Efficiency of the personnel training system. Personnel training, benefits and costs. The process of economic evaluation of personnel training

In modern realities of the rapid pace of technology development, high competition and dynamic development of management approaches, a company that does not invest in the development, training and assessment of personnel is, at the very least, acting short-sighted. Moreover, taking into account a certain archaic nature of the education systems: both professional and higher, which are completely behind the constantly changing demands of the market. Therefore, any organization seeking to gain or maintain a leading position pays increased attention personnel training and development.

However, the question always arises about the need to evaluate the effectiveness of personnel training. Training costs are always significant, and therefore it is reasonable to require an assessment of the cost-effectiveness of investments.

Today, many companies limit themselves to filling out evaluation questionnaires based on the results of the training: “Did you like the training/trainer?”, “Evaluate the organization of the training?”, “Was the training useful?”, “Will you use the acquired skills in your daily work?” and so on. This method is only a small part of the methodology for assessing the effectiveness of personnel training, and is applicable only for the initial summing up of a specific event, training, internal satisfaction, as well as the work of specific people from the personnel department, but not the effectiveness of the training program as a whole.

In international practice, several methods for assessing the effectiveness of personnel training are successfully used.

The most famous of them is Donald Kirkpatrick's four-level model, which is considered a classic today. The model was proposed in 1959 and published in the book Four Levels Evaluation Program.

Modelassessmentsefficiencystaff trainingD. Kirkpatrick

Stage 1 Reaction. The primary reaction to the training program is measured, the so-called “feedback” or feedback: interest, usefulness and quality of the material, the trainer and his skills are assessed, the complexity or accessibility of the material, the organization of the training event.

Tools used: , Interviews, Focus groups.

Level 2 Assimilation. The extent to which participants have acquired new knowledge/skills is measured, as well as how they plan to apply the acquired skills in the workplace.

Tools used: Examination, Mastery Tests, Practical Skills Tests, Planning, Training of Other Employees.

Level 3 Behavior. Measures how it has changed general behavior participants, and to what extent training participants use new knowledge and skills in the workplace.

Tools used: Checklist for assessing changes in work behavior (job review, checking action plans - developed according to the principle of 360 0 assessment), KPI, Balanced Scorecard.

Stage 4 Results. It measures the extent to which goals have been achieved and how changes in behavior affect the organization as a whole, that is, changes in the organization's business performance are identified and analyzed. Results should be assessed for at least three months after the end of the training so that delayed effects can be seen.

Tools used: KPI (indicators must be selected before starting the training program)

It is worth noting that when using all levels of the model, the process of assessing the learning effect becomes very labor-intensive and costly, and not always advisable from a cost point of view. The fourth level is the most difficult to analyze, since it is necessary to track the dynamics of the organization’s business indicators (increased productivity, increased sales, improved quality, etc.). In 1975, Kirkpatrick published the book "" (Evaluating Training Programs), where he described the use of the model in new realities and not only for evaluating the results of personnel training, but also for the change management process in the organization. In addition, it was proposed to use the model in reverse order, starting from the fourth level to the first, that is, first the expected results should be determined, methods and key indicators should be selected - in this case, the final assessment will be less subjective.

The process of economic evaluation of personnel training

In 1991, Jack Phillips, an American HR expert and director of the ROI Institute, added a fifth level to the Kirkpatrick model - ROI (Return on Investments). In fact, he introduced a specific quantitative indicator into the personnel training evaluation system, such as calculating the percentage of profit from a training event to its costs:

In addition, he noted that performance assessment is not a separate program, but an integral part of the system. Evaluation should be carried out at all stages of the training process, starting with the assessment of staff training and development needs, then during and after the program, and over time when the results are more evident. Thanks to this approach, it became possible to make training cost-effective: to evaluate the training program as a business tool, and also to show the direct relationship between increasing the productivity of the organization and the personnel training system.

J. Phillips V-model

Another fairly well-known model is Bloom's Taxonomy. Benjamin Bloom proposed this model in 1956. The main idea of the model is to develop the need for analysis, self-development, responsibility and self-sufficiency of the students themselves, in other words, “teach employees to learn” and apply the acquired knowledge in daily life. In this case, the employer is required to create the necessary base for training, an atmosphere favorable to learning and motivation.

In his system, he divided all stages into three domains: cognitive (knowledge), emotional (attitudes) and psychomotor (skills).

B. Bloom's Taxonomy

Cognitive domain

Levels of High Thinking	6.Evaluation	Able to reason and evaluate ideas, can present and defend opinions based on logic and facts
	5. Synthesis	Able to integrate parts into a single structure, draw up plans, generate new ideas, draw conclusions, creatively solve problematic issues Key: integrate, modify, replace, compose, formulate, summarize, organize, plan
	4. Analysis	Able to identify parts of a whole, relationships between elements within an organization, finds errors, sees driving motives, analyzes cause-and-effect relationships Key: differentiate, divide, explain, connect, classify
	3. Application	Applies acquired knowledge in practice, finds connections, solves problem situations Key: Apply, Demonstrate, Solve, Test, Improve, Change
Levels of Low Thinking	2. Understanding	Interprets facts, rules, compares, identifies groups, anticipates and explains consequences Key: summarize, conclude, compare, calculate, discuss, continue, justify, explain
Levels of Low Thinking	1. Knowledge	Knowledge of specifics, ability to operate with terminology, facts, knowledge of trends, classifications, procedures, methodologies, theories, structures Key: list, define, describe, depict, name, select, quote, who, where, when, etc.

Emotional domain

5. Assimilation of the value system	Loyalty, choice of ways to solve problems Key: Prove, Listen, Follow, Verify
4. Organization of a personal value system	Correlating the value of objects and phenomena Key: propose, reason, report, demonstrate
3. Assessing value - understanding and action	Understanding and accepting values Key: Initiate, Shape, Share, Track
2. Reaction, answer	Attention, active participation Key: discuss, help, perform, present, describe
1. Perception and awareness	Passive perception and acceptance of information Key: describe, answer questions

Psychomotor domain

Technologies for assessing the effectiveness of personnel training are currently the most important link in the personnel management system. They are also one of the significant components of the overall development policy of the enterprise.

An extra link or a reliable management tool?

Despite this stated fact, a large number of Representatives of company management consider the analysis of the effectiveness of personnel training as an extra link in the system of ongoing activities. It is a very common belief that the time and financial costs spent on resolving issues related to assessing the effectiveness of personnel training do not bring any benefit to the enterprise and are among the unprofitable methods of work.

Of course, for the so-called fly-by-night companies, seeking only momentary benefits and not aimed at successful and long-term development, a judgment of this kind is completely justified. But for large companies that set global goals and are determined to occupy key positions within their core markets (and occupy them for the long term), such an attitude towards this issue seems unreasonable.

What benefits does auditing provide?

In order to clearly imagine what “options” are provided to enterprises by assessing the quality of employee training, the advantages of using these assessment technologies should be listed. Among the advantages are:

the opportunity to assess how advanced training of employees affects the quality and dynamics of enterprise development;
harmonization of the degree of professional training of employees with the best domestic and foreign formats;
HR training performance indicators answer the question of whether the choice of training organization was made correctly (that is, it becomes possible to assess the level of work of the selected contractors);
ensuring the dynamic development of professional competencies of employees;
promoting competent policy development in the field of training and education of specialists;
the ability to monitor the skills and abilities of employees;
creating a stronger basis for tracking the professional growth of specialists (or a decrease in the level of their competencies);
audit of personnel training results in better functioning of the company and increased productivity;
greater is achieved economic effect activities of the organization.

Technology for constructing a system of assessment activities

When a company’s management decides to implement a system for assessing the quality of employee training, the question arises of how to most competently evaluate this activity. Making correct calculations in this direction is a very complex and time-consuming thing.

In general, experts tend to identify four main ways to evaluate vocational training.

The first method is based on assessing the abilities, skills and specialized knowledge of employees during training and after completion of this process. Within the second method, skills, abilities and professional knowledge are analyzed, as they say, specifically in production conditions.

The third method can be called more global, because it is based on monitoring the impact of training on the production indicators that the enterprise achieves. The fourth method can be called “economic efficiency”, that is, it is a method of economic evaluation.

More specifically, it should be emphasized that today there are various models for assessing learning outcomes. But almost each of them is multi-stage. This is largely due to the fact that the analytical processes implemented in this direction are very large-scale and responsible.

Let us give as an example one of the models containing methods for assessing the training of enterprise employees.

This model contains four levels of activities related to the appraisal audit.

So, let's look at the first level. It can be called as follows - “reaction”. Based on this name, it is clear that this level involves analyzing how employees respond to training programs. Among other things, the degree of employee satisfaction with training activities is assessed.

How exactly does the assessment mechanism work in in this case? One option is to create special questionnaires containing relevant questions. The survey will help assess such indicators, in particular as:

achieving learning goals;
the level of implementation of the initially stated training program;
the degree of subjectivity of knowledge, that is, its practical usefulness;
literacy, effectiveness and quality of teaching (the extent to which the training program was presented is also assessed);
provision of teaching materials;
conditions in which learning processes take place.

So, we've sorted out the first point. At the second level, the knowledge acquisition by employees is assessed. At this stage, information is collected related to the extent to which learning goals and objectives have been achieved. That is, auditors analyze how much new knowledge was acquired, what additional skills were developed within the framework of training programs, and whether participants in the process acquired more advanced professional competencies.

This assessment of the degree of accumulation of new knowledge and skills is carried out using tests: before the start of training, the baseline existing skills and knowledge, the same measurements are made after completing training courses. A comparative analysis of the tests passed by employees “before” and “after” will reveal the degree of increase in new competencies.

By the way, to obtain a more objective and accurate assessment, you can organize a thematic business game or give employees an appropriate practical task. The results of such an “exam” will help to carry out an adequate analysis of personnel development ensured through the implementation of training technologies.

The third level is called “behavior assessment.” Here it is determined to what extent the information obtained during classes is transformed into practical skills of employees, that is, how applicable new knowledge is within a specific production process. In other words, the degree of subjectivity of knowledge and how applied it is is determined. Of course, such an assessment can only be carried out by a line manager - through monitoring the work of employees who have completed special courses.

There is another technique. It is also associated with a survey. Only in this case the survey is conducted among fellow trained specialists. The results obtained are compared with those that were planned to be achieved during the implementation of advanced training programs.

Let's finally look at the fourth level. It is referred to as “outcome assessment.” At this stage, all information obtained as part of the analysis is consolidated. But the basis of analytical work at this stage is the assessment of the benefits of training and the return on investment aimed at the professional development of employees.

We confirm with documents

Any activity that has an exact vector and a clear algorithm is “doomed” to success.

Personnel policy is no exception, in particular such a component as assessing the quality of advanced training of specialists.

Enterprises aimed at implementing such appraisal activities, it is recommended to develop and approve a special document that will regulate a set of measures to analyze the quality of employee training.

The created documentary base will eliminate multiple erroneous actions often performed by enterprises in this area.

And it will help to correctly structure the policy for assessing the quality and potential of the training programs used.

So, in order to competently manage this activity, it is better for the company to develop a Regulation on assessing the effectiveness of personnel training.

What should it be? Let us note the key components of this document:

General postulates that prescribe who is involved in the work of assessing the effectiveness of personnel training, explaining the goals and objectives of assessment activities.
The procedure for assessing the effectiveness of personnel training. This section of the Regulations prescribes the course of the activities carried out.
Analysis of personnel training results.
Development of measures to improve the learning process.

The analysis of such socially oriented activities as an audit of employee training, necessary to improve human resource management policies, effective for the personnel development system, and also important for the development of the organization as a whole, allows us to make the following key judgment. Despite negative attitude Many managers relate to this segment of work (evaluating employee training technologies); it is one of the significant areas of the overall strategy of the enterprise.

Currently, any more or less forward-thinking employer pays increased attention to training its staff. This is not surprising, given the rapid development of approaches to business management, the emergence of budgeting, quality management systems, balanced scorecards, etc. Manufacturing technologies are also keeping pace, requiring technical personnel to have first-class knowledge of new equipment and technologies. Product promotion and sales systems are developing even more rapidly. All this leaves no other chance for the employer to maintain its market share and, ultimately, the entire business, than to constantly improve the educational level of its subordinates. This problem acquires particular relevance in the context of a clear lag in the educational programs of educational institutions (both secondary and higher) from dynamically changing market requirements. It turns out that a young specialist, yesterday’s graduate educational institution comes to work with knowledge of “yesterday”, and more often even “the day before yesterday”.

As a result, the employer is simply doomed to invest in staff training. In general, there are no problems. Business is an investment of funds, but with the goal of making a profit in the future. Otherwise, it is no longer a business, but a charity.

This is where the problems begin due to the difficulties of assessing the effect of training. Indeed, we all verbally and speculatively understand that there is an effect, but we often cannot express it and calculate it. You can, of course, argue until you are hoarse that not everything should be determined by economic efficiency. I don’t argue, but an economic assessment must be carried out! For what, you ask? Yes, at least in order to separate charity from business. You can spend millions on empty staff training that does not produce any economic effects, essentially engaging in pointless charity. Wouldn't it be better to give this money to an orphanage? At least in this case, our charity will benefit someone.

Thus, we come to the understanding that training costs, which are currently quite significant, must be assessed from the point of view of the economic efficiency of these investments. And on the basis of this, an informed management decision should be made on the further use of these funds.

However, practice shows that in this case it is much easier said than done! It's really difficult to evaluate. There are clearly defined initial investments, in other words, the cost of training, but there are no methods, indicators and criteria for assessing the resulting economic effect. To put it simply: it is difficult to estimate the economic return from training.

In general, several principles can be formulated that further determine the logic of presentation of the proposed approach.

1. Economic efficiency must always be assessed, since at its core it is an investment in business development (in this case, in labor potential). Accordingly, approaches to assessment should be similar to assessment of investment attractiveness. In other words, in some cases you cannot expect an effect here and right now.

2. Assessment should be carried out before and after training. Before training, we decide: is it worth it? After training we get the result: was it necessary?

3. An option not to be left with nothing, although a very dubious option, remains the current practice of concluding contracts obliging employees to work at the enterprise for a certain number of years after training (often 1-3-5 years). Otherwise, return the funds spent on training in proportion to the time not worked under the contract. Why is the option dubious? Firstly, it does not in any way motivate a person to use new, acquired knowledge and, secondly, does not determine the effectiveness of his work.

4. As a consequence of the above, the effectiveness of investments in personnel training should be determined by the increase in the employee’s performance as a result of training.

5. Where to start? You need to start with a clear categorization of learning objectives. In other words, for example, you, as a specialist involved in training, are creating a training plan for the next year. How do you do it? Be honest! What the units wrote in their applications was included in the plan. Then, when the budget was approved, 30-50% was “cut off” (depending on who) and the remaining ones were learned. Try it, ask the heads of your departments (primarily those who send engineers for training) what they expect after training, why they plan to spend the organization’s money. At best, you will get very vague answers. And why? I will answer you! For the most part, the mechanism for training specialists (IT) is used as a way of non-material incentives for employees who are acceptable or have distinguished themselves in front of their immediate supervisor. In general, this is probably not bad, but again it does not remove the question of assessing the effectiveness of this action.

So, at the beginning we need to categorize the planned training by objectives. In this case, the following options should be highlighted:

1. Training will lead to an increase in labor productivity due to the development of new professional skills and approaches.

2. Learning will lead to mastery. new profession, positions. In this case, a combination of professions and positions must be planned. For example, training a mechanic to become an electric and gas welder, followed by combining professions, or training a specialist from the department of labor organization and wages to become a payroll accountant, followed by combining these positions.

3. Training, after which the employee will occupy a higher or other position.

4. Employee training, which is determined by law and controlled by Rostechnadzor authorities.

5. Training is required due to the installation of new equipment. In other words, the staff must learn to work on it. Sometimes it is true that staff can work on new equipment even without training, but not effectively enough. In this case, we get option 1 above.

As it seems to the author, who, however, does not claim the absolute truth and is even willing to argue, all other training goals are more in the nature of non-material motivation of personnel and will not be considered within the framework of this article. Although, again, it is possible to economically evaluate the results for the organization and such staff motivation.

So, how to evaluate the effectiveness for the options we identified above:

1. This option is relevant when, for example, there are new approaches to work or its organization on existing equipment that need to be adopted during the training process. Then, in general, the economic effect will be defined as:

where S is the economic effect, rub., ΔP is the increase in product output per unit of time, tons, C is the price of a unit of production, rub./ton, Q is training costs, rub.

2. In case of mastering a new profession or position. The economic effect will be determined as:

where S is the economic effect, rub., Z d is the salary of the current employee, rub., Z z is the salary of the replaced employee, rub., 0.3xZ d is the additional payment for combining professions, as a rule, 30%, rub. , Q - training costs, rub.

3. In case of replacement after training for a higher or other position. The economic effect will be determined as:

where S is the economic effect, rub., Q p is the cost of recruiting a new employee, rub. This should include the recruitment agency fee or your own recruitment costs ( wages with deductions from the selection specialist, as well as the costs of organizing his workplace). Q - training costs, rub.

4. In the case of employee training in accordance with legal requirements, the economic effect is proposed to be defined as an economic assessment of the consequences of not conducting this training:

where S is the economic effect, rub., H is penalties, ΔP n is the underproduction of finished products during the period of time when the operation of equipment was prohibited by untrained personnel, so-called, C is the price of a unit of manufactured products, rub./ton, Q is the cost of training, rub.

Of course, in this case, there is no need to conduct an assessment and be guided by the principle: “Legal requirements must be strictly met!” This is really true - it’s better not to joke with the law! However, Russian practice management often speaks of the sincere love of some managers to still play incomprehensible games with legislation. In such a case, it is recommended to conduct an economic assessment in order for the manager to convincingly prove, using the example of the millions received, the probable damage.

5. In the case where training is necessary due to the installation of new equipment, you also don’t have to evaluate anything, since everything is already clear. However, if management insists that no one needs to be taught and that they will master everything in the process, then we suggest the following approach:

where S is the economic effect, rub., ΔP is the increase in output per unit of time after training, tn. For planned calculations, it is recommended to take the difference between the actual output and the nominal output indicated in the equipment passport. C is the price of a unit of production, rub./t., Q is the cost of training, rub. When assessing actual efficiency, you can also add repair costs resulting from unskilled actions of untrained personnel.

In all formulas, the left component is income from avoiding any costs, and the right component is the cost of implementation alternative option. The difference will be the economic effect. Here the question really arises: “Training costs (the right side of the formulas) are one-time, but for what period should the income be taken (the left side of the formulas)?” There are many options possible here, but again, turning to the practice of economic activity of domestic enterprises, we can say that it makes no sense to consider the economic effect over a period of more than 2-3 years. Firstly, production technologies become obsolete quite quickly and in 3 years technical re-equipment may be required, and secondly, given the instability of the labor market, in 3 years your entire workforce may change due to staff turnover and new training will be required. Thirdly, the theoretical knowledge and skills acquired after training (not used every day) are forgotten quite quickly. Fourthly, “bury” funds for training for a period of more than 2-3 years in modern dynamic developing conditions It seems to the author that the market is not far-sighted.

By the way, you may find that conducting some training is not economically profitable for the organization and perhaps (subject to the absence of other determining conditions) it should be abandoned.

To summarize, it should be said that in general the proposed evaluation formulas cannot be considered as dogma. They can only apply to the most frequently encountered cases in practice. Life is much richer and each case will require an individual approach to assessing the economic effectiveness of personnel training.

Mansurov R.E., Candidate of Economic Sciences, Director of the Zelenodolsk branch of the Private Educational Institution of Higher Professional Education “Institute of Economics, Management and Law (Kazan)© Mansurov R.E. , 2011
© Published with the kind permission of the author

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 of the organization.

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.
Increasing 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 suitable methods assessments. Calculate financial indicators Effective training of employees 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 unconventional methods proven methods:

— 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.

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Course work

Evaluation of training effectiveness

Introduction

Today, more and more companies are creating a corporate training system. However, the relationship between it and business results is very complex, since the results are influenced by many different variable factors. At the same time, development, including personnel training, is an essential part of management. More and more domestic companies are faced with a shortage of qualified personnel and are forced to develop corporate personnel training.

The main goal of personnel training is to ensure that the personnel of the enterprise have such qualifications that will allow them to efficiently perform the functions, tasks and work assigned to them.

This work is devoted to one of the most important problems of personnel management - personnel assessment technology, and specifically assessing the effectiveness of employee training in an organization. It should be noted that employee training is becoming an increasingly relevant and significant area of activity for the HR departments of modern Russian companies, which is increasingly faced with the problem of assessing the effectiveness of employee training. Correct and competent assessment of this indicator will allow the organization to spend more efficiently financial resources for training and maximize profits through the use of quality trained workers.

Nowadays, much attention is paid to assessment issues in the specialized literature; one can find a huge number of articles and scientific works devoted to this topic, but despite this, today there is no universal technology with which to evaluate the effectiveness of training. Each company individually uses a specific assessment method.

Target course work is to consider with scientific point from the point of view of technology for assessing the effectiveness of training, its essence and methods.

The subject of the study is to assess the effectiveness of training of the organization's personnel.

The objectives of this work are as follows:

1. consider the concept, goals and types of employee training;

2. analyze the methods and stages of the employee training process;

3. consider assessing training needs;

4. study the goals of determining the effectiveness of training;

5. describe the essence and methods of assessing the effectiveness of employee training.

The topic of personnel training is reflected in the books of A.Ya. Kibanova, Yu.G. Odegova, B.Z. Milner and other researchers. However, not all of them consider the problem of assessing the effectiveness of training. This issue is discussed in more detail in the works of M. Magur, M. Kurbatova, A. Parinova and N.I. Tereshchuk, covering specific methods for assessing the effectiveness of personnel training.

The general research methods used in the work are systems approach to the processes being studied, analysis and synthesis, allowing to form the most essential features of the processes being studied.

1. Theoretical foundations of personnel training: concept, types and methods

training employee staff

Today at Russian economy There is a huge demand for young specialists who are ready to take serious positions in private companies. However, according to employers, our universities cannot produce graduates fit for immediate use.

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

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

Education is a specially organized, controlled process of interaction between teachers and students, aimed at mastering knowledge, skills and abilities, forming a worldview, developing the mental strength and potential of students, developing and consolidating self-education skills in accordance with the goals.

Let's look at this definition in more detail.

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

Secondly, like any organized process, it is organized in accordance with the goals set, for example, professional training of personnel is a process of improving the knowledge and competence, skills and abilities of employees, and their creative activities. However, the learning process can pursue many other goals. Each organization determines for itself the purpose for which it conducts the training process and what tasks it sets for itself.

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

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

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

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

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

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

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

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

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

Improving the quality of human resources,

Improving the quality of products or services produced by the organization,

Carrying out organizational changes, including adaptation to changing conditions external environment,

Staff development,

Improving the communication system in the organization,

Formation of organizational culture,

Increasing the level of loyalty to the organization.

Improving the quality of human resources is complex concept, which includes two main elements: acquisition by staff of basic knowledge, skills, and abilities, as well as the development of qualities necessary for more effective performance of their job duties.

In a rapidly changing modern conditions Many organizations are faced with the challenge of implementing change. These can be a variety of changes: organizational, technological, change of top management of the company and many others. Carrying out these changes requires both a strategic development plan and optimal organizational structure management, but, most importantly, qualified personnel are needed who are able to take responsibility and make decisions. This especially applies to management. The effectiveness of the implementation of any innovation in an organization, regardless of its type, is determined by the degree of interest and participation of middle and lower management. That is, the learning process should first of all help managers overcome a number of qualities that hinder the implementation of changes: conservatism, adherence to the established order, strict adherence to the established order, and a tendency to maintain hierarchical relationships in an unchanged form.

Personnel development is a managed professional, personal and career. The ultimate goals of this process are to increase the professional level of employees in accordance with the goals of the organization and the formation of an internal personnel reserve. The following characteristics are fundamental when planning a career and creating a personnel reserve: the presence of the necessary knowledge, abilities and skills and the necessary personal qualities. Both can be developed through the implementation of one or another task of the educational process.

It is impossible to underestimate the impact of training on the formation and development of organizational culture. Organizational culture is a set of goals and values of the organization, civilized rules of behavior and moral principles of employees. Organizational culture has three levels: ideas about values, norms and rules of behavior, and specific behavior of employees. Information about each of them can be transmitted through both official and unofficial communication channels in the organization. The learning process is the basis of the official channel for disseminating information about the organization's culture. Only if it is organized correctly, information will be disseminated without distortion and will reach every employee of the organization.

You can increase employee loyalty to the organization using training. For this purpose the most various methods and learning conditions. For example, loyalty to an organization can be increased through the dissemination of information about its good deeds. Using training already during hiring can ensure a “painless” dismissal of an employee. By “painless” we mean such dismissal of an employee in which he will not have the desire to take revenge on the organization, causing it damage at any cost.

IN modern practice used by companies different kinds organization of the learning process. They can be classified on various grounds.

Depending on the location, internal and external training are distinguished.

Internal training is carried out on the territory of the organization, external training is carried out with a visit to a special organization engaged in personnel training. Each of these two types of training has its own advantages and disadvantages. Choosing internal training will allow you to organize the training process on the job or in such a way that the time for which employees are separated is minimal; Another advantage of in-house training is that the organization does not have to pay for the building of a training center. The choice of external training, on the contrary, takes staff away from work, but this can also be viewed from a positive side. A change of environment and type of activity (from performing direct duties to training) can serve as a rest for the organization’s employees.

The form of classes includes lectures, seminars and trainings.

Lecture (from Latin lectio - reading) - systematic, consistent presentation educational material, any question, topic, section, subject, methods of science. Basic requirements for the lecture: scientific, ideological, accessible, unity of form and content, emotional presentation, organic connection with other types training sessions- seminars, industrial practice and etc.

A seminar (from the Latin seminarium - nursery, portable - school) is one of the main types of educational practical classes, consisting of students discussing messages, reports they have completed based on the results of educational research. Seminars are also used as an independent form of thematic training sessions not related to lectures.

Training (from the English train - to train, educate) - systematic training or improvement of certain skills and behavior of training participants.

The difference between them is huge: at a seminar, some knowledge is shared with the participants, while at a training, the participants develop skills. Accordingly, the training involves a certain number of training exercises that allow participants to consolidate their acquired skills and receive feedback from the facilitator - what exactly they are doing well and what they are doing poorly. The presence of such a practical part determines the second feature of the trainings - they are usually longer than seminars and can last up to several days, although it all depends on the goals that the trainer plans to achieve.

By object of training - corporate trainings (seminars, lectures) and open ones. Corporate training (seminar, course of lectures) is a form of training in which the lesson is developed for a specific organization, taking into account its characteristics. They can be either external (classes are ordered by a special organization) or internal (for example, at a corporate university). Qualified corporate training, even if it is not specialized team building training, still contributes to team unity. Participants during the training process are included in general activities, often radically different from everyday life, get to know each other better, and have the opportunity, under the competent guidance of a coach, to even resolve production conflicts that have accumulated during their work together. That is, a competent corporate trainer, regardless of what his main goal is, will improve relationships in the team.

Open training (seminar, course of lectures) is a form of training in which the lesson is developed without taking into account the characteristics of organizations. Such classes can only be external and must involve a trainer. In open training, unlike corporate training, the entire team usually does not participate. Often it is enough to train two or three employees, who can then effectively convey the essence of the training to the rest of the team. But it should be taken into account that different level qualifications in a team can lead to mismatch. This situation creates great instability and can lead to conflicts.

By object, training can also be classified as training for senior management, training for middle management and training for direct performers. Training of different categories of workers should be based on completely different goals, so training performers will lead, first of all, to improving the quality of products and the economic and technical security of the organization; training of middle management facilitates easy implementation of changes in the company; training of senior management will change the general aspects of managing the organization.

It should be noted the following pattern inherent in modern Russian society. High motivation for education and self-education is characteristic of senior management, and it is gradually falling. Those. The lower the employee’s place in the organizational hierarchy, the lower his motivation for education and self-education. Thus, the more attention should be paid to the education of employees, the lower their position in the organization and in society and the lower the level of education they have.

According to the subject of training - with and without the involvement of a trainer. More often, classes are conducted with the assistance of a trainer (these are such methods of personnel training as on-the-job instruction, lecturing, conducting business games, analyzing specific production situations, holding conferences and seminars), but the presence of a professional trainer is not at all necessary. In this case, the following methods are applicable: changing workplaces, forming groups to exchange experiences, creating quality circles and other methods. Methods of personnel training are the methods by which mastery of the knowledge, skills and abilities of students is achieved.

Such a variety of types and forms of the training process allows organizations to choose the most suitable type of training for them in this moment and under certain prevailing conditions, allowing you to achieve your goals. That is, the choice of the type and form of the learning process should be determined by the specific conditions in which the organization operates and the goals that must be achieved through the learning process. The wrong choice of type and form of training can negate positive effect from the events held. The effectiveness of such investments in personnel will be negligible or may even reduce the synergistic effect in the organization to zero or make it negative. Conversely, the correct choice of the type and form of the learning process can significantly improve the psychological climate in the organization and resolve interpersonal contradictions.

For the learning process to be effective, it must be properly prepared and conducted. The following stages of the learning process are distinguished:

Setting learning goals,

Determination of training needs,

A set of preparatory activities,

Self-study,

Testing the acquired knowledge,

Evaluation of training effectiveness.

When organizing the learning process, it is important to correctly formulate learning goals. Like any goals in management activities, they must comply with the SMART principle - requirements for performance standards (an abbreviation for the words Specific - specific, Measurable - measurable, Agreed - agreed upon, Realistic - realistic, Time-related - defined in time):

Performance standards must be specific. Specificity implies their clarity and absence of reasons for dispute. Performance standards should be measurable so that there is no disagreement about how successfully they are achieved (or not). Performance standards must be consistent. If employees disagree with the standards, considering them too difficult, they have an incentive to fail to prove that they are right. It is unwise to set tasks completely ignoring the opinions of the performers. Performance standards must be realistic and achievable. Performance standards must be related to time, that is, it is known by what point they must be achieved.

But in addition to the general characteristics of goals, learning goals are characterized by the following characteristics: goals serve as a guide in developing content curricula; they allow you to accurately determine the requirements for students; they determine the form of organization of the learning process and priorities in the activities of the subject of learning and the organizers of the learning process; they serve as the basis for subsequent assessment of the effectiveness of training. They should also be brought to the attention of all employees of the target group. This is necessary so that people understand why they are being trained and feel responsible.

Determining training goals is a strategic point in organizing the training system in an organization. In particular, depending on the goals set, a general concept of educational programs is formed, and appropriate models and teaching technologies are developed. However, before starting to develop training programs, it is necessary to determine the training needs of the organization's personnel.

The need for training should be determined in two main aspects: qualitative (what to teach, what skills to develop) and quantitative (how many employees different categories need to be taught). Training needs assessment can be identified using the following methods:

1. Assessing information about employees available in the personnel service (length of service, work experience, basic education, whether the employee has previously participated in training or advanced training programs, etc.);

2. Annual assessment of work results (certification). During the annual performance assessment (certification), not only strengths, but also weaknesses in the work of a particular person may be revealed. For example, low scores among employees of a certain professional group in the “professional knowledge” column indicate that a need for training has been identified for this category of employees.

3. Analysis of long-term and short term plans organization and plans of individual departments and determining the level of qualifications and professional training of personnel necessary for their successful implementation.

4. Monitoring the work of staff and analyzing problems that interfere with effective work. If errors and miscalculations regularly occur in the work of personnel, leading to poor work, defects, safety violations, and unreasonably large losses of time, then this information can be used to justify an application for personnel training and in the preparation of training programs.

5. Collection and analysis of requests for personnel training from department heads. Today it is one of the most common in Russian organizations methods for determining employee training needs.

6. Organization of work with the personnel reserve and career planning.

7. Changes in work that place higher demands on personnel qualifications.

8. Individual requests and proposals from employees. If an employee is interested in acquiring certain knowledge and skills, he can submit an application to the head of the training department, endorsed by his immediate supervisor, indicating what kind of training he needs.

9. Employee surveys. Personnel surveys designed to assess their need for acquiring new professional knowledge and developing skills make it possible to more accurately determine the need for training for specific categories of personnel, specific departments or individual employees. Surveys can cover the entire organization or individual departments, and can be selective, covering only a representative sample. If the number of respondents is small, you can use the interview method.

10. Studying the experience of other organizations. Often the experience of competitors or related enterprises provides important clues regarding the need to train a particular category of personnel to maintain the required level of competitiveness.

Based on the identified training needs, a set of preparatory measures is carried out. An obligatory part of it is the definition of content, forms and methods of teaching. The content should be determined by the tasks facing the organization in the short and medium term. TO the most important characteristics the material being studied includes its content, complexity and degree of structure. These three characteristics and learning goals determine the forms and methods of learning.

The set of preparatory activities also includes identifying a training company, drawing up training programs, groups of people sent for training, selecting teachers and other activities. All of them can be performed either by specialists of the organization itself or with the involvement of an external consultant.

Next comes the learning process itself. It is based on learning objectives, quality training needs and prepared programs. Conditions play an important role in the learning process: the room must be adapted or easily adaptable for conducting classes in it, must comply with temperature regime, lighting mode and others. During the learning process, ongoing monitoring of attendance, uninterrupted implementation of the curriculum and provision of students with everything necessary must also be ensured.

The next stage is testing the acquired knowledge. With external training, assessing the knowledge acquired by employees is quite difficult, since the organization that conducted the training is interested in high rates of knowledge acquisition and may distort the assessment results, or they may be biased. In other cases, you can evaluate the knowledge gained. There are various methods for assessing knowledge, so, depending on the form and methods of training, employees can take a test, an exam, write some kind of work (for example, a business plan), a business game, practice can be carried out (for example, when developing skills in public speeches, the form of assessment of acquired skills can be a public speech in front of the structural department of the organization).

The final stage of the staff training process is staff performance assessment. Its main purpose is to analyze the impact of training on the final results of the entire organization.

It is quite difficult to evaluate the effectiveness of the training process in terms of real profit, so it is possible to evaluate the effectiveness based on qualitative indicators. Thus, some programs are conducted not to gain knowledge, skills and abilities, but to develop a certain type of thinking and behavior.

For qualitative assessment the effectiveness of the training process, indirect methods can also be used, such as comparing the results of tests conducted before and after training, observing the working behavior of trained employees, observing the student’s attitude to changes carried out at the enterprise, and others.

Quantitative assessment is also possible. But it is also based on relative indicators, such as student satisfaction with the training program, assessment of learning material, and the effectiveness of meeting the company’s training needs, expressed as numbers from 0 to 1. Each indicator is assigned its own coefficient of importance, which may vary depending on the organization. Then the integral indicator is calculated as the arithmetic mean of the products of these indicators and the importance coefficients.

Assessing the effectiveness of the learning process allows us to solve the following tasks: monitoring the implementation of program points of the training system; analysis and adjustment weaknesses; monitoring of efficiency, quality; monitoring training performance; development and implementation of corrective measures.

Every organization providing training strives to maximize its effectiveness. To achieve this goal, it is necessary to pay sufficient attention to each stage of the learning process. Failure to pay attention to any of the steps will most likely negate the results of this or future staff training processes in the organization.

So, the process of personnel training is an integral part of the personnel policy of a successful organization, which can pursue a variety of goals: improving the quality of human resources, improving the quality of products or services produced by the organization, carrying out organizational changes, including adaptation to changing environmental conditions, development personnel, improving the communication system in the organization, creating an organizational culture, increasing the level of loyalty to the organization. Insufficient attention to it or its improper organization can create many problems in the organization, which ultimately reduce the effectiveness of the organization. The many types, forms and methods of the educational process make it possible to choose the appropriate one or a set of suitable ones for each individual unique social organization.

2. Cpower and methods for assessing the effectiveness of personnel training

By calculating the costs of training and weighing them against the financial benefits to the company of a trained employee, testing the effectiveness of training can be extended to evaluation. However, the ease and accuracy of the assessment varies greatly:

The costs of off-the-job training are much easier to estimate than the costs of on-the-job training;

The financial benefits of training are much easier to calculate if we are talking about physical rather than mental labor;

It is quite easy to estimate the costs of inadequate training, for example, the cost of defects, damaged raw materials, customer complaints, overtime to correct errors;

The benefits of training go beyond simply improving job performance.

Significant difficulties may arise when attempting to measure these benefits in financial terms.

Assessing the effectiveness of training is important stage in organizing training for the organization’s personnel. The following goals for determining efficiency can be distinguished:

Find out whether employees’ mood at work has changed;

Assess the depth of knowledge acquired by the employee;

Understand whether the money invested in employee training is rational;

Evaluate the economic result that the company received by conducting personnel training.

The timing of assessment can influence the final learning outcome:

Assessment before the start of the training program;

Assessment on the last day of the training;

Evaluation some time after the training.

Recently, more and more often, the costs of professional training are considered as investments in the development of the organization’s personnel. These investments should bring a return in the form of increased productivity of employees and additional profits.

The economic efficiency of employee training is assessed based on an analysis of the total amount and structure of costs and an analysis of the results of implementing specific training programs. The effectiveness of training is determined analytically or expertly, by comparing many elements according to the scheme (Figure 1).

Assessing the effectiveness of training programs is the final stage of personnel development management in modern organization. There are quantitative and qualitative methods for assessing learning outcomes. With the quantitative method, learning outcomes are assessed using indicators such as:

Total number of students;

Types of forms of advanced training;

Sum Money allocated for development.

Quantitative accounting of training results is necessary to prepare the social balance of the enterprise, but it does not allow assessing the effectiveness of professional training and its compliance with the goals of the enterprise.

Qualitative methods for assessing the results of advanced training make it possible to determine the effectiveness of training and its impact on production parameters. There are four main ways to qualitatively assess the results of vocational training:

1. Assessment of abilities and knowledge during or at the end of the training course.

2. Assessment of professional knowledge and skills in a production situation.

3. Assessing the impact of training on production parameters.

4. Economic assessment.

Using the first method, you can determine the degree of mastery of professional knowledge and skills. As a rule, only teachers and students participate in the assessment procedure; here the classic exam form, “test situations”, etc. can be used.

The assessment of professional knowledge and skills in a production situation is carried out by the student’s immediate supervisor after a certain period of time (six months, a year) after training, during which the acquired knowledge is integrated with existing knowledge, its value is revealed, and the effect of “enthusiasm” is eliminated, which can manifest itself directly completion of training. Using this method, you can determine the degree of practical use of the acquired knowledge.

Determining the impact of training on production parameters can be considered as the main assessment level that connects the results of training with the requirements of the functioning and development of production. Indicators of the impact of training on production parameters can be expressed in physical quantities number of personnel, coefficients (waste, defects, staff turnover), etc. However, currently not developed complex methods analyzes that allow you to accurately determine the degree of influence of training on each individual factor.

The economic assessment of learning outcomes is based on the feasibility of investing in human capital. The size of the increment in additional net income after the implementation of training programs is taken as a criterion for the feasibility of investing in human capital. In this case :

If the increment is greater than zero (D< C, где D - инвестиции в человеческий капитал, C - возможный долгосрочный эффект от инвестиций, наблюдаемый в производственно-коммерческом процессе), то инвестиции в данную программу по обучению персонала окупаются и являются целесообразными. При этом, чем меньше рыночная норма отдачи капитала, чем выше ожидаемое увеличение чистого дохода в i-ом году, чем больше срок использования полученных знаний, тем эффективнее инвестиции в человеческий капитал;

If D > C, then investments in this program are inappropriate and it is necessary to look for other areas of investment of capital.

The expediency of a personnel training program is directly proportional to the period of possible use of the acquired knowledge.

Some training programs are created not to develop specific professional skills, but to develop a certain type of thinking and behavior. The effectiveness of such a program is quite difficult to measure directly, since its results are designed for a long period and are associated with the behavior and consciousness of people that cannot be accurately assessed. In such cases, indirect methods are used:

Tests conducted before and after training and showing how much the students’ knowledge has increased;

Observing the behavior of trained employees in the workplace;

Monitoring the reactions of students during the program;

Assessing the effectiveness of the program by students themselves using a survey or during an open discussion.

Criteria for assessing the effectiveness of training programs should be established before training and brought to the attention of students, trainers and managers of the professional training process in the organization. After completion of the training and its evaluation, the results are reported to the personnel management service, the managers of the trained employees and the employees themselves, and are also used in further planning of professional training.

With the help of such information it is possible to improve educational plans, making them more relevant to the goals set, focus attention on further training needs of specific employees.

Researchers identify two most known methods training effectiveness assessments:

ROI (Return On Investment, Phillips, 1996);

4-level model developed by Donald Kirkpatrick.

ROI (from the English return on investment) is a financial ratio illustrating the level of profitability or unprofitability of a business, taking into account the amount of investment made in this business. ROI is usually expressed as a percentage, less often as a fraction. This indicator may also have the following names:

Return on invested capital,

Return on investment

Return,

Return on invested capital,

Rate of return.

ROI is the ratio of the amount of profit or loss to the amount of investment. The profit value can be interest income, profit / loss on accounting, profit/loss under management accounting or net profit/loss. The value of the investment amount can be assets, capital, the amount of principal of the business and other investments denominated in money.

Donald Kirkpatrick views assessment as an integral part of the training delivery cycle, which includes 10 stages:

Determining needs.

Setting goals.

Definition of subject content.

Selection of training participants.

Formation of an optimal schedule.

Selection of appropriate premises.

Selection of appropriate teachers.

Preparation of audiovisual media.

Program coordination.

Justify the existence of a training department by showing how the department contributes to achieving the goals and objectives of the organization.

Decide whether to continue or terminate the training program.

Get information on how to improve your training program in the future.

Kirkpatrick believes that in most cases, evaluation is carried out in order to understand how to increase the effectiveness of the training, in what ways it can be improved. In this regard, it is proposed to answer the following 8 questions:

To what extent does the training content meet the needs of the participants?

Is the choice of teacher optimal?

Does the teacher use the most effective methods to maintain the interest of participants, transfer knowledge to them, develop their skills and attitudes?

Are the training conditions satisfactory?

Are participants comfortable with the class schedule?

Do audiovisual aids improve communication and maintain participant interest?

Was the program coordination satisfactory?

What else can be done to improve the program?

Note that all questions except the first and last are formulated by the author as closed (requiring “yes” or “no” answers). From the point of view of formulating task questions for assessment, this form of questions is not always good.

Kirkpatrick believes that in most cases, evaluation is limited to the use of post-training questionnaires - studying the immediate reaction of trainees to the training. He calls these questionnaires “smile-sheets,” meaning that participants most often use the questionnaires to express gratitude. A more complex and in-depth assessment is not carried out because:

It is not considered urgent or important,

Nobody knows how to carry it out

The management doesn't require this

People feel safe and do not see the need to “dig” deeper,

There are many things that are more important to them or that they prefer to do.

Four levels, according to Kirkpatrick, determine the sequence of assessment of training (training). He writes: “Each level is important and affects the next level. As you move from level to level, the assessment process becomes more difficult and time-consuming, but also produces more valuable information. No level can be skipped simply to concentrate on what the coach considers most important” (it should be noted that many experts do not agree with this statement by Kirkpatrick). Here are the famous four levels according to the author:

1. Reaction;

2. Learning;

3. Behavior;

4. Results.

Reaction. Evaluation at this level determines how program participants respond to the program. Kirkpatrick calls this a customer satisfaction score. When training is conducted in-house, the response of participants is not always interpreted as customer satisfaction. The fact is that participation in such trainings is mandatory. People simply have no choice. The company's management determines the need for this training and obliges employees to take part in it. It would seem that in this case, we need to talk about the reaction of management. Kirkpatrick emphasizes that in this case, 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.

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).

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. Kirkpartick recommends that in these cases, in addition to assessing reaction and learning, check for the presence of the following conditions:

Participants' desire to change behavior.

Participants have knowledge of what and how to do.

The presence of an appropriate socio-psychological climate.

Reward participants for behavior change.

Speaking about the socio-psychological climate, Kirkpatrick refers primarily to the immediate supervisors of the training participants. He identifies five types of “climate”:

Prohibiting

Discouraging,

Neutral,

Supportive,

Demanding.

The manager’s position, accordingly, changes from a prohibition on changing behavior to a requirement to change behavior after the end of the training. Kirkpatrick believes that the only way to create a positive climate is to involve leaders in curriculum development.

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. Kirkpatrick insists that results should not be measured in money.

He believes the changes listed above could, in turn, lead to increased profits. Kirkpatrick writes: “I laugh when I hear that professional trainers must be able to demonstrate the benefit to the client in terms of return on investment in training. I feel the same way about the relationship between training programs and profits. Just imagine all the factors that affect profit! And you can add them to the list of factors influencing return on investment.”

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 (no training)

Carry out the assessment after some 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).

Most often in practice, a method is used that combines elements of these two models of learning assessment. Meaning this method is as follows: the effects of training interventions are consistently assessed at each level.

Levels of training effectiveness assessment

Assessment level

Result type

Methods and methods of assessment

1. Level

Participants' opinions:

liked it or not,

positive attitude,

willingness to apply

received knowledge,

increased cohesion

1. Evaluation form in

end of the training

2. Participant surveys

training done

company management

2. Level

learned

Getting specific

knowledge (so-called educational

result)

Promotion

professional

motivation

Overcoming Resistant

thinking stereotypes

1. Exams

3. Design work

5. Digital measurements

(results

pre-training questionnaire

compared with

results

post-training questionnaire)

3. Level

changes

behavior

Systemic application

received at the training

knowledge in the workplace

1. Included

work supervision

employee who has passed

training, on the job

2. Collection of material for

certification containing

description of examples

effective and

ineffective

behavior when

performance of official duties

responsibilities

3. Carrying out

specialized

interview

4. Evaluation method

"360 degrees"

4. Level

Changing results

company activities

Change in quality

indicators:

Increased degree

satisfaction

clients

Company fame

Improvement

psychological climate

Reduced turnover

Change in quantitative

indicators:

Sales volume

Profit rates

Coefficient

profitability, etc.

Studying

satisfaction

clients with help

Client questionnaires

Custom research

about the company's image

Personal observations

company management

Interest tracking

staff turnover

Calculation of economic

indicators

5. Level

return

investment

Return on investment in

education

This requires calculation

financial

coefficients such

Expense ratio

for training to general

expenses

Training expenses

one employee

Income per

one employee per

It can be concluded that assessing the effectiveness of staff training is a central point in managing professional training in a modern organization.

Conclusion

Thus, staff training in an organization is difficult process, which sets itself three main tasks: educational, developmental and educational. This provides a large number of goals that can be achieved through workforce training. Some of them can be solved even without special attention manager organizing the learning process.

Assessing the effectiveness of training is one of the most difficult aspects of all assessment activities. Whoever finds the most practical evaluation method will be able to do exactly that in the future - selling technology for quantitative assessment of learning effectiveness. In order to receive economic profit, any organization first of all needs to develop a system for assessing the effectiveness of employee training, since otherwise the company will simply spend money on training, which will not pay off, much less bring financial profit.

We can conclude that the main requirements to ensure the effectiveness of training boil down to the following tasks of the HR manager:

Learning requires motivation. People need to understand the goals of the program, how the training will improve productivity and their own job satisfaction.

Management must create a climate conducive to learning.

If the skills acquired through training are complex, then the learning process should be divided into sequential stages. The program participant should have the opportunity to practice the skills acquired at each stage of training and only then move on.

Students must feel feedback regarding learning outcomes; it is necessary to ensure positive reinforcement of the material covered.

Sources

1. Egorshin A.P. Fundamentals of HR Management: tutorial/ A.P. Egorshin. - Higher education. - M.: Infra-M, 2011. - 352 p.

2. Maslova V.M. Personnel management: textbook for bachelors / V.M. Maslova. - M.: Yurayt, 2013. - 492 p.

3. Milner B.Z. Organization theory: textbook / B.Z. Milner. - M.: Infra-M, 2012. - 848 p.

4. Odegov Yu.G. Efficiency of the personnel management system / Yu.G. Odegov. - M.: Alfa-Press, 2008. - 448 p.

5. Organizational personnel management / ed. AND I. Kibanova. - M.: Infra-M, 2009. - 640 p.

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