system of corporate training:
The principle of continuous development of employees.
The principle of focusing on advancing, proactive development of the educational complex.
The principle of sufficient motivation.
The principle of practical necessity and relevance.
The principle of system.
The principle of the prevalence of learning in the process of work, in the workplace.
Leadership principles.
The principle of subjective assessment of the quality of education.
The principle of an objective assessment of the quality of education.

The main stages of building an effective system of corporate training:
1. Development of a list of competencies and success profiles for specific positions or groups of positions of the educational complex by departments.
2. Diagnostics of employees' motivation for training.
3. Diagnosing the needs for training employees by departments, taking into account the goals, plans for the development of the educational complex.
4. Formation of a corporate order for staff training.
5. Definition of internal and external provider.
6. Coordination of specific personnel training programs in accordance with the training plan.
7. Organization of staff training
8. Development and approval of procedures, methods and control points for assessing the effectiveness of training.
9. Development and implementation of a system for assessing (attestation) the effectiveness of personnel activities.
10. Making changes (if necessary) to the corporate culture and the system of motivation (as part of it) of the personnel.
The content of corporate training is revealed through its main functions, which, on the basis of generalization, can be formulated as follows:
identification and analysis of the needs for certain knowledge and skills for certain employees of the organization, depending on the strategy and current tasks solved by the complex;
analysis of opportunities and determination of the most appropriate forms and methods of organizational learning;
organizing and conducting in-house training for the target group of employees of the organization, its personnel, material and technical support;
creating conditions for training employees and motivating the implementation of learning outcomes in the process of professional activities of trained employees;
assessment of learning outcomes.


From a functional point of view, the use of forms and methods of corporate education in the educational complex is of particular relevance.
Training of newcomers to the educational complex of employees, which includes the professional and socio-psychological adaptation of the employee to new conditions, the development of his own line of organizational behavior. In this case, it is extremely important to inform new employees about the organizational structure of the educational complex, its mission and the main aspects of corporate culture.
Training to increase the level of competence. It is necessary in two cases:
1) when the competence of an employee does not allow him to effectively and fully implement his competences;
2) when the competencies themselves partially change due to career development, the transition to a new step in the hierarchical ladder.
Retraining for the purpose of rotation or development of new activities. Retraining mainly implies mastering the basic and professional knowledge and skills necessary for mastering another type of activity.
Within the framework of the listed types of corporate training, three areas are distinguished, each of which is correlated with the policy of developing the human resources of the educational complex.
The first direction is the so-called necessary training and contains the minimum that is necessary for effective professional activity within the framework of the competencies being implemented.
The second direction - focused education - is of a strategic nature and is designed for a certain contingent, with the creative potential of which the educational complex links its plans for future development.
The third direction is development programs designed for those who want to develop their potential, gain additional, non-professional knowledge, develop communication and management skills that are not mandatory for professional activities in the current period. These programs are of a reserve nature, forming and improving the general educational level of the employees of the educational complex, in parallel they also play a social role, creating conditions for development and self-expression.
The ever-increasing flow of information in our time requires the use of new forms and methods of corporate training, which would allow a rather large amount of knowledge to be transferred to students in a fairly short time, would make it possible to provide high level appropriation by students of the studied material and consolidate it in practice.
The general trend that should be noted today, speaking about staff training, is an increasing emphasis on the use of active learning methods and on the development of teamwork skills in trainees during training. This provides a range of benefits:
- facilitates the perception of new material;
- the experience of listeners is more widely used;
– by proving or substantiating certain approaches to solving the tasks set, students acquire new knowledge and new approaches to solving these problems;
– students get the opportunity to more clearly see the patterns of effective and ineffective behavior and correlate them with those patterns of behavior that they are used to demonstrating in their work.
Learning is a two-way process and the learner is an active participant in this process. When we talk about learning, we are primarily interested in the following types of activities:
- physical - students move in the classroom, write, draw, perform psychotechnical exercises, etc.
- communicative - listeners ask questions, answer questions, exchange opinions, participate in group discussions, participate in role-playing games, etc.
- cognitive - participants listen, analyze what they see or hear, make (formulate) proposals, look for solutions to problems, etc.
On-the-job training. A form of training that provides a close connection directly with the process of the employee's activity. This form is aimed at increasing the level of competence of an employee without interrupting his professional activities through continuous practice and interaction with a more experienced employee. This form is based on the presentation of increasingly complex tasks, directed acquisition of experience, production briefing, rotation, use of an employee as an assistant, delegation of authority - functions and responsibilities.
Off the job training. This form is implemented as follows:
training on the territory of the educational complex, carried out by internal specialists;
training on the territory of the educational complex, carried out by external, invited experts (specialists);
There are various methods of training employees in the workplace:
the inclusion of the student in the process of the activity of another person - budding (from buddying - "partner");
monitoring the work process - shading (from shadowing - "being a shadow");
internships, rotations - secondment (from secondment - "business trip");
purposeful transfer of experience - mentoring;
revealing the potential of the student's personality - coaching;
support of the learning process, discussion of the experience of transferring acquired knowledge into real practice - tutoring;
trainings;
modular training;
distance learning;
programmed / computer training;
group discussions (discussions);
business and role-playing games;
role modeling;
analysis of practical situations;
Shadowing training. An employee of the educational complex is given the opportunity for about two days (at least) to be the "shadow" of a leader or an experienced worker. In the role of a “shadow”, such an employee observes and captures moments throughout the entire time of work. Thus, the employee becomes a witness of “two days in the life of a manager”, receives information about what features the career he has chosen has, what knowledge and skills he lacks, what tasks he has to solve. After that, an additional interview is conducted with the employee about the conclusions that he made for himself.
Training according to the "secondment" method is a kind of staff rotation, in which an employee is "seconded" to another place of work (to another department) for a while, and then returns to his previous duties. Temporary relocation of employees can be either short-term (about 100 hours of working time) or longer (up to a year). Secondment is a method of personnel development, as a result of which employees learn new skills and acquire new knowledge.
Training in the "buddying" method. The essence of the method lies in the fact that a “buddy” is assigned to a specialist - a partner. His task is to organize constant feedback, collecting information about the actions and decisions of the employee to whom he is assigned. The buddying method is based on providing information or objective and honest feedback when performing tasks related, firstly, to the development of new skills, and secondly, to the performance of current professional duties. Information can be provided after meetings, planning meetings, discussions, etc.
What distinguishes the “buddying” method from mentoring or coaching is that its participants are absolutely equal. In this form of work, there is no "senior" and "junior", mentor and ward, coach and "coached", student and student.
Refresher courses (internal training courses) are a special form of training that provides an integrated approach to specialized training and maintaining the required level of specialist training.
Mentoring - individual or collective patronage of experienced employees over individual young workers or their groups. Mentoring is a form of education (patronage), professional training and adaptation of young employees at the university, which involves the transfer of the experience of a mentor and the instillation of a work culture and corporate values ​​to a newcomer.
As a rule, one or two wards are assigned to the mentor. Tasks for the mentor:
to teach students the basic methods of work;
assist in the development of production procedures;
control the current result of work;
help solve pressing issues.
There are five main stages of training in the mentoring process, which can be described as follows:
“I will tell, and you listen”;
"I'll show, and you look";
"let's do it together";
"do it yourself, and I'll tell you";
"do it yourself and tell me what you did."
Coaching is a method of joint development aimed at increasing the effectiveness of a person's joint activities in three main areas of life - personal (family), social (including career, business, etc.) and creative through the realization of his potential. Coaching is not advice and guidance, not counseling and not teaching. Coaching is, first of all, questions with the help of which a person reveals his potential, his internal resources.
Mentoring is one of the methods of training and development of employees, in which a mentor (volunteer), who is not an employee of the complex, shares his knowledge with his wards for a certain time as a mentor in order to improve his practical and psychological skills necessary to perform professional tasks. Mentoring is a process during which a more experienced member of the team (mentor) shares his knowledge and skills to identify problems, describing models for their solution, reveals his approach to analyzing the situation that has arisen, offers countermeasures that have given real results (learning from his cases, how he acted in such situations).
Tutoring is the practice of individual educational support, focused on the construction and implementation of a personal educational strategy that takes into account the personal potential of a person, the available educational and social infrastructure and the tasks of the main activity. During such meetings, the experience of transferring the acquired knowledge into the real practice of the student is discussed, the difficulties that arise in transferring the model, and new effective ways of behavior are developed.
Supervision is an included analysis of the actions of two professionals (more experienced and less experienced or equal in experience). This is a collaboration in which a specialist can describe and analyze his work in confidentiality.
All these methods are aimed at the interaction of a more experienced employee with a less experienced employee and differ in the emphasis in training.
Seminars: express seminars, project seminars.
Express Seminar - presentation of trainers, experts, consultants, speakers at corporate conferences or special meetings. The express seminar solves several problems:
inspiration and motivation of a group of employees;
concise informing by an expert of a group of specialists about a certain technology or field of knowledge;
"reconnaissance in force" - an assessment of the reaction of the corporate audience to a specific expert topic, idea or trainer.
A project seminar is a form of team work aimed at analyzing existing problems, developing new ideas and projects. The seminar works in several modes:
group work to develop new project ideas;
master classes on the use of information technology, conducted by leading experts;
lectures and expert reports on current trends and world experience in solving similar problems;
expert advice;
general plenums, where the reports of the groups are discussed and the "defense" of collective and individual projects prepared by the participants.
Unlike express seminars, at a project seminar there is no traditional division into mentors and listeners. There are four professional positions:
the participant is a carrier of practical knowledge and skills in a wide subject area;
expert - a carrier of theoretical and practical knowledge in a narrow subject area;
a coordinator who organizes communication during group work;
workshop leader who organizes communication during the plenary session.
The main task of the project seminar is to put forward new ideas and bring them to the stage of projects.
Business training is a socio-psychological training, the direct or indirect purpose of which is to improve the business performance of the complex. The greatest attention in business training is given to the development of behavioral skills in a particular situation. For example: skill development effective sales, conducting business negotiations, preventing conflict situations in the workplace, time management, etc. Up to 10-14 people can participate in business training; its minimum duration is from 8 hours (standard option is 2 days / 16 hours).
Case study (case-study) is a method of active problem-situational analysis based on learning by solving specific practical problems - situations (case solving). This method assumes the maximum approximation to reality and the possibility of repeated skill training. The method is based on the approach developed at Harvard Business School. It lies in the fact that training is based on the analysis of specific working situations and problems of the organization, and the content of training tasks is the development of proposals for a significant change in the current situation.
Business simulation is a thematic business game that simulates a business environment that is as close as possible to the realities of a specific problem of the complex. The conditions of the game are developed by the facilitator (leader), taking into account the fact that, through trial and error, the participants will find the optimal solution to the problem, acquire skills and experience that they can apply in the future in practical activities. There are two types of business simulation. The first of them helps to understand the overall picture of the work of an educational organization and its divisions, where and how they come into contact in the process of activity and how they influence each other. As a result of this, the participants of the game form a clear understanding of the development prospects. The second type of business simulation models individual business processes that take place in an organization (for example, the development and design of educational programs, etc.).
Sometimes elements of distance courses, videos, webinars can be used as part of organizational learning.
A webinar is a type of online training in which the presenter and the audience communicate in text, audio or video chats. The topic of the conversation is illustrated by slides or inscriptions on the electronic board. Typically, webinars are archived and made available on demand.
Action learning. Its main goal is to bridge the gap between what the organization "says" and what it "does".
The duration of one cycle is from 3 to 12 months. The number of participants in one group, as a rule, does not exceed 6 employees. The frequency of meetings can vary from 3 times a week for 2 hours to two-day seminars on weekends. This approach uses a combination of regular analysis of the situation and setting goals, thinking through steps to achieve them with periods of real action, implementation of planned steps. Participants work on real problems, not exercises or artificial situations.
Training in working groups. The maximum composition of the working group should be ten people. Employees are assigned a specific task that they need to solve in a specific period of time. In the working troupe, a responsible person is chosen who determines the number of participants, organizes meetings, draws up minutes and fixes the final decisions of the group. The group, in turn, develops an algorithm of actions for effective solution task, and also determines the timing of its implementation.
The difference from the "learning by doing" method is that the working group makes only its decisions in the form of steps to achieve the goal. The proposal formulated by the participants is submitted to the management for consideration. Management may take the group's decision into account or reject the proposal.
One of the ways of organizational learning is quality circles.
The quality circle is a group of people functioning directly at the workplace, whose main task is to find, study and solve practical improvement problems, as well as continuous learning.
The main idea of ​​the work of quality circles can be expressed as follows:
1) quality circles contribute to a significant improvement and development of the work of the complex;
2) quality circles improve the psychological climate among the members of the working group, contribute to the development of self-esteem for everyone;
3) quality circles create conditions for daily growth, broadening of horizons, development of creative abilities of the employees of the complex.
The ultimate goal of quality circles should be the full participation of all employees of the organization in quality management.
You can list several key requirements to which the development of any employee training program should be subject.
1. The program must obey a specific goal (goals) of the educational complex, that is, work for specific positive changes in processes, practices, interactions, etc.
2. The program must have clear learning objectives that flow from the learning objectives, are described clearly, unambiguously, and imply a measurable outcome.
3. The program is built in such a way that the above goals can be achieved with minimal effort and in the shortest possible time.
4. The training program should be created in accordance with the principles of pedagogical design, take into account the peculiarities of adult learning.
5. Training should be aimed at new professional models of activity.
6. Finally, the program must provide a mechanism by which its results can be measured and objectively assessed.
For effective program staff training is recommended to use a modular approach. The module is a separate independent part any system. The module clearly defines the learning objectives, tasks and levels of study of the material, as well as skills, abilities, competencies. The modules have a variety of teaching aids. They ensure the active participation of students who learn information in action and actively work with educational material. The training course usually includes about three modules. In this case, a separate module can be a theoretical block, and practical work and final projects. There can be any number of thematic modules. It all depends on how much time is needed to master a skill, gain knowledge on a given material, or to form a competence. The sequence of modules can be changed, which provides flexibility and selectivity in the development of corporate training programs.
Implementation of a system for assessing the effectiveness of corporate training - improving the quality of the corporate training system to achieve the strategic and operational goals of the organization, increase its flexibility, success and increase the return on investment in personnel development.
Multi-criteria approach to assessing the effectiveness of training and development
proposed by a number of authors. Thus, the paper proposes a multidimensional model for evaluating the effectiveness of corporate training, which involves considering the process of evaluating the effectiveness of training in three projections:
1. Evaluation of the educational process itself and others accompanying it, their input and output parameters, as well as current monitoring.
2. Connection of the training system and other levels of organization management through the training effectiveness assessment system.
3. Evaluation of the economic efficiency of training.
The introduction of this system will ensure:
Increasing the return on investment in the education system;
Evaluation of training programs in terms of achieving strategic goals and key performance indicators;
Determination of the long-term economic effect of training;
Optimization of the training system;
Increasing the transparency of the corporate training system;
Reducing the costs of personnel development through targeted and advanced training;
Identification and use of the technological and intellectual potential of the training system;
Evaluation of the effectiveness of corporate knowledge management;
Implementation of innovative developments/projects obtained in the learning process into practice;
Transfer of developed technologies to the organization.
The cost-effectiveness assessment process begins with the classification of training programs according to effectiveness assessment methods, and then the assessment methods themselves are developed. Consider some methods for evaluating the effectiveness of corporate training, taking into account the classification of programs:
First, programs with a clear financial impact, to which the Net Present Value (NPV) valuation method is applicable. In this case, it is necessary to develop a methodology for assessing economic efficiency using the methodology for assessing the discounted cash flow NPV and the profitability index using the concept " opportunity cost". The NPV indicator allows you to calculate the long-term effect of training only if you can calculate the clear "benefits" of training: increased sales; cost savings; cheaper business process, technological process; productivity increase; etc. However, in practice, the traditional calculation of NPV through cash flow is not always applicable due to the uncertainty of the cash flow generated by the educational program.
Secondly, programs with an implicit financial effect, to which the Cost-benefit analysis (CBA) method can be applied. At the same time, a methodology is being developed for assessing the economic efficiency of training programs using the Cost-benefit analysis method and its varieties. However, this method of economic efficiency analysis can not be applied in practice to all educational programs.
Thirdly, training programs with the objectives of "strategic fit" to which the assessment method "Implementation of BSC indicators" is applied. A methodology for assessing the cost-effectiveness of training programs should be developed according to the method “Implementation of BSC indicators, the strategic perspective of the goals and indicators “Training and Development” through training programs”. In this case, the most effective and priority training programs are those that provide the skills necessary for the employees of the organization to overcome the "strategic gaps" that are reflected in the strategic maps of the organization's goals as a whole and its directions. The implementation of strategic maps of goals and indicators makes it possible to achieve the target strategic indicators formulated in the organization's strategy.
Educational programs are really relevant and effective only if they form the skills and abilities necessary to solve the problems facing the students, and the presence of internal motivation of employees is necessary to make the learning process meaningful. Of the directions for assessing students, you should use:
Formation of criteria for selecting students for training;
Evaluation and selection of students (initial knowledge, competencies, formal characteristics are assessed);
Implementation of regular monitoring and final measurements of knowledge, competencies, team building processes, assimilation of corporate culture, project work;
Building a feedback system from listeners to training organizers;
Development of criteria for evaluating final projects of students, organization of project evaluation;
Comparison of learning outcomes with stated standards and initial learning objectives.
Assessment of the degree of application of the acquired knowledge and competencies in professional activities.
The model of multidimensional assessment of the effectiveness of corporate training allows you to evaluate:
firstly, both the learning process itself and a number of end-to-end processes accompanying it, their input and output parameters, build a detailed feedback system, take into account the strategic goals of the organization;
secondly, the connection between the training system and other levels of organization management;
thirdly, the economic efficiency of long-term corporate training.
The corporate training system is the main element of the system of professional development of employees of an educational organization at the corporate level and contributes to the implementation of its goals. The main stages of the system of professional development of employees of an educational organization include the following areas of action:
Establishing the goals of the educational organization and setting priorities. The main condition for the effectiveness of the system for the development of employees of an educational organization is its relationship with the strategic goals of the organization. After the long-term, strategic goals of the organization's development are determined, it is possible to determine priorities in corporate training, which is aimed at developing the staff competencies necessary for the successful implementation of the strategy. Based on this information, the standards of the organization's personnel policy are formed or adjusted.
The employee training program should consist of the following blocks: compulsory training; adaptation and training of young specialists; advanced training of specialists; training of leaders in personnel reserve; sale of educational services; selfeducation.
Quality control of training and the formation of a knowledge base. Constant quality control of corporate training is necessary not only to evaluate the effectiveness of investments in the development of employees, but also to identify problems and inconsistencies in the course of the training process in order to make prompt decisions to make training as effective as possible.
When training managers included in the reserve, issues are considered only in terms of the employee development program, while the issues of analyzing the need for a reserve, selecting candidates and evaluating performance are not addressed.
The sale of educational services to third parties allows not only to compensate for part of the costs, but also contributes to the acquisition of new employees.
Self-training allows employees to study in a more flexible mode, at a convenient time for them, and independently choose the direction of training. Using electronic, distance, on-line training for advanced training of employees, it is possible to train in a short time with financial costs mostly at the implementation stage.
The modern development of corporate training is characterized by the integration of external and internal training resources. Due to the variety of forms of organization of modern corporate training, its key feature should be emphasized - a unified knowledge management system that integrates internal and external resources for organizing corporate training.
In conclusion, let us say that the creation of an effective system of corporate training should be considered as one of the elements of corporate sustainability, which is designed to ensure not only the constant reproduction of key and unique corporate competencies, broadcasting corporate culture, but also to be an incubator of the innovative potential of an educational organization (corporation).

Literature
1. Vershlovsky S.G. The teacher of the era of change, or how the problems of the teacher's professional activity are solved today. - M., 2002.
2. Doroshenko Yu.A. Lebedev O.V. Live investments. Human capital as a priority object of investment // "Creative Economy", No. 5. - 2007. - p.11.
3. Neudachina N.V., Ulanova A.M., Khukhoreva A.V. Multidimensional model for evaluating the effectiveness of corporate training. http://arborcg.org/downloads/publication/
4. Ozhegov S.I., Shvedova N.Yu. Explanatory dictionary of the Russian language. - M., 2007. - p. 943.
5. Private N.N. Continuing professional education as a factor in the innovative development of production: Ph.D. dis. cand. economy Sciences. - M., 2011.
6. Serykh O. Modern technologies and methods of intra-corporate staff training // Business Network. - M., 2008.
7. Solovieva I.A., Zakiryanov R.I. Development of an integrated multi-criteria model for assessing the system of training and development of human resources of an organization // Internet journal "Naukovedenie". - Volume 8. - No. 2 (2016). http://naukovedenie.ru/
8. Udovik S.L. Globalization: semiotic approaches. - M., 2002.
9. Hammer M., Champy J. Corporation reengineering. Manifesto for a business revolution. - M., 2005.

In the modern world, there are probably no companies that do not know what training is. A huge part of companies know how closed and corporate trainings differ from each other. Why does corporate training exist, what does it contribute to and how does it affect the activities of firms?

In this article you will read:

• How to understand if a company needs corporate staff training
• In what form can corporate training be organized?
• How to control the effectiveness of training
• How to make sure that the employee does not quit, but works out "training"

Why corporate training is so important

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If you do everything yourself, employees will not learn how to work. Subordinates will not immediately cope with the tasks that you delegate, but without delegation, you are doomed to time pressure.

We published in the article a delegation algorithm that will help you get rid of the routine and stop working around the clock. You will learn who can and cannot be entrusted with work, how to give the task correctly so that it is completed, and how to control staff.

Corporate training- This is a set of measures that is carried out within a separate enterprise and is focused on improving the professionalism of its employees. The training process includes training, as well as various seminars for the management of the enterprise and various events to improve the skills of working as a single team.

The advantage of corporate training is that the specifics of the enterprise's activities are fully taken into account. For example, a telephone sales company requires a different approach than a manufacturing or consulting company. The purpose of corporate training is not a course of theoretical studies, but a real chance to apply all the knowledge gained in practice in given real conditions.

Who in the company needs constant training:

Sales managers. Be sure to learn new ways and tricks of sales, familiarity with the features of new products and services of your company.

State of client departments. Be sure to understand the ways of interacting with customers, to understand the information about the goods sold.

Employees of the legal department, personnel service, accounting department. They get acquainted with innovations in the Labor and Tax Codes, as well as in accounting and financial accounting. The fundamental factor for the successful work of employees of these positions is the availability and application of relevant this moment information time.

New employees. In this case, newcomers will have to get acquainted with the activities of the company from the very beginning, learn its history, prospects, methods of work, and so on.

Training of operators of automated systems. For example, when changing operating system at the enterprise or changing an outdated accounting program to a newer one, and so on.

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Destroying stereotypes about corporate training

1) Corporate training is a tribute to fashion. Russian image thinking is inherent in the desire "to be no worse than others" or "to be like everyone else." On the one hand, this is not bad, in some ways even good, however, in order to be able to withstand the growing competition, you need to learn how to be original.

2) The idea of ​​corporate training as a "magic wand". They say that it is enough to conduct corporate training of personnel, and all problems are solved: sales will increase, incomes will increase, the personnel will become devoted, and the company will be successful. And you just need to pay for the services of a training company, that's all. But this is too simple and easy to be true.

3) Corporate learning is the “medicine for the organization”. Surely many of you put off your health care until later, even when something worries you: there is no time, then there is desire. You turn to the doctor, intending to heal quickly, while not being distracted from work, or at all - run to the pharmacy and buy yourself a “magic pill”. Probably the same thing happens when we try to find “medicines for the company.” The head of the company has neither the time nor the desire to conduct a thorough study of the difficulties that arise, and sometimes it’s scary - you start to figure it out, and then it’s like that. As a result, it happens that the “trainer-doctor” is not provided with all necessary information, it turns out porridge.

Managers get hired because of the five-day training

Alexey Kubrak, Head of Corporate Training Department, Arsenaltrading

Thanks to the well-established training process in the sales department, we were able to train new employees in less time and with less investment. The level of corporate culture has increased due to the excellent preparation of the team, which has a positive impact on the motivation of the staff and, as a result, helps to reduce the turnover of the organization's staff. In addition, the corporate training system has become a significant advantage in the labor market in the fight for worthy candidates. For many employees, the determining factor in choosing our organization was the introductory five-day training. Some companies do not allow newcomers to delve into the affairs of the organization and tell them to immediately begin to fulfill their duties.

In our organization, in the sales department, one full-time specialist is engaged in the training process, who is also the main business coach, another trainer works part-time. We have allocated and equipped a separate room for training. The very idea of ​​creating a learning system was created in a few days, but the formation of its content is a selection teaching materials and test systems - took much longer, it turned out to be the most time-consuming part of the work. To build a complete unified system, we spent more than a year.

What is a corporate training system

Corporate Training System (CKO) - component management of employees, a set of specialized measures, decisions and activities that ensure:

orderliness and development of the received information;

quick assimilation of employees in a new team or in the event of a change of job within the same enterprise;

regular and effective development of knowledge and skills of the company's employees.

The corporate training system is open to all full-time employees of the organization. The system includes a portfolio of "internal" training and self-development programs for employees, as well as dedicated training programs for "external" partners and contractors.

The most important tasks of the SCO are:

• formation of an integral system of management and development of knowledge;
• translation and creation of a unified corporate style, behavior and norms;
• organization of trainings.

Technologies of work of SKO:

the sequence and frequency of the entire process of personnel training;

determination and compliance with all established rules for the selection, evaluation and formation of the company's personnel;

creation and maintenance of special mechanisms that will help determine the existence of a lack of knowledge and information among employees at a certain point in time;

management of learning processes, collection of methodological information, evaluation of training, its quality and benefits for the company and employees;

comparison of the results of assessments with the provided material, search for dependencies;

open access to all structural divisions to the information of education and trainings;

the opportunity for management to attend all training events.

The main areas of corporate training in the company are:

administrative, highly professional and corporate awareness.

the ability to communicate effectively.

sales skill.

know everything about each product of the company.

know how to effectively own and use information technology.

The head of the personnel management department is responsible for the development and attraction of uniform methods, quality standards and principles for the formation of training courses, assessment, and replacement of existing employees. The head of the personnel training and development department of the personnel management department is responsible for the very idea, development and methodology for creating a corporate training system, builds an algorithm for conducting, determines the content of the type and plans for conducting training in the company based on certain needs. Responsibility for the formation of training, the choice of topics, employees who should be trained, and so on, rests with HR managers.

Corporate training programs are based on plans previously approved by management:

• representatives of the training department in the company;
• staff experts of the company;
• attracted people (outsourcing).

Corporate training of employees in the company: pros and cons

Planning. The educational process and everything connected with it is planned in advance by the employer and, therefore, it is possible to fully control it.

Completeness and scale. Corporate training programs, if necessary, can cover each employee of the company. In addition, this kind of training, as a rule, has an extensive list of positions: these are theoretical classes on various topics, business games and seminars.

Excessive formalization. This type of training requires a large number of different documents - contracts with providers, financial papers, etc. The process of such training itself is also quite formal.

There is no connection with the needs and desires of the staff. As a rule, the opinions of employees are not taken into account when planning and implementing corporate training - it "comes" to them, at the behest of management. The “obligation” of employees is always demotivating, even if they understand the usefulness of such training events.

Corporate training requires considerable expenses for the employer.

What forms of corporate training are distinguished

Staff training usually includes the following steps:

Training before starting work - the employee is provided with relevant information before starting work;

Educational training - the employee studies the specifics of working in the company;

Adaptation - the employee adapts to working conditions;

Increasing the level of professional competencies - continuous learning.

Analyzing the listed forms, we can conclude that each stage requires its own teaching method. For example, training before starting work is the initial briefing of the immediate supervisor, and to increase the level of professional knowledge, more serious training is needed, so the employee is given the opportunity to study at various courses, master classes, lectures, and so on. The duration of such events from a couple of hours to several months.

What are the methods of corporate training

1. A seminar is a form of training in which:

A significant amount of theoretical information is given, including several exercises for practice;

There is an exchange of practical experience and methods of work of the participants.

The advantages of the seminar are:

Discussion of material related to a certain narrow specialization, all incomprehensible points are carefully discussed and explained;

Corporate professional training is carried out by updating and systematizing existing knowledge and information, as well as all the skills and experience in solving various problems, views on the situation, etc.;

It is possible to provide information only to a small group of company employees;

In the process of learning, people share with each other all the knowledge and experience, tell the tricks and secrets of more efficient activities;

In the process of planning seminars and lectures, the schedule proposed by the leader is taken as a basis;

Several seminars and controls can be held in a row if they are connected thematically.

2. Training. The main objective of the training is to analyze the behavior of employees in certain situations, parsing it all into parts and improving work skills. Development and improvement of skills is carried out thanks to games, thematic tasks, riddles and more. The amount of information in the trainings is strictly limited, because listeners and participants must fully assimilate the material provided to them. Therefore, during the training, each participant must actively behave and perform the assigned tasks. And for the teacher, it is possible to devote maximum time to the participants only in a small group of employees. That is why the training should be attended by no more than 10-15 people.

Mandatory methods of corporate training, conducting and participating in trainings are:

The activity of the participants in the process is the most important factor, which differs significantly from the activity of a person who is present at a lecture or reading a book. During the training, people are involved in a specially designed situation or game.

Study. The meaning of this activity lies in the search and discovery of new principles and methods of action in various situations. Following this principle, the teacher creates new ideas and situations, for the solution of which employees need to go beyond the usual actions, use the acquired knowledge in practice. For a group of educators, an artificial stressful environment is created in which it is necessary to evaluate all problems and find ways to solve them.

Feedback. Feedback is the best way to evaluate decisions made. It is the coach who must take care of creating the conditions in which feedback will be present. In certain types of training, where it is necessary to assess skills and abilities, suitable tasks are created for this purpose. For example, a task is given and a hidden video recording of an employee's work on a problem, his behavior and actions to solve the problem is turned on, after which this situation is discussed.

Partnership communication is a type of communication that takes into account the goals, desires, opinions and interests of another person. When using this type of communication between employees, the organization of corporate training is based on trust and support. People taking part in training rely on each other, trust and make decisions mutually.

3. Round table (group discussion). In this form, all discussions and analysis of problem situations are held in an open form. Each participant expresses an opinion, after which a collective discussion of proposals takes place. The members of the lesson are equal in status, experience and field of activity. Only the specialist conducting the discussion differs from everyone else. His role is to guide the conversation. All participants in turn put forward their own point of view on the topic of the round table, after which they collectively discuss incomprehensible or controversial points.

A group discussion is only conditionally a form of employee training, because in the process of conducting it, as a rule, employees do not learn, but jointly develop solutions to problems. "Round table" can be the conclusion of all training, during which there is a repetition of all the acquired knowledge and the theoretical possibilities of applying them in practice. Most often, the number of participants in a group discussion is no more than 10 people.

4. Master class (from the English masterclass: master - the best in any field + class - lesson, lesson) today is one of the most popular forms of advanced training, during which knowledge and experience are exchanged, views on activities expand .

The differences between seminars and master classes are that the master class involves not only the theoretical provision of knowledge, but also practical. Participants can see what the leader is doing visually.

The tasks of the master class are:

1) Transfer of experience to listeners and participants by demonstrating the chronology and sequence of actions, thoughts, etc.;

2) Work together, under the guidance of the master, on all problems and incomprehensible situations;

3) Transfer of own knowledge to other participants;

4) Help from the teacher in guiding the actions and information processing processes to all participants.

The most effective combined form of education

Vladimir Averin, HR Director, Janssen Pharmaceutica

At Janssen, there are many forms of corporate training. They are conferences, seminars, trainings, mentoring and more. With this in mind, we pay equal attention to the study of both external influences, such as new drugs, their functions and capabilities, methods of application, and everything else on the pharmaceutical market, and internal influences, such as communication between employees and customers, personnel management, emotional condition team and so on. These two influences are very important for a representative of a medical company. That is why corporate training technologies are based on these areas and are a must-attend. Training is provided only during business hours.

If we take our own many years of experience, we can confidently say that the most effective is the combined form of training, which includes trainings, seminars and mentoring. We operate as follows: 65% is mentoring; 20% - solving new issues that are beyond the scope of competence, participation in start-ups, etc.; 15% - course attendance, education and training.

In addition to all this, our company has developed and launched courses, which can only be attended at the request of an employee, such as corporate English training.

Corporate distance learning: what are the benefits

Interactivity. The main difference between webinars and online lectures is the ability to talk with the audience and answer questions. Standard training consists of three stages: demonstrated - repeated - evaluated, monitored the implementation. Initially, informative screenshots are made, which are provided as methodological material. After analyzing and studying it, the teacher clearly shows the process of doing everything that is given in the training manual. The audience receives instant answers to all emerging questions, while the teacher controls the work of each of the participants. To maintain excitement and interest, the coach needs to be interested in the opinion of the audience every 10-15 minutes, ask questions, listen to the answers, correct and so on. The most important point here is the exclusion of technical problems, so the trainer needs to check the connection with each of those present in the virtual room before the start of the webinar.

Saving money. If an organization finances corporate training of employees from branches and representative offices by sending them on business trips for advanced training, then participation in webinars can be a profitable substitute for this, because a course of 6 months of webinars is equal in cost to only three business trips.

• Motivation of sales managers: advice from professionals

Staff loyalty. A large number of line employees such as merchandisers, cashiers and others work six days a week. Managers are forced to adjust to their personal schedule. At the same time, not all employees are ready to spend weekends on seminars and webinars, so their presence in the first month should be made mandatory. Of course, initially this will cause negative feedback from employees, but then they will realize that spending extra time on work or training is valued by the employer. Plus, they will get answers to all their questions, therefore, they will make fewer mistakes, which will be followed by a promotion and a higher level of income.

Development of the company. To conduct online webinars, you need additional devices: PCs, laptops, tablets, headset and Internet connection. This, perhaps, represents the movement of the company forward, to some extent.

Features and principles of corporate training for managers

The most important criteria for managers who undergo training would correctly be considered to be the following:

Analyzing the problems of training managers, it must first be taken into account that this is teaching for established, adult people who have received education and experience, and currently occupy leadership positions. As a rule, these are people who are difficult to teach anything, they all have sufficient experience and a , which we purchased ourselves, and in which we are sure!

They are leaders who know what responsibility for themselves and their wards is, often making important decisions on their own, without consulting anyone.

These are practices. Managers know the goal, they know the idea and they know the sequence of actions that must be performed to achieve the goal. That's all, they act strictly according to plan.

Usually, these are successful leaders with vast experience in their field of activity and life in general. That is why when training leaders, it is necessary to take as a basis not conveying information to him according to the training plan, but improvisation. The mentor must find flaws in the work of the leader, minor shortcomings and offer options for correcting them. Only in this state of affairs, training will make sense.

Criteria to be followed in order to conduct corporate training for managers:

1. Initially, the content of leadership training should be consistent with the goals of the company. In this age of advanced technology, most organizations are faced with the problem of unskilled managers in some matters of doing business. In this regard, companies lose millions because they cannot achieve their goals and objectives. Managers do not have the knowledge that appears daily on the Internet and in training programs.

2. The content of training for managers should be closely related to the content and structure of their activities. At the moment, companies are looking for competent employees for leadership positions! The requirements are knowledge of modern management basics for further training and development already in a narrow area of ​​the company's activities. Managers must know what marketing is, how to deal with and develop it, the economy, cash flows, and so on. Practice proves that successful companies are not those who have great financial and resource potential, but those who know how to properly select personnel. After all, when people want to develop, nothing can stop them!

3. In addition to all, it is imperative to create a system of continuous training for managers, aimed at constantly updating their knowledge and competencies. The half-life of competence is the period of time when the lion's share of existing knowledge becomes obsolete. About 60 years ago, this time period was at least 10 years. Now, based on the field of activity, it is 3-5 years. Further, the reduction of this time will continue, because every day scientific and technological progress absorbs more and more firms. That is why every year the founders determine the number of hours for staff training.

4. Methods of training leaders should be organically linked with the goals and content of training. It should be based on a combination of theory and practice, as well as on the formation of an understanding of where to get information from in the future, because now new items appear daily.

5. Probably, the fundamental goal of management training is to change views on the management process, change attitudes that are associated with management activities. It is necessary to lead the manager to take a fresh look at things happening in the company, his subordinates and his own responsibilities!

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Of course, managers are becoming more competent every day in the field in which they work. But this professionalism is not only experience, but also the support and help of surrounding employees who are ready to work on a common cause.

How is the organization of corporate staff training

The system of corporate personnel training can be built in various ways:

1. The company has an internal trainer. In this case, the coach is an employee of the company who has mastered the training and special courses. His responsibilities include regular and complete training of staff. This is a profitable and effective way of training, however, it is worth remembering that the trainer is subordinate to the management, so his actions may not be entirely objective, plus everything, he himself may not be competent enough. After all, a good coach should be able to understand many areas of activity, and not just the work of one company.

2. A third-party training company is involved - the most well-known and used way of conducting staff training. A special company develops a personnel training plan, based on the organization's available budget, conducts training, and controls the work of processes. This is a great way to gain knowledge, unless the company is really professional.

3. A corporate university is being created. The most effective way, but very costly. Although, if the corporation can afford it, this is a wonderful investment.

What you need to do before implementing corporate training

The most important question that arises in the process of making a decision about training in a company is to understand what is training for the company?

Having answered this question, first of all, to himself, the founder will understand what he needs:

• avoidance by managers and managers of errors associated with insufficient qualifications;
• multiplication and development of acquired knowledge;
• development and own development of employee management methods;
• conducting sales, negotiations, conclusion of contracts by employees;
• organization quality work employees with all standards requirements;
• quick adaptation of new employees in the team.

How to ensure that all these requirements are met, and work in the company moves by leaps and bounds, and the activities of employees bear fruit? main way to solve these problems - to make it a duty to conduct corporate training and development of personnel.

There are several mandatory points that are very important to follow when conducting corporate training:

• providing "students" with an assessment of their learning so that people know what they have learned, what they can do and what results the classes give them;
• application in practice of all the material provided;
• comparison of all material with practical situations at work, comparison of problems and solutions;
• the importance of receiving training in future work;
• providing "students" with sufficient motivation to further gain knowledge;
• assessment of the initial level of knowledge of employees in training in order to assess progress.

These requirements contribute to the search for a clear understanding of how, whom, what, when and why to teach, as well as who organizes and conducts training and evaluates its effectiveness.

However, this very understanding is difficult to obtain, even with the criteria for assessing the need for training. In this case, it is necessary to specifically understand the group of employees who need to replenish knowledge, the goals of this action and the results that the company will achieve after applying all the acquired knowledge in practice.

Considering all of the above, it becomes clear that there are 2 objects of financing:

the first is the employee who shows good progress at work, and after replenishing his knowledge and skills, he will significantly increase his contribution to the progress of the company (“development”),

the second is investment in an inexperienced employee, which leads to a slowdown in processes, and the company loses profit (“compensation”).

Absolutely any workers engaged in various labor activities should be conditionally divided into groups. Each of these groups must be investigated in order to identify the needs of a narrow profile of certain specialists. In the future, this kind of analysis should become part of the training of personnel in the company. Do not forget that such a study must be clearly and carefully thought out, it must meet all the necessary requirements for multiple use, conducting by various specialists, compactness and conciseness, effectiveness and speed of evaluation.

Organization of corporate training: step by step instructions

Step 1. We analyze the practical need

Implementation example: conducting an analysis of the company's activities.

Why do you need:

To understand the feasibility of conducting corporate training or to determine a more influential way to influence the situation;

To determine the importance of certain results in the reporting period;

To determine the indicator of resource availability of the enterprise.

How to do it: You need to research the company for the possibility of performing all the desired tasks through staff training. The specialist needs to determine in what ways to act and what to influence in a certain situation.

Step 2. We develop a system

Implementation example: business plan.

Why do you need:

To form a complete picture of next steps aimed at improving and developing the company;

To define exactly what will be considered a result, so that employees can evaluate the effectiveness of corporate training;

To form clear and specific tasks for the near future, depending on the scale of the plan (from six months to decades) in order to track the timing of progress.

How to do it: write down goals using the SMART method, create tasks, choose methods and ways to solve them, set deadlines.

Step 3. We inform employees about the upcoming corporate training

Implementation example: methodology for introducing learning into a company

Why do you need:

For the awareness of employees that actions are being taken to form training at the enterprise;

To accept by all employees that the company will regularly undergo training, that this is a prerequisite for working in this organization;

To create a clear understanding among staff of the purpose of introducing regular training.

How to do it: upload all documents and articles to the organization's Internet portal on the topic of training, the advantages of passing it; create a "Training" section on the organization's website, where all examples of the application of the acquired knowledge will be published, success from the application of the acquired skills will be described, etc.; gather meetings where to report on the implementation of training everywhere.

Step 4. We paint the training system

Implementation example: regulation or charter for staff training.

Why do you need:

To provide a clear understanding of the goals and objectives of the training;

To analyze current teaching methods and select the optimal one;

To identify all those involved in this issue.

How to do it: document the training methodology, all rules and responsibilities; identify leaders; show document templates that will be used in training.

Step 5. Develop methods for evaluating corporate learning

Implementation example: filling out questionnaires.

Why do you need:

To be able to quickly search for weak areas of activity;

For the result from the lessons themselves and teaching, because the assessment of corporate training is the main criterion for effectiveness;

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To assess the personal goals of company employees.

How to do it: conduct a survey on the topic of the course, give an opportunity to evaluate the acquired knowledge; the main thing is to follow the principles of "like - dislike" and "is it necessary for business."

Step 6. We give an objective assessment of the quality of education

Example of implementation: we evaluate activities in the workplace (behavior, efficiency, etc.).

Why do you need:

To assess the focus of the employee, and, as a result, the degree of assimilation of the material provided by him;

To determine the use of acquired knowledge and skills directly in the workplace.

How to do it: write down a list of indicators of employee behavior after studying the course; evaluate the use of the acquired knowledge by the employee using the case-studies or “mystery shopper” method; do a customer survey.

Step 7. Develop a summary assessment of training effectiveness

Example of implementation: analysis and evaluation of changes in the competence of the employee as a whole.

Why do you need:

To assess the implementation of all the expectations placed on this training;

To identify the reasons for failure;

To apply acquired skills and knowledge in a new position.

How to do it: offer to solve a more complex and unusual task that is beyond the competence of the employee; observe the actions and behavior of the employee in the workplace; evaluate and verify the results.

Step 8. Create a knowledge bank

Implementation example: information repository of knowledge.

Why do you need:

To provide easy and quick search for the necessary information by employees;

To provide employees with an information base for working and launching new projects in the future;

For the use of this specialized material directly in production.

How to do it: put all the data on the corporate website in the public domain only for members of the company, its branches and representative offices.

Step 9. Increase opportunities and reduce costs

Implementation example: corporate distance learning (CDL).

Why do you need:

To simplify and automate training and provide information to branches and representative offices of the company;

To reduce training costs;

To avoid hiring a regional training manager.

How to do it: place an order for the development of the site (or do it yourself, if possible), open access only to employees of the enterprise. Directly on the site, you can post lectures, tests, assignments, and so on, so that employees, having familiarized themselves with the material, immediately show the level of assimilation of knowledge, on the basis of which it will be possible to form all kinds of statistics and so on.

Step 10. Support employees during training

Implementation example: planned session with managers of all departments.

Why do you need:

To involve in the implementation of the project and assign responsibility to the heads of departments of the company;

For the direct formation of goals and plans of the company by managers;

To help and support managers of their employees after training.

How to do it: agree with the experts or independently develop a plan for the session; describe the methodology of the teams; identify several methods for analyzing the situation.

Step 11. We select the most diligent employees

Implementation example: personnel collection in reserve.

Why do you need:

To select candidates who are most suitable for emerging promising positions;

To assess the qualities of candidates;

To expand the workforce.

How to do it: intertwine learning with a competency model; select employees who meet the reserve criteria; assess the competence and effectiveness of these employees; educate employees on the information they missed based on their competency analysis.

Step 12 Maintain the Skills

Implementation example: Developing a post-learning support process.

Why do you need:

For a thorough consolidation of the skills and abilities acquired during the training;

To form the skills of applying all the knowledge of employees in practice;

To create an environment in the company where there is constant development and training, so that employees get used to working in such conditions and at such a pace.

How to do it: you need to create a special system for repeating the acquired knowledge in the form of meetings and seminars, where the topics covered will be randomly discussed in order to resume information in the memory of employees who have been trained.

Step 13. Implementing the acquired knowledge

Example of implementation: the process of structuring work.

Why do you need:

For employees to understand the principles of applying any corporate training task in practice;

To create opportunities and areas of application of skills acquired in the learning process;

To improve the quality of work of employees.

How to do it: in the learning process, it is very important to focus on the need to apply the acquired skills in practice, as well as the need to change the outdated approach to work and views on the activities of the company as a whole.

How to set up employees for corporate training

1) In order to fuel employees for learning, you can associate it with a promotion. For example, career growth in the service is possible only after passing a certain number of advanced training courses.

2) Training itself can be made unique, accessible to a certain number of people. Present it in the eyes of employees as a kind of encouragement for good work and a chance for promotion in the future.

3) Within the walls of the company, it is necessary to organize a large-scale advertising campaign for advanced training courses, trainings and other things.

4) It is very important that the founders are equally interested in the passage of trainings and education.

Paying for training is the incentive for employees

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The cost of providing employee training typically represents 80% of the amount allocated to rewards for good performance, which the company is practically obliged to allocate. Such trainings and training programs become a necessity only if there is an opportunity to further check the effectiveness of passing this training. Based on the data obtained, it can be concluded that it is expedient to introduce other programs that increase the level of knowledge of employees, and the goals of corporate training in general. If the assessment system is not applied at the enterprise, the decision to conduct training is made directly by the founder of the company. However, his opinion in any case will be subjective.

Based on our own experience, we can conclude that not all employees want to gain knowledge and experience. That is why it is so important to select in detail the employees who need to improve their skills, otherwise it will turn into a waste of money and time. This kind of expense is worth making only for people who themselves want to learn new things. How to correctly determine which people in the company's staff should study and which should not? Our own practice showed us the following principle: we announced a certain voting open, where each employee is given the opportunity to make his own proposal regarding the improvement of the company's work. After that, it is enough just to observe people and their actions, to evaluate what and how they do for the development of the organization.

There is another way: the employee receives a task that has never been encountered before in his practice. In the event that this proposal is followed by a refusal of the employee, we can conclude that there is no point in educating and training him. And employees who agree, on the contrary, can count on training at the expense of the company and career growth.

How to determine the effectiveness of corporate training

Conducting an assessment focused on corporate vocational training helps draw conclusions about the effectiveness of the training itself and its application in practice. The level of evaluation can show whether the training makes sense and how cost-effective it is.

There are four levels of learning assessment:

Level 1. We determine the reaction of employees. At this stage, the perception of training by employees is assessed, how interesting and informative it is for them to attend trainings. The assessment is carried out in a questionnaire, which lists certain categories of mandatory questions that help to reveal the attitude of employees to training:

Achieving the goals of this type of training;

Implementation of the selected training program;

Evaluation of the effectiveness of acquired skills in an actual way;

The quality of the training;

The level of provision with methodological materials;

conditions of the learning process.

Level 2. We evaluate the assimilation of knowledge and the development of skills. During this stage, you will receive the results of the effectiveness of the training. The main task is to find out the usefulness of the information received, skills and opportunities to expand views on the work of the enterprise.

In order to conduct an actual assessment of the increase in knowledge, you can use the same test several times, comparing the initial, intermediate and final results in percentages. Thus, dynamics can be observed.

Also, to evaluate the acquired knowledge, you can set a practical task, the answers to which will need to be analyzed and evaluated in detail.

Level 3. We evaluate the behavior of employees. At this stage, an assessment is made of the indicators of the use by employees of the studied material in practice.

This is done in several ways, one of which is the direct observation of the head of the subordinate, the second is the conduct of a survey of colleagues and clients of an employee who has undergone advanced training. Also, independent experts can help in the assessment. All the results obtained are compared with the expected ones, and appropriate conclusions are drawn.

Level 4. Evaluate the result. This last stage of the evaluation package provides an opportunity to assess whether the investment in training is practically profitable. Improvement of production indicators - an integral value. And it is possible to evaluate a separate training course only if it is used in practice and extracting commercial benefits for the company from this. There is an easy way to determine the benefit of some individual training. For example, train in-house employees in what an outsourcing company has previously done and compare the efficiency and benefits of the two workforces.

In fact, quite often it happens that the assessment is not at all positive. It happens that employees are trained, they like everything, but there are no changes in their work. It also happens that the application of the acquired knowledge does not bring absolutely nothing to the organization. But all the same, it is necessary to evaluate corporate training, because this is the final stage, which gives an approximate, and sometimes accurate, idea of ​​the effectiveness of the spent resources, both material and physical.

Assessing Corporate Learning with Tests

Corporate education, trainings, their effectiveness can also be assessed with the help of tests, questions and answer options in which should be as clear and precise as possible, unambiguous. With the help of answers to questions, the testees show the level of assimilation of basic, basic knowledge. To complicate the test, you can increase the number of answer options to about 6. You can also make some tests for which there are 2 or more correct answers.

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It is more efficient to use tests directly in the learning process, immediately after passing a certain topic. This contributes to a better assimilation of the material. It is better to provide tests individually to each in printed form. You can give employees the opportunity to search for answers in their notes and teaching materials. For example, a person can read the price list, know almost all the prices by heart, but this will simply be the use of memory, memorization. The meaning of searching for information on questions makes it possible to understand the structure, assortment of the price list, and not just find out the prices.

In order to assimilate information on long term It is recommended to conduct the test the next day after studying the material. The program looks at the answers to the questions and gives the result.

How to keep an employee and oblige to “work out” training

In practice, the following methods are used:

Student agreement. In the case when a person is looking for a job, the employer has the right to conclude a student contract for training with him. And if a person is already on the staff, an agreement is concluded with him for on-the-job training and retraining, it is an addition to the employment contract;

Agreement on training at the expense of the employer. I often use this method, however, in the Labor Code of the Russian Federation there is no such agreement and its clear conditions.

Article 249 of the Labor Code of the Russian Federation states that the employer may indicate in the student agreement or agreement an agreed and definite period during which the employee is obliged to work in his company. The length of the term depends on the cost of training. Here you need to be reasonable. For example, having paid a marketer a 1.5-year MBA course worth 500 thousand rubles, you have the right to offer him a working period of three to five years. In case of non-compliance with these conditions by the employee (without a good reason), he will be obliged to compensate for the proportional difference in the cost of the MBA course. Also, the expediency and reliability of cost recovery is guaranteed by article 207 of the Labor Code of the Russian Federation (on student contracts). It says that if the student fails to work after training, he will be obliged to reimburse the scholarship received during the apprenticeship.

Information about the author and company

Vladimir Averin, HR Director, Janssen Pharmaceutica. HR practitioner with 15 years of experience. He has held senior positions in companies such as MusaMotors, British American Tobacco and the Basic Element Group. Also worked as an HR consultant in several leading Russian and international companies. Janssen Pharmaceutica is a group of pharmaceutical companies, a division of Johnson & Johnson Corporation, which specializes in the development and creation of new medicines for such branches of medicine as oncology, immunology, psychiatry, cardiology, infectious diseases and others. The Russian representative office of the company was opened in 1991.

Alexey Kubrak, Head of Personnel Training and Development Department, Arsenaltrading. Graduated from the Kuban State Academy physical education in 2001. Since 2004, he has been in charge of HR departments in companies in the region. Winner of the Russian competition for business coaches "Coaching skills" (2013), winner of the Tournament of the Krasnodar Territory in managerial wrestling (2012 and 2013). finishing materials and tools. The company was founded in 1993 in Krasnodar. Staff - 360 employees. The main clients are retail stores and wholesale depots of building and finishing materials, construction companies. Official site - www.tdarsenal.ru

Anton Bulanov, creative director of Live! Creative / Marketing, Moscow. Agency "Creativ-Market" has many years of experience in organizing business events of any level and complexity.