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Methods for assessing learning outcomes and their effectiveness. Calculation of the socio-economic efficiency of personnel training. Assessing the effectiveness of training of the organization's personnel

Assessing the effectiveness of training is an important stage in the staff training process. Its purpose is to determine how an organization benefits from employee training, or to determine whether one form of training is more effective than another. Once money has been spent on study, you should know exactly what the organization can get in return.

Information obtained from evaluating the effectiveness of specific curricula, must be analyzed and used in the preparation and conduct of similar programs in the future. Assessing the effectiveness of training for an organization's employees allows us to constantly work to improve the quality of training, getting rid of such training programs and forms of training that did not live up to the expectations placed on them.

Ideally, assessment of the effectiveness of training should be carried out constantly, in a qualitative or quantitative form, assessing the impact of training on such organizational performance indicators as sales, quality of products and services, labor productivity, employee attitudes, etc.

The main reason why an organization should evaluate the effectiveness of training programs is to find out to what extent the training objectives were ultimately achieved. A curriculum that does not achieve the required level of performance, skills or attitudes must be modified or replaced by another program. After training its employees, an organization does not always achieve the desired result. In this case, there is a need to identify the reasons for failure. Even good programs may fail for many reasons: unrealistic or too general training goals may be set, the training process itself may be poorly organized, failures may occur due to reasons beyond the control of those involved in organizing the training (for example, teacher illness, equipment breakdowns or errors people) etc. Identifying the reasons why a given training program failed and analyzing them allows the necessary corrective measures to be taken in the future.

Evaluation of the effectiveness of training can be carried out using tests, questionnaires filled out by students, exams, etc. The effectiveness of training can be assessed by both the students themselves and managers, specialists from training departments, teachers, experts or specially created target groups.

There are five criteria commonly used to evaluate the effectiveness of training. The data is presented in Figure 1.5.

Let's consider these criteria.

Students' opinions. Finding out the opinions of students about the curriculum in which they have just completed training, about its usefulness and interestingness is an accepted practice in many organizations.

Figure-Criteria used in assessing training effectiveness

This involves asking their opinions on the following issues:

Quality of teaching (teacher qualifications, teaching style, teaching methods used);

General conditions and environment during training (physical conditions, lack of distractions, etc.);

The degree of achievement of learning objectives (meeting the expectations of students, the willingness of students to use the learning results in their work practice).

When assessing opinions, it is assumed that if the participants liked the training program, then it is good enough. The opinion of students is considered as an assessment of experts who are able to objectively evaluate the curriculum according to the proposed criteria (indicators). Students are usually asked to fill out specially designed questionnaires upon completion of training, which may contain, for example, the following questions:

How helpful was this program to you?

How interesting was the training?

How relevant was the training topic? and so on.

Students' responses can provide important information about their attitude to learning, how the material was presented by the teacher, and reveal their readiness to use the acquired knowledge and skills in their work.

Mastering educational material.

To assess the degree to which students have mastered the educational material, the teacher or study organizer must answer two main questions:

What must a student be able to do to demonstrate that he has mastered the subject?

What should the student know? What questions should he be able to answer?

It is the completeness of knowledge assimilation and the strength of acquired skills that are the indicators on the basis of which the success of training is assessed. The completeness of learning material can be assessed using oral quizzes, tests, testing, oral or written tests and exams. Both written and oral forms of knowledge testing require that students be asked a variety of questions.

Unfortunately, most Russian companies makes virtually no attempt to find out to what extent the training material was mastered by the employees who completed the training. Often you have to deal with the fact that the “testing” or “testing” procedure, which is used to scare students, in fact turns out to be a pure formality - everyone receives a test, and the completed forms with test results are sent directly to the trash without checking. Of course, this form of “control of assimilation” has a right to exist - in this case, it serves the function of increasing students’ motivation to learn. But if you can take much more from this procedure, then you should not refuse it.

Behavioral changes. This criterion determines how employees' behavior changes after completing a training course when they return to work. For example, safety training should result in more high level compliance with the rules for handling flammable or toxic substances; driving training - mastering driving skills, safe driving; business communication training - reducing the number of conflicts in the organization, a higher level of cooperation between employees of the organization.

Working results.

The effectiveness of the training program can also be assessed by the results production activities those who have undergone training. If the performance of an organization, department or individual employee improves, then this is the real benefit that the organization receives as a result of training. The incentive to start training staff may be that the level of waste or defects is too high. In this case, the goal of employee training will be to reduce waste, for example, from 10 to 3 percent. If such a result is achieved, we can consider that the training was successful. The success of a marketing course can be measured by measuring sales volume or by measuring customer satisfaction through a customer survey. You can invite the immediate supervisors of the employees who have completed the training to evaluate how well they apply the knowledge that they received during the training. This assessment procedure can be repeated after some time (after 1 month, 3 months, 6 months or more).

Cost effectiveness.

Training programs should also be evaluated for cost-effectiveness. Training must be beneficial for the organization, that is, we must strive to ensure that the benefits that will be received upon completion of the training exceed the costs of conducting the training.

For example, at the Honeywell company, the effect of a training program on increasing labor productivity and product quality is determined by the formula:

E=P x N x V x K - N x Z, (1.1)

where P is the duration of the program (in years); N is the number of trained workers; V - cost estimate of differences in labor productivity of the best and average workers (dollars); K is the coefficient of increase in performance as a result of training: Z is the cost of training one employee (dollars).

Training must be integral part the work of the organization, inseparable from its main goals. Training costs money, but this investment pays off through increased productivity, quality, and customer satisfaction. In addition, employees highly value the opportunities that training opens up for them.

The following indicators of training effectiveness and methods for their calculation can be distinguished (Table 1.5):

Table 1.5 - Indicators of training effectiveness and methods of their calculation

Direction of assessment

Index

Calculation method

Training expenses

Share of training costs

Ratio of training expenses to total expenses

Costs per employee

Training costs divided by number of employees trained

Training costs per hour of class

Total training costs divided by total training time

Return on investment in training

Savings achieved in relation to training costs

Total savings from previously unused resources or avoided waste divided by training costs

Percentage of improvement in production performance after training per course

Percentage of employees who improved production performance (difference in performance before and after training

Income per employee per year

Total revenue or sales divided by total number of employees

Profit per employee per year

Total annual profit before taxes divided by total number of employees

Availability of qualified specialists

Number of training department employees per 1000 company employees

Headcount of the training department divided by the total number of employees x 1000

Evaluation of the training department's performance

Satisfaction from consumers of the services of the personnel training and development department

The ratio of the number of consumers of training department services who gave the rating “ good job"or "effective operation", to the total number of consumers who filled out the evaluation sheets

It is clear that for different types Evaluation criteria will vary slightly. For example, to evaluate initial training, the criteria could be the following: knowledge of products and services, personality profile, communication skills in interacting with clients; activity in the educational process. And to evaluate practice, monitoring and planned evaluation, criteria such as desire for development, compliance with corporate culture, etc. can also be added.

The procedure for assessing the effectiveness of training usually consists of four stages, which are presented in Figure 1.5.

Figure - Stages of the procedure for assessing the effectiveness of training

1. Determination of learning goals. The process of assessing the effectiveness of training begins already at the stage of planning training, when determining its goals. Learning objectives set the standards and criteria for assessing the effectiveness of training programs.

Training and development of personnel in the organization

For any organization, employee training cannot be an end in itself. Personnel training, like other parts of the team management system (recruitment, motivation, incentives, control), should be aimed at achieving a common goal, i.e. ensuring effective work and active development organizations.

Even at the personnel selection stage, the organization receives information that allows it to outline actions to train and improve the skills of employees. The attitude of organizational leaders to employee training is associated with an understanding of what benefits the organization will receive as a result and what costs it will incur for personnel training.

Benefits to the organization from staff training:

  • The ability to successfully cope with problems associated with new areas of activity and increase competitiveness.
  • Reducing staff turnover, increasing the prestige of the organization.
  • Acquisition by staff of skills to adapt to constantly changing socio-economic conditions and, accordingly, strengthening the position of the organization.

Benefits of training for employees:

  • Increased satisfaction in your work.
  • Improving qualifications, competence, self-esteem.
  • Increased career prospects within your organization and beyond.

Costs for personnel development at the enterprise

Employee training not only brings benefits, but also comes with certain costs. Costs associated with personnel training can be direct and indirect.

  • Direct: payment for teachers, educational materials; payment for rent of premises.
  • Indirect: payment of salaries to training employees released from work; payment of bonuses to employees performing the work of absent colleagues.

Effectiveness of staff training

Analysis of the effectiveness of training of company employees is an important stage in the operation of the management system of an enterprise or institution. Evaluating the effectiveness of training is necessary to determine whether the organization is getting any benefit from it, and whether the forms of training used in the organization are effective.

Monitoring the effectiveness of staff training allows you to take timely measures to improve the quality of training, correcting forms and methods of training. Assessing the effectiveness of personnel training in each specific organization requires choosing the most appropriate assessment methods. Calculating financial indicators of the effectiveness of employee training is quite difficult, especially where people are engaged in mental work.

Traditional methods for assessing the effectiveness of employee training are testing, observation, self-report, statistical analysis, etc. Among the non-traditional methods, the following techniques have proven themselves:

— D. Kirkpatrick (assessment on 4 levels: reaction, learning, behavior, result);

— J. Phillips (assessment using formulas to measure the return on capital invested in personnel);

— M. Guy (biparametric assessment), etc.

Training and retraining of personnel will be effective if the costs for them in the future are lower than the organization’s costs of improving labor productivity using other factors and costs associated with errors in personnel selection.

Modern methods of personnel training and evaluation of their effectiveness

training staff positive qualifications

Introduction

Currently, business is growing rapidly and competition is growing. The task of any company is not only to survive, but also to remain competitive. The success of an enterprise directly depends on the performance of its employees. Therefore, the problem of personnel training is relevant for many companies.

External conditions change very quickly ( economic policy state, legislation and taxation system, new competitors appear, etc.) and the internal conditions of the organization’s functioning (restructuring of enterprises, technological changes, emergence of new jobs, etc.) which puts the majority Russian organizations facing the need to prepare staff for today's and tomorrow's changes.

Achieving long-term and short-term goals, the need to increase competitiveness and carry out organizational changes require reliance on well-planned and well-organized personnel training efforts. In addition, training is designed to increase the level of work motivation, staff commitment to their organization and involvement in its affairs.

Despite the difficult financial situation of many Russian organizations during the transition to working in conditions market relations, costs associated with personnel training are beginning to be viewed as a priority and necessary. More and more organizations are conducting large-scale training of personnel at various levels, realizing that it is trained, highly qualified personnel that will be the decisive factor in the survival and development of the enterprise.

Target course work- analyze modern methods of personnel training and ways to evaluate their effectiveness.

The object of the study is personnel training.

The subject of the research is methods of personnel training and assessment of their effectiveness.

-identify the positive and negative aspects of staff training;

-consider methods of personnel training and their classification into traditional and active;

-study modern methods of personnel training;

-identify benefits active methods over traditional ones;

-identify modern problems in personnel training;

-study methods for assessing the effectiveness of training;

-consider factors of training effectiveness.

1. Theoretical basis staff training

1.1 Staff training, benefits and costs

Personnel training is the process of developing the professional knowledge, skills and abilities of employees, taking into account the goals and needs of the organization as a whole or its relevant departments.

As a rule, there are three types of personnel training:

1.Personnel training is a systematic and organized training and production of qualified personnel for all areas of human activity, possessing a set of special knowledge, abilities, skills and methods of training.

2.Personnel development - training of personnel in order to improve knowledge, skills, abilities and methods of communication in connection with increasing requirements for the profession or promotion.

.Retraining of personnel - training of personnel in order to master new knowledge, abilities, skills and methods of communication in connection with mastering a new profession or changing requirements for the content and results of work.

In order for senior management to be willing to consider training a top priority, training must be beneficial both to the entire organization and to individual employees. The attitude of top management towards personnel training is largely related to an understanding of what benefits the organization receives as a result and what costs it incurs when training different categories of employees.

The benefits received by the organization as a result of personnel training are expressed in the following:

1.Training of employees allows the organization to more successfully solve problems associated with new areas of activity and maintain the necessary level of competitiveness (increasing the quality and productivity (efficiency) of personnel, reducing costs and reducing costs, reducing injuries, etc.).

2.Increasing staff commitment to their organization, reducing staff turnover.

.Increasing the ability of personnel to adapt to changing socio-economic conditions and market demands. In this way, the organization increases the value of the human resources at its disposal.

.Training allows you to maintain and disseminate among employees the core values ​​and priorities of the organizational culture, promote new approaches and norms of behavior designed to support the organizational strategy.

For the employee, the benefits of training are as follows:

1.Higher job satisfaction.

2.Increased self-esteem.

.Increased qualifications and competence.

.Expanding career prospects both inside and outside the organization.

Staff training is not just about benefits. It also entails certain costs. The costs associated with employee training include direct and indirect costs. Direct costs may include:

-expenses for paying teachers and support staff;

-expenses for educational materials;

-expenses for renting premises.

Indirect costs may include:

-expenses associated with the need to release employees from work for the period of their participation in the training program (as a rule, while maintaining their salary);

-additional burden on other employees who have to do work for absent colleagues.

The organization incurs especially significant material costs when paying for long-term (from several months to several years) training of its employees outside of their main job. Sometimes it is quite difficult to say which costs - direct or indirect - are more sensitive for the organization.

1.2 Methods of personnel training and their classification

Teaching methods are methods of interrelated activities of the teacher and students, aimed at achieving educational goals. Teaching methods depend on its goals and the nature of interaction between subjects.

The variety of personnel training methods can be divided into two types - traditional and active. Traditional methods are predominant in the transfer and consolidation of knowledge. These teaching methods remain predominant today, which proves their fairly high efficiency, but they also have a number of disadvantages: they do not allow for different levels of knowledge to be taken into account, they do not involve feedback, demonstrating the degree of mastery of the material.

Traditional methods of personnel training include:

-lectures;

-seminars;

-educational films and videos.

Lecture (Latin lectio - reading) - an oral, systematic and consistent presentation of material on a problem, method, topic, etc. The lecture is traditional and one of the most ancient methods vocational training. When using the lecture method of presenting material, the teacher orally conveys information to a group whose size can range from a few people to several hundred or even thousands of people. At the same time, the teacher can also use visual teaching aids using a blackboard, posters, slide shows and videos.

Advantages of lecture presentation of material:

-the lecturer fully plans and controls the course of the lesson;

-the ability to reach a large audience;

-relatively low financial costs per student (especially if there is a large number of students).

Disadvantages of lecture presentation of material:

-high requirements for the skill of the lecturer, necessary for high-quality knowledge transfer;

-low activity of students and the inability to receive feedback reduce the effectiveness of learning the educational material;

-the impossibility of taking into account differences in the educational level and professional experience of students.

Seminar (from the Latin seminarium - nursery, greenhouse) - a form of educational and practical classes that involve greater activity of participants and are used for joint discussion of the problem, development general solutions or searching for new ideas.

The most famous and popular are seminars on the development of corporate culture, strategic sessions, and brainstorming. For example, you can discuss with invited experts specific problems that arise in companies - problems of debt collection, optimization of document flow, management accounting. As a rule, the seminar ends with the presentation of some logically completed portion of the material or topic.

The purpose of the seminar is to check the assimilation of the lecture material and to help students better understand the content of the topic being studied.

Advantages of seminar classes:

-allow you to control the degree of understanding by students of the material covered;

-help students better understand what was not understood during the lecture or when reading additionally recommended literature;

-allow the teacher to establish stronger connections between the material that students received in the lecture and the knowledge and experience that they currently have.

Disadvantages of seminars:

-seminars, unlike lectures, are held in relatively small groups of 8-25 people;

-The seminar leader must be an experienced and sociable person.

Each video course includes an educational video, a manual on the course topic and a methodological guide for teachers on how to conduct classes. IN methodological materials may contain suggested exercises, role-plays, educational texts, dialogues, discussion topics, emphasis on key teaching points, even timed training options.

Benefits of video training:

-connection with practice: the plots are based on real events that occurred at specific workplaces;

-visibility and accessibility of the presentation of material;

-possibility of self-learning and repetition;

-Possibility of repeated use in group classes and individually;

-ease of use: training can be carried out at a convenient pace, in a convenient place, at a convenient time, which is psychologically comfortable for the majority;

-does not require large expenses.

Disadvantages of video training:

-any viewing leaves participants passive;

-Films and videos do not allow taking into account individual differences in the educational level and professional experience of students;

-in the absence of external control, when no one forces the employee to “grow and improve,” the problem of internal motivation becomes quite acute;

-When watching videos, such a powerful factor influencing students as the personality of the teacher is excluded.

1.3 Active learning methods

The ever-increasing flow of information in our time requires new forms of education that would allow for sufficient a short time transfer to students a fairly large amount of knowledge, would make it possible to ensure a high level of students’ assimilation of the studied material and consolidate it in practice. Business education involves the practical use of knowledge and skills that students gain during the learning process. Knowing management in theory and being able to manage in practice are completely different things. Therefore, management must be taught differently from traditional disciplines. Active teaching methods pay great attention to the practical development of the knowledge, skills and abilities transferred to students.

Active learning methods are teaching methods aimed at developing students' independent creative thinking and the ability to skillfully solve non-standard professional problems. The purpose of training is not only to equip with knowledge, skills and abilities to solve professional problems, but also to develop the ability to think, a culture of thinking creative activity. These methods are characterized by active cognitive activity of students, a close connection between theory and practice, a focus on mastering the dialectical method of analyzing and solving complex problems, developed reflection, an atmosphere of cooperation and co-creation, and assistance in mastering a productive style of thinking and activity.

A general trend that should be noted today when speaking about personnel 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 number of advantages:

1.It makes it easier to perceive new material. The lecture form of presenting material for most adults who have completed their studies long ago is too difficult, as it requires a high concentration of attention, good memory and, possibly, already lost learning skills.

2.The experience of listeners is used more widely. During classes, it undergoes significant rethinking and streamlining. Listeners mutually enrich each other. This makes it possible, on the one hand, to review your own experience, determine what “works” in it and what is harmful or ineffective, and on the other hand, get acquainted with the experience of your comrades, borrow new techniques and approaches to solving the most common problems. in the work of task listeners.

.By proving or justifying certain approaches to solving assigned problems, students acquire new knowledge and new approaches to solving these problems. When using active learning methods, as a rule, it is not the teacher who proves to students the “correctness” of certain approaches or actions, but, on the contrary, during group discussions, students must independently justify what is given to them in ready-made form when presenting the material in a lecture form.

.Students gain the opportunity to more clearly see patterns of effective and ineffective behavior and relate them to the patterns of behavior that they are accustomed to demonstrating in their work.

The successful achievement of learning goals is largely associated with the psychological atmosphere that develops during study. The maximum benefit from a lesson can only be achieved when a friendly atmosphere develops during the lessons, increasing the involvement of participants in the learning process, stimulating the students’ interest in the learning process, and encouraging them to show creativity and initiative.

The role of the teacher is especially important in ensuring a favorable psychological climate conducive to achieving learning goals and a high level of mastery of educational material. The level of cooperation between the teacher and students and the emotional climate during classes largely depend on the personal qualities of the teacher, his experience and ability to correctly structure work in the classroom. During classes, it is important to ensure a high level of interaction and goodwill between students.

Currently, the most common active learning methods are:

-trainings;

-programmed training;

-computer training;

-business and role-playing games;

-behavioral modeling;

-analysis of practical situations;

-Basket method.

Trainings

Training is understood as training in which theoretical blocks of material are minimized, and the main focus is on practical development of skills and abilities. In the course of living or simulating specially specified situations, students have the opportunity to develop and consolidate the necessary skills, master new models of behavior, change their attitude towards their own experience and approaches previously used in work. Trainings usually widely use a variety of active learning methods and techniques: business, role-playing and simulation games, case studies and group discussions.

Training is the method that is able to most quickly respond to all external and internal changes. It provides more intensive and interactive training and, in addition, is primarily focused on obtaining practical skills needed in everyday work, on the exchange of experience between students, which allows obtaining results of high practical value, and saves time and resources of employees and the organization generally.

Training is a very effective method of training personnel if its main goal is to master or develop specific skills or abilities necessary to perform job functions.

The undoubted advantage of the training is that it increases staff motivation. During the training, not only the transfer of knowledge occurs, which is, of course, very important, but also a certain emotional charging of people. The need to apply new knowledge in practice is awakened and actualized, i.e. incentives for activity increase significantly. Usually, after a well-conducted training, employees are in a state of emotional uplift for 3-4 months. In this regard, it is advisable to develop a training program in such a way that, on average, training takes place approximately once a quarter.

Today there is no doubt that high-quality training, developed taking into account the needs of the organization, can produce significant results. However, in anticipation of real changes in the behavior of employees, it is necessary to understand that a skill is formed after at least 21 repetitions and is maintained with regular practice. In addition, there are a number of reasons that prevent the consolidation of training skills:

-lack of self-discipline to practice and consolidate the skill acquired during the training;

-the desire to do everything quickly and correctly at once;

-psychological discomfort from the fact that not everything works out;

-the difficulty of analyzing one’s own mood and behavior.

Thus, up to 80% of the knowledge acquired during the training is lost. In this regard, it is very important to ensure support for changes after the end of the training - post-training support for staff.

Post-training support is a whole range of activities and classes, updating the topics of the past training, which is aimed at maintaining, consolidating and enhancing the training effects.

Advantages of the trainings:

-concentration of participants;

-high level of information absorption and intensity of thought processes;

-opportunity to gain skills practical work;

-strengthening the motivation of company employees;

-exchange personal experience;

-teamwork.

Trainings also have a number of disadvantages:

-short-term effect from any training (3-4 months);

-The effect of the training is, by and large, emotional, and lies in the application of this skill.

Programmed and computer training

With programmed learning, information is presented in small blocks in printed form or on a computer monitor. After reading each block of material, the student must answer questions designed to assess the depth of understanding and the degree of mastery of the material being studied. After each answer, students have the opportunity to receive feedback showing its correctness. The main advantage of programmed learning is that it allows the student to move at his own, comfortable pace, when the transition to the next block of information occurs only after the previous one has been mastered.

The capabilities of computer technology allow students to begin studying a subject (topic) from a level that corresponds to their current level of knowledge, their experience and abilities, and move forward at their own pace that is convenient for them. If necessary, the student can go back and repeat a topic. The program may contain a system of intermediate test tasks and final tests for sections and the subject as a whole.

Interactive multimedia programs on CDs combine the benefits of programmed learning with the rich capabilities of computer technology. Students may be presented with work situations that must be worked out during the course (for example, a faulty motor that requires repair, or a fire in a chemical warehouse). After selecting any answer from the available alternatives or a specific action, the consequences of this action appear on the computer monitor in the form of visual and sound effects.

Advantages of programmed and computer training:

-allows the student to move at his own, comfortable pace, when the transition to the next block of information occurs only after the previous one has been mastered;

-highly structured educational material, which facilitates learning and provides more opportunities to establish connections with existing knowledge.

The main disadvantage is that the development costs of such programs are quite high.

Business games

Business games are a form of training when the training topics are developed on the basis of situations and material that model certain aspects of the professional activities of students. A business game presupposes the presence of a certain scenario, operating rules and introductory information that determines the course of the game.

The game goes through three stages: preparation, actual conduct and analysis of the game, and summing up. The tasks solved by the teacher change at different stages of the game. During the preparation period business games its main functions are to introduce listeners into the game, and individual listeners into the role they are to play. During the game itself, the main functions of the teacher are: monitoring the progress of the game, maintaining a creative, competitive atmosphere and ensuring high involvement of students in the work. Analysis of the game is a general assessment of the work done, and an assessment of the actions of the team or individual participants in the game.

If possible, all listeners should take part in the discussion of the results of the game. The teacher should ensure that the discussion is conducted in a friendly and constructive style, avoiding overall ratings(“normal”, “bad”, etc.), vagueness (“They didn’t try hard”, “They should have worked better”) and excessive criticism.

It is better to begin the analysis of the game with its assessment by the participants and end with analysis, comments and summing up by the teacher. When summing up the results, it is important to find out what the listeners gained as a result of the business game, what conclusions they drew for themselves. Analysis of the game is especially interesting and informative when video recording is used during its implementation.

Business games are a unique method of teaching how to work with information, how to make decisions and design the practical implementation of these decisions.

Advantages of business games:

-allow you to comprehensively investigate the problem, prepare and make a decision;

-allow you to train employees to simulate real situations, teach them to act as in life, so that in a real situation they do not get confused, do not make mistakes, and act effectively;

Role-playing games

Role-playing games are also an active learning method. This method is becoming increasingly popular when training managers at different levels and candidates (reserve) for leadership positions. Most often, role-playing games are used during various types of training.

Role-playing games are especially useful when teaching interpersonal communication skills, since they involve the reproduction of situations that are similar in content to those in which students find themselves in the process of interpersonal interaction with colleagues, management and subordinates.

Game situations usually simulate or reproduce real or typical work situations, where several students play certain roles (for example, boss and subordinate, client and seller) in certain circumstances, trying to achieve a solution to a given learning task. Participation in role playing games may be preceded by special instructions from the teacher (coach), which sets the basic conditions in which the game situation unfolds.

Playing roles and subsequent discussion of the results of the role-playing game allows students to:

-better understand the motives of behavior of both the employee whose role is being played, and the motives of the opposite party;

-see typical mistakes allowed in situations of interpersonal interaction, to recognize constructive and non-constructive patterns of behavior;

-understand the tasks that must be solved to achieve success in a given situation (conflict resolution, achieving a high level of cooperation, persuading another person, etc.).

Benefits of role-playing games:

-playing roles and subsequent discussion of the results of the role-playing game allows listeners to better understand the motives of behavior of the employee whose role is being played, and the motives of the opposite party;

-Participation in role-playing games helps to see typical mistakes made in situations.

Behavioral modeling

Behavioral modeling is a relatively new method for teaching interpersonal skills and changing attitudes. This method is mainly used within the framework of trainings that involve a wider use of active learning methods, which include this method. It teaches specific skills and attitudes related to the performance of professional activities through the following steps:

1.Presentation of a “behavioral model” (role model, ideal) of professional behavior that is proposed to be mastered.

2.The practice of students, when in educational or work situations they are asked to reproduce the proposed “behavioral model” as accurately as possible.

.Provide feedback and reinforcement that indicate the degree of success in mastering appropriate behavior patterns.

A typical example of behavioral modeling is a situation where an experienced employee (mentor) shows a newcomer an example of how to work with a client. After this, beginners are given the opportunity to independently reproduce the proposed behavior model.

The role models that are offered to employees using behavioral modeling are designed to best suit work situations, so behavioral modeling has a very high degree of positive transfer.

The teacher should pay special attention to changing the students’ attitudes in the right direction.

Feedback and support during the discussion is provided by the trainer, other participants, or a video recording.

The method of behavioral modeling is more effective the higher the level of motivation of students, the better they understand the significance of the modeled behavior for the successful solution of the tasks that they face in their professional activities.

Advantages of the behavioral modeling method:

-allows you to take into account the individual characteristics of students;

-flexible enough to give slower learners more time.

Behavioral modeling is carried out either on an individual basis in a student-mentor pair, or in small training groups of up to 12 participants.

Analysis of practical situations (case-study)

Case studies are one of the oldest and most proven methods of actively teaching decision-making and problem-solving skills. The purpose of this method is to teach listeners how to independent work, and when working in a group - analyze information, structure it, identify key problems, generate alternative solutions, evaluate them, select the optimal solution and develop action programs. This method allows students to develop analysis, diagnosis and decision-making skills that will allow them to be more successful in solving similar problems in their professional activities.

The essence of the method is that students become familiar with a description of the situation that has developed at a certain enterprise or in a certain organization.

When studying a situation, students have to carefully select facts, since information is usually not given in a logical sequence; some information may be relevant, while some may be unnecessary and only confuse listeners. The student needs to determine what the problem is, analyze it in the context of the described situation and suggest possible ways to solve it.

The main purpose of the case-study method is to consolidate and deepen knowledge, develop analysis algorithms typical situations, allowing you to quickly recognize similar situations in the practice of your work and make the most effective decisions on them, as well as intensifying the exchange of experience between students.

Advantages of the method:

-each participant has the opportunity to compare his opinion with the opinions of other participants;

-the relevance of the problems being solved and their close connection with the professional experience of the participants;

-high motivation and high degree of activity of participants.

Disadvantages of the method:

-a poorly organized discussion may take too much time;

-the desired results may not be achieved if the participants do not have the necessary knowledge and experience;

-high level of requirements for the qualifications of the teacher, who must properly organize the work and set the direction of the discussion in order to achieve the desired result.

Basket method

The basketball method is a training method based on simulating situations that are often encountered in the practice of managers. The trainee is asked to act as a manager who urgently needs to sort out the business papers accumulated on his desk (letters, memos, telephone messages, faxes, reports, etc.) and take certain actions on them. In addition, he receives all the necessary information about the organization and about the leader on whose behalf he has to speak. The exercise can be complicated by including phone calls, various interferences, visits from different people, unplanned meetings, etc.

During independent work, the student must analyze each document, organize all the proposed information, identify the most pressing problems, establish what information is the most significant and, based on this analysis, make decisions on the proposed materials and prepare the relevant documents (official or memos, orders, letters etc.) to solve the problems posed.

Typically, students work with business papers individually, but you can organize student interaction by distributing different packages of documents to them and giving appropriate instructions.

This method develops in students the ability to analyze, to select the most important facts and their classification, taking into account importance and urgency, to formulate ways to solve various problems. The advantage of this method is the high level of motivation of the participants and their high involvement in solving the assigned tasks. The basketball method allows you to assess a candidate’s ability to work with information, to distribute it according to the degree of importance, urgency, priority, and the ability to make decisions based on the available information.

Thus, there are currently many various methods personnel training. Active methods of personnel training have a number of advantages over traditional ones. Each of these methods has both advantages and disadvantages. The choice of one of them should be based on what effect the organization’s management wants to get from training its employees and what resources are available in the organization to achieve this effect.

2. Analysis modern methods assessing the effectiveness of staff training

2.1 Contemporary issues in personnel training

Currently, organizations face many challenges when training staff. These problems make training ineffective and often completely useless. Right choice training method does not protect the organization from other risks. Having analyzed a number of articles from periodicals, we can identify the following difficulties that arise in an organization when training personnel:

1.The organization's management lacks a clear idea of ​​who and what needs to be trained. For staff training to be effective, it must be based on the needs of the organization and the needs of the employees themselves. A person who has realized the need for new knowledge is able to demonstrate exceptional zeal in mastering and implementing what he has learned.

2.Lack of understanding of the organization’s personnel about the idea of ​​training and the effect expected from its implementation. Management must convince employees of the need for their training, explain its goals and the possibilities of applying new knowledge and skills.

.Lack of motivation to learn among the organization's personnel. Training must be of particular value to the employee. This should be a reward, not a duty. Without the assistance of management, the employee will not have sufficient incentive to develop an internal need for training. Thus, management must actively create incentives and motivation for learning.

.Expectation of the organization's management for immediate results from employee training. However, it sometimes takes several months to develop a skill, and, what is very important, working conditions are needed for this skill to be developed.

.Lack of opportunity to apply skills in practice. Training must be applied - as close as possible to the student’s real practice.

Thus, before organizing the staff training process, it is necessary to identify the need for it and align the training goals with the goals of the organization. Lack of training and its improper organization can lead to a waste of time and organizational budget.

2.2 Assessing the effectiveness of training of the organization’s personnel

Assessing the effectiveness of training is an important stage in the staff training process. Its purpose is to determine how an organization benefits from employee training, or to determine whether one form of training is more effective than another. Assessing the effectiveness of training for an organization's employees allows us to constantly work to improve the quality of training, getting rid of such training programs and forms of training that did not live up to the expectations placed on them. Russian managers often do not pay due attention to the effectiveness of staff training.

The main reason why an organization should evaluate the effectiveness of training programs is to find out to what extent the training objectives were ultimately achieved. The second reason training programs are evaluated is to ensure that changes in trainees' performance results as a result of the training.

The procedure for assessing the effectiveness of training usually consists of four stages:

  1. Defining learning goals. The process of assessing the effectiveness of training begins already at the stage of planning training, when determining its goals. Learning objectives set the standards and criteria for assessing the effectiveness of training programs.
  2. Data collection before training. This information reflects the level of knowledge, skills and work attitudes that employees had before training. These indicators can be of three types:

-indicators characterizing the professional knowledge, attitudes and working skills of employees;

-quantitative indicators of the work of individual employees, departments or the organization as a whole (productivity level, financial indicators, number of complaints received or customer claims, etc.);

-quality indicators of the work of individual employees, departments or the organization as a whole (quality of goods and services, customer satisfaction, satisfaction of company employees, level of work morale, etc.).

  1. Collect data during and after training (using the same indicators and using the same tools as before training).
  2. Comparison of data obtained before, during and after training. For example, if the main goal of the training program was to increase labor productivity, and after completion of the training, labor productivity remained at the same level as before the training, then the organization faces the need to either make significant changes in this program, or completely abandon it.

If possible, the performance of workers who received training is also compared with the performance of workers who did not receive training (control group).

Assessing the effectiveness of training requires a lot of time and fairly highly qualified specialists conducting this assessment, so many organizations refuse such an assessment and simply rely on the fact that any employee training brings some benefit to the organization and ultimately pays off.

The effectiveness of the training cannot always be assessed accurately enough. Firstly, a delayed effect is possible, that is, training will not give results immediately after its completion, but only after a certain time. A cumulative effect is also possible, when fairly high results can be expected after a series of trainings. And, in addition, the performance of individual employees, departments, or the entire company may improve for reasons that have nothing to do with training.

2.3 Methods for assessing the effectiveness of training of organization personnel

Traditional approaches to assessing the effectiveness of personnel training activities are that at the end of the training (seminars, trainings, courses, schools, etc.), students, as a rule, give their assessment in the form of interviews or filling out questionnaires, answering questions and by choosing one of the proposed assessment options (points):

-compliance of the training content with the expectations (needs) of students;

-application of active learning methods;

-application modern means training;

-connection of educational activities with the workplace;

-quality handouts(workbooks, etc.);

-organizational conditions for conducting classes;

-qualifications of teaching staff, etc.

Students give organizers and teachers a score based on their level of satisfaction with the training.

In addition, traditional methods for assessing the effectiveness of personnel training include observation, statistical analysis, self-report, testing, etc. Of particular interest to us is the analysis of non-traditional methods for assessing the effectiveness of personnel training, such as:

-Donald Kirkpatrick technique;

-Jack Phillips technique;

-biparametric assessment technique;

-assessment of training effectiveness within the framework of comprehensive assessment systems such as BSC, KPI;

-Bloom's assessment model.

Kirkpatrick's model, described in the book “Four Steps to Successful Training,” involves assessment at four levels. These levels determine the sequence in which learning assessments are conducted. He writes: "Each level is important and influences the next level. As you move from level to level, the assessment process becomes more difficult and time-consuming, but also provides more valuable information. No level can be skipped simply because to focus on what the coach thinks is most important." Here are the four levels according to the author:

1.Level 1 - Reaction

Evaluation at this level determines how program participants respond to the program. Kirkpatrick himself calls this a customer satisfaction score. He emphasizes that the reaction of the participants is a very important criterion for the success of the training, for at least two reasons.

Firstly, people one way or another share their impressions of the training with their management, and this information goes higher. Consequently, it influences decisions about continuing training.

Secondly, if participants do not respond positively, they will not be motivated to learn. According to Kirkpatrick, a positive reaction does not guarantee the successful development of new knowledge, skills and abilities. A negative reaction to training almost certainly means a decrease in the likelihood of learning.

2.Level 2 - Learning

Learning is defined as the change in attitudes, improvement in knowledge and improvement in skills of participants as a result of their completion of a training program. Kirkpatrick argues that changes in participants' behavior as a result of training are only possible when learning occurs (attitudes change, knowledge improves, or skills improve).

3.Level 3 - Behavior

At this level, an assessment is made of the extent to which the participants' behavior has changed as a result of training. Kirkpartick points out that the lack of change in participants' behavior does not mean the training was ineffective. Situations are possible when the reaction to the training was positive, learning occurred, but the behavior of the participants did not change in the future, since the rules for this were not observed. the necessary conditions. Therefore, the lack of change in the behavior of participants after the training cannot be a reason for making a decision to terminate the program.

4.Level 4 - Results

Outcomes include changes that occurred as participants completed the training. As examples of results, Kirkpatrick cites increased productivity, improved quality, decreased accidents, increased sales, and decreased employee turnover. He insists that results should not be measured in money.

According to Kirkpatrick, assessment at this level is the most difficult and expensive. Here are a few practical recommendations, which can help in assessing the results:

-if possible, use a control group (those who did not receive training);

-carry out the assessment over time so that the results become noticeable;

-conduct pre- and post-program assessments (if possible);

-conduct the assessment several times during the program;

-compare the value of the information that can be obtained through the assessment and the cost of obtaining this information (the author believes that conducting an assessment at level 4 is not always advisable due to its high cost).

The Jack Phillips technique is the use of various formulas to measure the return on capital invested in personnel (ROI):

1.Estimation of investments in the HR department = HR expenses / operating expenses.

2.Estimation of investments in HR departments = HR costs/number of employees.

.Absenteeism rate = absenteeism, unannounced absences + number of employees who quit unexpectedly.

.Satisfaction indicator is the number of employees satisfied with their work, expressed as a percentage. Determined by survey method.

The article explains what it is to evaluate the effectiveness of staff training and explains the intricacies of legislation.

Often young professionals come to work for a company and don’t know what to do. The teaching methods in institutes lag behind the real situation. They teach one thing in institutes, but the leader needs something completely different. Young specialist you have to learn everything.

Therefore, managers are faced with the question of the need to train staff.

Important! Assessing the effectiveness of staff training shows what results the training produced and whether the professional level of specialists has increased. The result is a conclusion whether the training was effective or not.

If the assessment shows good results, then the training costs will be justified.

How to analyze

It is important for a manager to understand whether the funds invested in employees will pay off, and whether the training will bring the desired result. If the study does not produce results, then the investment turns into charity.

The evaluation model developed by the American Donald Kirkpatrick is popular. The book “Four Steps to Successful Training” was written in 1959.

If you evaluate personnel using this model, the evaluation procedure itself will be quite expensive. The author of the book himself admits that the analysis carried out at the fourth stage is very expensive. It turns out that the end does not justify the means.

The analysis was improved by another American scientist. The fifth stage of the study has been developed. It is estimated what the return on investment is Money in employee development.

The calculation allows you to find out how long it will take to pay off your training costs.

Another method of analyzing performance is little known in our country. The method is called Bloom's Taxonomy.

  • received knowledge;
  • intentions to earn money;
  • improving work skills.

The disadvantage of this method is that it cannot be used to understand whether there is a benefit from the investments made.

Analysis algorithm

The technique has several directions. Quantitative analysis allows you to find out the following nuances:

  • how many specialists improved their qualifications;
  • which employees received training in various areas;
  • what teaching methods were used;
  • how much the company spent on employee training.

Such an analysis allows you to find out the necessary numbers, but does not give an idea of ​​whether the study was truly effective. When personnel are trained, a qualitative assessment is used. It is this that allows you to find out whether the desired effect has been achieved.

Qualitative assessment

The quality of employee training is analyzed in several areas.

  • find out how well employees have mastered the training course;
  • assess whether employees can apply the acquired knowledge in practice;
  • understand whether there has been an improvement in the work process;
  • calculate whether there is profit for the enterprise.

To understand how well employees have learned a lesson, the same system is used as in educational institutions. Exams and testing are conducted.

After some time, it becomes clear whether a person can apply the acquired knowledge in production. The study is carried out within six months after completion of studies. Naturally, at first the employees are in high spirits because they have the opportunity to improve their professional level. But whether their studies actually helped them can only be found out after some time.

It is necessary to investigate whether employees can apply the acquired knowledge in practice, otherwise it will not be possible to know whether the study is of any use. This is the most important stage of the research.

3 indicators for evaluation:

  • number of employees;
  • ratio of the quantity of quality products to defective products;
  • the number of employees who decided to quit.

The effectiveness of the training program depends on how much income the company ultimately receives.

2 research results:

  1. The company makes a profit. This means that the investment is worthwhile. It is necessary to take into account the fact that investments do not pay off immediately. It is possible that the profit will be received in a year or a longer period. Sometimes it takes time to evaluate whether there is a result.
  2. There is no capital gain. This means the game is not worth the candle. The manager should look for other areas for investing money.

Nuances

A trained worker is distinguished not only by how well he can apply knowledge in practice, but also by his way of thinking. For example, special trainings are conducted for sales managers. Naturally, they are taught various ways to increase sales. But the very attitude towards your work must also change. A salesperson, first of all, needs confidence in himself, his company and the quality of the product being sold. And this is already a way of thinking. If it changes, then the work will become more successful.

4 testing methods:

  1. Conducting examinations before and after the educational program. Tests are needed to find out whether the professional level of workers has improved.
  2. Control over the work of specialists.
  3. Study of personnel reactions to training.
  4. Finding out the opinions of employees themselves about training.

You need to understand whether the employees themselves like the training. You can conduct an open discussion or an anonymous survey. The main thing is to understand whether the staff likes the educational program.

Everyone should be aware of the evaluation criteria. After all, the issue concerns not only the students themselves, but also the managers conducting the training.

Based on the results of the study, a decision is made on whether further training makes sense. If not, then you should choose another educational program.

Problems related to staff training

In practice, another problem arises - staff turnover. A specialist who has improved his professional level may decide to find a more worthy place of work.

How can an employer avoid being left with nothing? There is an exit. You can include in the employment agreement a provision that after training the employee undertakes to work for the company for three years. You can specify five years or any other period that is convenient. If a person nevertheless decides to leave, then he must return the funds spent on his professional training.

At the same time, there is still no guarantee that a person will work with dedication. From a legal point of view, the manager will protect himself, but the desired result will still not be achieved.

How to increase your studying efficiency

To get the desired effect, you should carefully consider the goal.

4 learning objectives:

  1. Train employees to work quickly and efficiently to increase productivity.
  2. Optimize the number of employees at the enterprise. You can teach a mechanic to perform the duties of a welder, then he will be able to combine both of these professions.
  3. Promote an employee after he improves his professional skills.
  4. Train staff to operate new equipment.

Often training is required when a new product is introduced computer program. It is necessary to conduct a course of lectures so that employees feel confident and acquire new knowledge.

How is education conducted in most cases? Specialists are selected who have distinguished themselves in some way before the manager. These people are sent to study, while other specialists remain out of work. Such training will not give the desired effect.

Therefore, two questions need to be answered immediately:

  • why conduct training;
  • which specialist will be sent to him.

After this, you can begin selecting an educational program.

Summary

  1. There are various methods for assessing the effectiveness of staff training. Which one will be used depends on the purpose of the study.
  2. If you use the American Kirkpatrick’s model, you can find out whether the program has an effect.
  3. When more detailed results are needed, it makes sense to use the Bloom's Taxonomy method.
  4. When you need to understand whether it makes sense to invest in employees at all, the method of J. Phillips is suitable.

So, there are many methods, the main thing is to choose the one that is most suitable for your business.

In order for the qualifications of employees of manufacturing companies to meet modern requirements, their training and development must be built into common system personnel management. Each employee must continually participate in training programs.

Timely, regular training of personnel is especially important for those enterprises where high-risk work is carried out. Employees performing this type of work must comply with legal requirements: be competent in matters of labor protection, fire safety, technical operation machines, mechanisms, etc. This means that they need to be provided with special training and the development of the necessary skills.

At our enterprise, everyone who performs work with increased danger undergoes special training. First, an interview is conducted to determine the current level of knowledge; Based on the results of the initial assessment, a individual vocational training program. Before starting to perform work independently, the employee must undergo:

  • initial instruction;
  • special/vocational training in accordance with an individual program;
  • on-the-job training;
  • primary test of knowledge (exam);
  • stage of work as an understudy (for operational and operational-production personnel);
  • primary emergency and fire training.

Admission to independent work is issued only after all necessary training activities have been completed (this period can take up to nine months). In addition, employees are provided with periodic (once every three to five years) training in licensed special educational institutions. All requirements for qualifications and training programs for performing high-risk work are described in detail in government regulations.

To work successfully, people need additional knowledge and new professional competencies. The requirements for the level of knowledge of the personnel of a developing enterprise are constantly increasing, so HR must be able to promptly identify training needs.

There are many methods for identifying training needs; the choice of one or the other depends on the characteristics of the company and its capabilities. We use the following:

  • analysis of job interview results;
  • analysis of performance results during the adaptation period (probationary period);
  • analysis of the annual assessment results;
  • technology change plans;
  • analysis of long-term plans;
  • surveying and interviewing company managers and employees.

The data obtained using various methods helps to analyze the quality of human resources of the enterprise (the so-called HR audit).

When determining the need for employee training, you should first of all proceed from:

  • the company’s goals and long-term plans for its development (determined by top-level managers);
  • data on the implementation of these plans and the problems arising from this (formulated by middle managers);
  • employee self-esteem.

Personnel development programs should be focused on achieving long-term business development goals, and specialized training should be aimed at solving specific production, technological or organizational problems and improving the quality of employees’ performance of the functional tasks assigned to them. At the same time, the most important role in increasing the effectiveness of training is played by the desire of employees themselves for professional excellence.

The tasks of the personnel service at the stage of determining the need for training are:

  1. Information analysis.
  2. Methodological assistance to managers and employees of departments.
  3. Organization of training events ( rice. 1).

Rice. 1. Tasks of the personnel service in determining training needs

At our enterprise, training is planned based on the results annual staff evaluation: for each employee of the engineering and technical staff and managers is developed individual plan development (IPR), where the necessary competencies are indicated - the “corporate minimum”. Employees of the HR department are responsible for drawing up the IPR and implementing the measures provided for in it.

Based on the experience of past years, we see that important conditions for the effectiveness of training programs are:

  • efficiency of their implementation: if six months pass between drawing up a plan and implementing training activities, training loses its relevance;
  • application modern approaches and teaching methods;
  • efficient use of allocated funds.

To optimize the learning and development process over the planned period, we have developed procedures that 1) ensure the successful implementation of employees’ IPR, 2) increase the level of the organization educational programs and 3) allow you to evaluate the effectiveness of training programs.

What are these procedures? First of all, the new regulations for careful selection of providers educational services. In the process of searching for training companies, we analyze the experience and reputation of their specialists, evaluate the quality of the services offered (including reviews from their clients). The key selection criterion (other things being equal) is the possibility program adaptation to the needs of our enterprise. Moreover, each program (course, training) must be agreed upon with the head of the structural unit, and, if necessary, adjusted taking into account his wishes.

Before training begins, we assess each employee's need for it. Department heads evaluate the qualifications of their subordinates according to the following indicators:

  • quality of work;
  • labor productivity;
  • availability of necessary skills and knowledge;
  • acceptance and implementation of powers delegated by the manager (reliability);
  • independence in performing functions (independence).

Based on these assessments, the need to develop certain competencies in a particular employee is determined. Employees also rate their need for training ( Annex 1): answers to the questionnaire help to specify the objectives and areas of training, assess the prospects for further “translation” of new knowledge in a particular department, and clarify expectations regarding the results of training programs.

After processing the questionnaires, the HR department specialist meets with employees so that people can justify their wishes and clarify the conditions and terms of training. Based on the results of the interview, adjustments are made to the IPR, and a decision is made on what kind of training program the employee needs in a given period of time. The training specialist presents his recommendations for organizing training to the line manager of the department or top manager.

Upon completion of the training course, the stage follows training effectiveness assessments. We took Kirkpatrick’s technique as a basis* ( rice. 2), which was adapted to the needs of our enterprise.

Rice. 2. Stages of assessing the effectiveness of training

First stage - "Response Assessment": Immediately after completion, direct participants in the training program evaluate its effectiveness. The assessment is carried out according to a number of criteria ( appendix 2):

  • compliance of the program with work assignments;
  • the ability to use the acquired knowledge in everyday activities;
  • quality of training organization, etc.

Second phase - "Assessment of learning". At this stage, the indicators of “input” (assessment before the start of training) and “final” (assessment after completion of the course) monitoring the level of knowledge, skills and abilities of the employee are compared.

Third stage - “Assessing employee behavior change”. Here are evaluated:

  • changes that occurred in a person’s behavior after completing training;
  • ability to apply acquired knowledge in practice.

Fourth stage - "Results". The head of a structural unit monitors the employee’s work for three months, noting 1) cases of application of new skills and knowledge in everyday professional activities; 2) the frequency of using new skills in practice; 3) changes in indicators of quality, productivity, reliability and independence (the same as those measured during “incoming control”). The assessment results are compared with the established behavior pattern (which should be mastered by the employee during training).

Three months after completion of training, an expert commission meets; she sums up the final results:

  • studies assessment sheets and forms for assessing the effectiveness of training;
  • analyzes behavioral changes in the workplace;
  • compares employee behavior and motivation before and after training.

When assessing the effectiveness of training, members of the expert commission take into account that:

  • positive evaluation of the program by participants cannot serve as a sufficient basis for recognizing it as successful, since it does not guarantee the development of new knowledge, skills, and abilities;
  • negative participant evaluation of the program often reduces the effectiveness of “learning”;
  • The objectivity of the assessment increases significantly with the increase in the number of employees studying in a particular program.

Then the commission members analyze the results achieved through the training and give an opinion on the effectiveness of the training course as a whole. The expert commission is also authorized to make recommendations for the employee’s future development, offer new training courses and make decisions on further cooperation with the provider.

Having developed and implemented new procedures for assessing employee training needs and assessing training results using the Kirkpatrick method, as well as making a better selection of training program providers, we received:

  • training programs adapted to the needs of the company;
  • increasing responsibility of each employee for their own training;
  • the ability to quickly adjust the IPR and use the most necessary programs at a given time.

As a result, the company saves its training budget by directing allocated funds to employees acquiring the skills the company needs, and most importantly, the efficiency of the enterprise is significantly increased. For example, we eliminated 10% of irrelevant training activities. More than 30% of the activities included in the IPR were adjusted.

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