Analysis and evaluation of the effectiveness of professional training of personnel. Assessing the effectiveness of personnel training at the enterprise

An analysis of works on the theory of personnel management suggests that there are different approaches to assessing the effectiveness of the personnel training system. Meanwhile, theorists and practitioners are inclined to believe that it is important and necessary to evaluate the effectiveness of the personnel training system.

It should be noted that any organization providing employee training strives for its effectiveness to be maximum. Training will be considered effective if its results contribute to achieving the company's goals.

Assessing the effectiveness of training is the final stage of personnel development management. The management of the organization must develop a unified approach to assessing the effectiveness of personnel training and includes:

Satisfaction of the employee who completed the training;

The manager’s satisfaction with the effectiveness of the employee’s training;

Calculation of the effectiveness of training for all categories of trained personnel, taking into account the types of training (increasing qualifications; training at seminars and trainings; training outside the organization).

Calculation of the effectiveness of personnel training, taking into account the types of training (increasing the qualification level; training in seminars and trainings conducted in the organization; training outside the organization).

Management theorists and practitioners distinguish between qualitative and quantitative methods for assessing the effectiveness of training.

The quantitative method for assessing training results allows us to determine the total number of employees who have completed training, the overall coefficient of personnel qualifications, and training costs.

It should be noted that cost-effectiveness can be calculated by determining the costs of training and comparing them with the financial benefits to the company.

An analysis of the current practice of personnel training suggests that significant difficulties in assessing the effectiveness of training may arise when trying to express this in numbers.

In general, personnel training is effective if the costs associated with it are lower than the organization’s costs of increasing labor productivity due to other factors. Since determining the results that are achieved through employee training is associated with certain difficulties, the economic efficiency of training is revealed in the form of cost reduction, which can be accurately calculated.

To economically evaluate the effectiveness of training, you can compare indicators before and after training:

Volume of sales;

Client base;

Number of complaints;

Work completion time.

This method determines how training affects a company's performance. Then the cost-effectiveness of the training provided is assessed.

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 коммерческом процессе), то инвестиции окупаются и целесообразны. При этом, чем меньше рыночная норма отдачи капитала, чем выше ожидаемое увеличение чистого дохода в n-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.

Quantitative analysis of training results is used to develop a social passport of an enterprise. However, the quantitative method 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 employee training make it possible to determine the effectiveness of training and its impact on production parameters.

Kirkpatrick's model involves assessment at four levels:

Students' reaction to the training program (emotional criterion);

Assessment of the knowledge and experience gained by the student in the training program (professional testing);

Assessment of behavior in the workplace (expert assessment);

Assessing the impact of the training program on the organization's activities.

An analysis of current practice in the field of personnel management allows us to identify the following methods for qualitative assessment of training results:

Assessment of knowledge at the end of training;

Assessment of knowledge and skills in a work situation;

Assessing the impact of training on production indicators;

Economic assessment.

By assessing knowledge at the end of training, you can determine the degree of mastery of professional knowledge and skills. Only teachers and students participate in the assessment procedure. In this case, exams or tests are used.

The assessment of professional knowledge and skills in a work situation is carried out by the manager, as a rule, after a certain period of time after training. This method allows you to assess the degree of practical use of the acquired knowledge and skills.

Determining the impact of training on production performance is sometimes considered the main level of assessment. It connects learning outcomes with the requirements of the functioning and development of the company. Indicators of the impact of training on production can be expressed in physical parameters of the number of personnel, coefficients (staff turnover, number of defects), etc.

However, there are no comprehensive analysis methods that allow us to accurately determine the degree of influence of training on each individual factor.

In general, it should be noted that both qualitative and quantitative methods should be used to evaluate the effectiveness of a training system. An effective assessment methodology should include qualitative indicators (serving as a forecasting tool) and quantitative indicators (evaluating the results of the past period).

Once the training has been completed and evaluated, the results are reported to Human Resources.

The company needs to build a system for monitoring training results. The most common mistake is the lack of control over the results of staff training.

To determine how effective staff training was, it is necessary to determine what was the input and what was the output. The control system should include:

Incoming control;

Current control (for long-term programs);

Final control;

Monitoring the use of acquired knowledge and skills in the work process.

The manager can exercise such control. For hotel service enterprises, it is relevant to conduct customer surveys to find out how, for example, the level of service has changed, etc. Many customers fill out appropriate questionnaires, from which a customer satisfaction index is calculated.

In conclusion, it should be said about the results and benefits that an effective personnel training system can bring to an organization.

Personnel training will contribute to increased productivity. Training facilitates the entry of new employees into the team and their achievement of the required level of efficiency. Training assessment will help identify and retain employee knowledge.

Personnel training is aimed at easy implementation of organizational changes, which will lead to a decrease in resistance to change. Training will strengthen employee and customer loyalty and lead to increased engagement. Finally, training will ensure continuity of employees in important positions, internal recruiting.

In general, the introduction of a training system can contribute to the adaptability of personnel of a tourism industry enterprise to changing conditions and will provide a strategic competitive advantage for the organization.

Thus, we can conclude that assessing the effectiveness of the training process will allow monitoring the implementation of the training program. It will allow you to analyze weaknesses, monitor the effectiveness, quality, and impact of training.

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;

use of modern teaching aids;

connection of educational activities with the workplace;

quality of handouts (workbooks, etc.);

optimal number of students in a group;

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 complex 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 affects the next level. As you move from level to level, the assessment process becomes more difficult and time-consuming, but it 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:

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.

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).

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 necessary conditions for this were not met. 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.

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 some practical tips that can help you evaluate your 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):

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

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.

A criterion that reveals unity and agreement in the company. Calculated based on statistical data on productivity and assessment of labor efficiency.

McGee offers a biparametric assessment, that is, he considers the effectiveness and efficiency of training, he also introduces the concepts of effectiveness and efficiency and how their optimal combination introduces the concept of training productivity.

The methodology for measuring effectiveness should take into account the specifics of training activities, the range of which is quite wide.

If the task is to evaluate the success of events through reducing the cost of a business process (although this is only a special case - reducing costs), then the following set of formulas for assessing the effectiveness of training will be optimal.

The private economic effect (E) from a personnel training event that caused a change in the cost of a given business process can be determined as follows:

where is the cost of the business process (unit of production) before training, den. units;

– cost of the business process after training, den. units

Determining the absolute value of the effect only allows one to find out the trends, scale and direction of the effect of training (positive, neutral, negative), therefore it is advisable to compare the value of the effect with the costs aimed at training personnel.

Interpretation of the result: if E ≥ 0, therefore, success has been achieved, at least the goal of reducing costs has been achieved, however, it is a question of price. Therefore, it is necessary to determine the net effect. The net private economic effect of personnel training activities is determined as follows:

where is the cost of the business process (unit of production) before training, den. units;

– cost of the business process after training, den. units;

– cost of the training program (company costs for maintaining the training center), den. units

Determining the absolute value of a particular effect allows you to compare the result of an activity with the costs of training (whether the benefits exceed the costs or not).

Interpretation of the result: if ≥ 0 - therefore a positive result was achieved, at least the cost reduction exceeded the costs - the activity brings a net effect.

This sequence of calculations is appropriate for assessing the effectiveness of training specifically for line personnel, for example, as a result of training activities, the speed of customer service has increased, the quality of customer service (quality can be assessed by reducing the number of errors, customer complaints) has improved, etc.

A more traditional indicator for perception and easier to interpret is the profitability indicator (let’s consider it as a typical indicator for a business - the ratio of net income to costs):

Return (return on investment in training) is expressed as a percentage.

Interpretation of the result: if > 0, therefore the type of activity is profitable, otherwise, training costs are not returned as an additional effect.

This indicator is convenient to use when comparing several options or implemented activities.

Assessing the effectiveness of training within the framework of complex assessment systems such as BSC, KPI. Often assessing individual areas of company development, modern management uses complex assessment systems that include a number of private indicators that reflect the effectiveness of departments, within the framework of which models successfully apply comprehensive assessment methods, for example, determining the contribution of certain departments to the overall performance result. Among the above-mentioned models, we can note the applicability of each of them for solving the problems of assessing the effectiveness of personnel training, highlighting the subdepartment responsible for training, a certain set of target indicators that allow us to evaluate this particular division of the company.

For example, by highlighting some quantitative and qualitative indicators for a given department, assuming that personnel training activities will affect these indicators, we will be able to assess the effectiveness of these activities as a whole and for each individual episode related to training. By clearly defining the correlation of these indicators with the performance indicators of the units that have undergone training, we will be able to analyze the effectiveness of personnel training efforts in the enterprise as a whole.

These methods are difficult to use due to the breadth of the spectrum of action, however, with their skillful use, not only their intuitive clarity, adequacy and consistency are achieved, which, in general, allows us to solve the problem outlined above. The development of a system of indicators will allow not only to comprehensively evaluate, but also to monitor in real time the level of effectiveness of these activities.

Modern methods of personnel training and assessment 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.

Both external conditions (state economic policy, legislation and taxation system, new competitors appear, etc.) and internal conditions for the functioning of the organization (restructuring of enterprises, technological changes, emergence of new jobs, etc.) change very quickly, which puts most Russian organizations face 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 market conditions, costs associated with personnel training are beginning to be considered 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.

The purpose of the course work is to 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 the advantages of 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 foundations of personnel 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 prevalent 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, and do not provide 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) is 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 of professional 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.

A seminar (from the Latin seminarium - nursery, greenhouse) is a form of educational and practical exercises that involve greater activity of participants and are used for joint discussion of a problem, development of common solutions or search for new ideas.

The most famous and popular are seminars on the development of corporate culture, strategic sessions, and brainstorming. For example, you can discuss with invited experts specific problems that arise in companies - problems of debt collection, optimization of document flow, management accounting. 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.

Educational films and videos for the business education system are a relatively new phenomenon. The market for films and videos for business education is still in its infancy, although users of video courses are already organizations from different parts of the Russian Federation and other CIS countries. For example, educational videos from the series “Effective Management of Russian Companies” are recommended for use within the framework of the Presidential Management Training Program. This series includes the following films: “Development of a development strategy”, “Successful change of organizational structure”, “Organization of direct sales”, “Successful negotiations”. Each training video describes a specific problem situation that has developed at one of the Russian enterprises.

Each video course includes an educational video, a manual on the course topic and a methodological guide for teachers on how to conduct classes. Methodological materials may contain recommended exercises, role-playing games, educational texts, dialogues, topics for discussion, emphasis on main teaching points, even training options broken down by time.

Benefits of video training:

-connection with practice: the plots are based on real events that took place in 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 training that would make it possible to transfer a fairly large amount of knowledge to students in a fairly short time, would make it possible to ensure a high level of student acquisition of the material being studied 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 students with knowledge, skills and abilities to solve professional problems, but also to develop the ability to think, a culture of mental 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 knowledge is transferred, 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 practical work skills;

-strengthening the motivation of company employees;

-sharing personal experiences;

-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 of a business game, its main functions are to introduce listeners into the game, and individual listeners into the role that they have 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 general assessments (“okay”, “bad”, etc.), vagueness (“They didn’t try hard”, “they should have worked better”) and unnecessary criticality.

It is better to start analyzing 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;

-allow assessing the readiness and skills of personnel to solve certain problems.

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 can 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 made in situations of interpersonal interaction, understand constructive and unconstructive 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 students - both when working independently and when working in a group - to analyze information, structure it, identify key problems, generate alternative solutions, evaluate them, choose 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 algorithms for analyzing typical situations that allow you to quickly recognize similar situations in your work practice and make the most effective decisions on them, as well as enhance 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 act. The exercise can be complicated by including phone calls, various interruptions, 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 different methods of training staff. 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 of modern methods for assessing the effectiveness of personnel training

2.1 Modern problems in personnel training

Currently, organizations face many challenges when training staff. These problems make training ineffective and often completely useless. Choosing the right 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:

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.
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.).

Collect data during and after training (using the same indicators and using the same tools as before training).
Comparison of data obtained before, during and after training. For example, if the main goal of a 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 to 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).

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

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

-application of active learning methods;

-use of modern teaching aids;

-connection of educational activities with the workplace;

-quality of handouts (workbooks, etc.);

-optimal number of students in a group;

-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.

-Donald Kirkpatrick technique;

-Jack Phillips technique;

-biparametric assessment technique;

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

-Bloom's assessment model.

1.Level 1 - Reaction

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.

2.Level 2 - Learning

3.Level 3 - Behavior

4.Level 4 - Results

According to Kirkpatrick, assessment at this level is the most difficult and expensive. Here are some practical tips that can help you evaluate your 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.

.A criterion that reveals unity and agreement in the company. Calculated based on statistical data on productivity and assessment of labor efficiency.

The methodology for measuring effectiveness should take into account the specifics of training activities, the range of which is quite wide.

The private economic effect (E) from a personnel training event that caused a change in the cost of a given business process can be determined as follows:

Where

Cost of the business process after training, den. units

E? 0 - therefore, success has been achieved, at least the goal of reducing costs has been achieved, however, it is a question of price. Therefore, it is necessary to determine the net effect. The net private economic effect of personnel training activities is determined as follows:

Where - cost of the business process (unit of production) before training, den. units;

Determining the absolute value of a particular effect allows you to compare the result of an activity with the costs of training (whether the benefits exceed the costs or not).

Interpretation of the result: if ? 0 - therefore a positive result was achieved, at least the cost reduction exceeded the costs - the activity brings a net effect.

In the case of comparing several training options (programs, types, in time, space), it is advisable to determine the effectiveness. The cost-effectiveness of training (the dynamic relationship between resources and activities) can be expressed by the formula:

Where - cost of the business process (unit of production) before training, den. units;

Cost of the business process after training, den. units;

Cost of the training program (company costs for maintaining the training center), den. units

Interpretation of the result: Thus, we understand that if < 1 обучение неэффективно, если > 1 training is effective.

A more traditional indicator for perception and easier to interpret is the profitability indicator (let’s consider it as a typical indicator for a business - the ratio of net income to costs):

Return (return on investment in training) is expressed as a percentage.

Interpretation of the result: if > 0 - therefore the type of activity is profitable, otherwise - training costs are not returned as an additional effect.

This indicator is convenient to use when comparing several options or implemented activities.

Bloom's assessment model provides for the possibility of assessing the effectiveness of achieving direct educational goals (Bloom's Taxonomy).

It is represented by 6 levels of achieving the educational goals of the training program.

Level 1. Knowledge

-reproduces terms, specific facts, methods and procedures, basic concepts, rules and principles.

Level 2. Understanding

An indicator of understanding can be the transformation of material from one form of expression to another, interpretation of the material, assumption about the further course of phenomena and events:

-explains facts, rules, principles;

-converts verbal material into mathematical expressions;

-hypothetically describes future consequences arising from existing data.

Level 3. Application

-applies laws and theories in specific practical situations; applies concepts and principles to new situations.

Level 4. Analysis

-isolates parts of the whole;

-reveals the relationships between them;

-determines the principles of organization of the whole;

-sees errors and omissions in the logic of reasoning;

-distinguishes between facts and consequences;

-evaluates the significance of the data.

Level 5. Synthesis

-writes an essay, speech, report, abstract;

-proposes a plan for conducting an experiment or other action;

-draws up task diagrams.

Level 6. Assessment

-evaluates the logic of constructing a written text;

2.4 System of training efficiency factors

The vast majority of modern ideas focus on the factors of effectiveness of professional training for specific employees.

L. Jewell argues that “Whatever the technical capabilities, changing people's behavior in a certain direction - for example, transferring to them new professional knowledge and skills - must be based on the three most important principles of human learning, including practice, feedback and reinforcement.”

D. Rayleigh listed the following key factors in the psychology of learning: motivation or a sense of purpose, relevance in terms of personal interest and choice, learning by doing, the opportunity to make unpunished mistakes, feedback, allowing students to learn at a time convenient for them and at a pace convenient for them .

M.I. Magura, M.B. Kurbatov calls “the most important principles, the implementation of which ensures the success of training,” the following: providing students with complete and timely feedback on the effectiveness of their training; practical development of acquired knowledge and skills; transfer of acquired knowledge and skills into working conditions; demand for learning outcomes; formation and maintenance of high motivation for learning; taking into account the initial level of knowledge of students. The authors name structural reorganization of work as ways to increase the impact of training; meaningful saturation of work; studying and using the experience of other organizations.

E.S. Churkina, talking about the technology of modular training (MES), developed by the ILO, says that this technology implements three relevant principles of professional training: activity-oriented, student-centered and guaranteed results in the form of regular assessment of current results and prompt adjustment of the course of training.

M. Armstrong gives ten main conditions for the effectiveness of vocational training:

1.Employees must be motivated to learn. They must be aware that if they want their work to provide satisfaction to themselves and others, their current level of knowledge, skills or competence, existing attitudes and behavior must be improved. Therefore, they must be clear about what behavior they should learn.

2.Students should set standards for performance. Learners must clearly define goals and standards that they consider acceptable and can use to evaluate their development.

.Students must have guidance. They need guidance and feedback on how they learn. Self-motivated workers can do most of this themselves, but there still needs to be a teacher to support them and help them when needed.

.Students should receive satisfaction from learning. They are capable of learning under the most difficult conditions if the learning satisfies one or more of their needs. Conversely, the best training programs may fail to meet expectations if learners do not see value in them.

.Learning is an active, not a passive process. It is essential that students are engaged with their teachers, fellow students, and the subject matter of the curriculum.

.Suitable methods should be used. Teachers have a large supply of educational topics and teaching aids. But they must use them selectively, according to the needs of the position, the employee and the group.

.Teaching methods should be varied. Using a variety of techniques, as long as they are all equally suited to specific contexts, promotes learning by maintaining student interest.

.You should take time to learn new skills. New skills take time to learn, test, and accept. It should be included in the training program. Many teachers overfill their programs with new information and do not provide sufficient opportunities for its practical development.

.Correct student behavior must be reinforced. Typically, learners want to know immediately whether they are doing what they are taught correctly. Long-term training programs require intermediate steps in which new skills can be reinforced.

.It is important to understand that there are different levels of training and that they require different methods and take different amounts of time.

In 2010, the Moscow Career Center conducted a survey of 116 representatives of Russian organizations. They answered the question - what determines the success of training (Figure 1).

Figure 1 - What determines the success of training

As shown in Figure 1, a key factor in the success of training is the interest in training of the staff themselves (36% of respondents). It is slightly inferior to the qualifications of a trainer (31%). Management support plays a special role (18%) and, finally, the quality of educational materials determines the success of training by 15%. The importance of motivation is confirmed in other studies. Thus, in a study by V. Potrebich it is noted that an increase in sales volumes was observed only among those store employees who had a certain motivational incentive to use customer interaction techniques. In case of loss of interest in work or using successful sales methods, controlled indicators decreased.

Forming and maintaining high motivation for learning is a key factor in the effectiveness of both the organization and delivery of training. In addition, the opportunity to obtain additional education is a powerful factor stimulating work for the vast majority of current and potential employees.

The listed ideas and empirical data on the factors of the effectiveness of vocational training by N.A. Kostitsyn (PhD in Economics, business coach) classified according to the criterion of the time axis (“before”, “during” and “after”) into three groups:

1.Factors in effective training delivery influence future training performance by creating expectations among participants. These include taking into account individual characteristics when developing a program, choosing the right place and form of delivery, providing the educational process with the necessary resources, etc.

2.Factors in effectively delivering professional learning come into play during the delivery of the curriculum and depend largely on the teacher and group dynamics. These include such training principles as timely provision of complete feedback, the availability of practical exercises, etc.

.Factors of effective work organization ensure the consolidation of learning results. These include management support, meaningful enrichment of work, development of performance standards, etc.

Thus, personnel training is a complex, complex, multifaceted process, in the organization of which many companies face a number of problems. To identify, solve, and improve the efficiency of the personnel training process, it is necessary to evaluate the effectiveness of training using the method or set of methods most suitable for a particular organization.

Conclusion

The competitive environment that exists among various companies dictates its own rules and prompts the fact that sooner or later it is necessary to ask the question of increasing operational efficiency. Therefore, personnel training is one of the pressing issues in the field of personnel management facing management, regardless of what stage of existence the enterprise is at. The need for qualified personnel in conditions of fierce competition is one of the most pressing. Well-planned and clearly organized work on personnel training is the key to the company’s achievement of strategic goals, its competitiveness, as well as its readiness to carry out organizational changes. In addition, a team of professionals is an undeniable advantage of the organization.

All the methods of personnel training we have considered can give the necessary results and be in demand within the organization. The main thing is to know what result the company expects from this personnel training, why it needs it, and how the results obtained will be monitored. Personnel training methods and appropriate tools for assessing their effectiveness should be selected individually for each specific organization. And stable, prosperous organizations are ready to invest money in their future by developing their own personnel training methods and assessment tools or entrusting this to professionals.

Assessing the effectiveness of training is an important stage in the staff training process. It is necessary to determine how the organization benefits from employee training, or to determine whether the form of training used by the organization is effective. 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.

In addition to the direct impact on financial results, investments in professional development help create a favorable climate in the organization, increase employee motivation and commitment to the organization, and ensure continuity in management.

Based on the results of the work done, we can conclude that the goal of the course work was achieved. During the study, modern methods of personnel training were analyzed, the advantages and disadvantages of each method were determined, and the advantages of active methods of personnel training over traditional ones were identified. Through the analysis of articles from periodicals, the main problems that organizations face when training personnel, the main methods for assessing the effectiveness of training, as well as factors for the effectiveness of training the organization's personnel were identified.

List of sources used

1.Aksenova, E. A. Personnel management / E. A. Aksenova. - Ed. 2nd, revised and additional - M.: Unity-Dana, 2012. - 194 p.

2.Armstrong, M. Practice of human resource management / M. Armstrong. - St. Petersburg: Peter, 2004. - 832 p.

.Vetluzhskikh, E. We train - we evaluate. Models of criteria-based assessment of learning outcomes / E. Vetluzhskikh // Handbook of personnel management. - 2005. - No. 2. - P. 10-18.

.Deineka, A.V. Modern trends in personnel management / A.V. Deineka, B.M. Zhukov. - M.: Academy of Natural Sciences, 2009. - 266 p.

.Jewell, L. Industrial-organizational psychology / L. Jewell. - St. Petersburg: Peter, 2001.- 720 p.

.Durakova, I. B. Theory of personnel management / I. B. Durakova, O. A. Rodin, S. M. Taltynov. - Voronezh: VSU, 2004. - 83 p.

.Kirkpatrick, D. L. Four steps to successful training / D. L. Kirkpatrick, D. D. Kirkpatrick. - M.: HAR Media, 2008 - 128 p.

.Kostitsyn, N. A. System of factors of effectiveness of professional, organizational and corporate training / N. A. Kostitsyn // Personnel development management. - 2005. - No. 4. - P. 2-15.

.Magura, M. I. Personnel training as a competitive advantage / M. I. Magura, M. B. Kurbatova. - M.: Magazine “Personnel Management”, 2004. - 216 p.

.Magura, M. I. Organization of training for company personnel / M. I. Magura, M. B. Kurbatova. - M.: Business school "Intel-Sintez", 2002. - 264 p.

.Muzychenko, V.V. Personnel management. Lectures: Textbook for students of higher educational institutions / V. V. Muzychenko. - M.: Academy, 2003. - 528 p.

.Nosyreva, I. G. Modern forms and methods of personnel training / I. G. Nosyreva // Personnel development management. - 2006. - No. 1. - P. 2-10.

.Smagina, M. V. Methods of active social and psychological training / M. V. Smagina. - Stavropol: SGPI, 2008. - 92 p.

.Uvarova, G. S. Assessing the effectiveness of investments in personnel training / G. S. Uvarova // Your partner-consultant. - 2012. - No. 9. - P.16-17.

.Personnel management: Textbook. / T. Yu. Bazarov, B. L. Eremin, E. A. Aksenova, etc.; Ed. T. Yu. Bazarova, B. L. Eremina. - Ed. 2nd, revised and additional - M.: UNITY, 2002. - 554 p.

.Filyanin, V. Assessing the effectiveness of training / V. Filyanin // Handbook of personnel management. - 2010. - No. 11.- P. 28-34.

.Barysh, O. Two most important problems in personnel training / O. Barysh // [Electronic resource]. - Access mode: #"justify">. Dumchenko, O.E. Methods for assessing the effectiveness of training and personnel development / O. E. Dumchenko, V.V. Kozlov //[Electronic resource]. - Access mode: #"justify">. Naumov, K.V. Methodology for developing a training and personnel development program / K.V. Naumov // Corporate management [Electronic resource]. - Access mode: #"justify">. Assessing the effectiveness of personnel training [Electronic resource]. - Access mode: #"center"> 21.

Assessing the effectiveness of training is the central point of managing professional training and at the same time the most difficult problem of such management.

In the middle of the last century, the American Donald Kirkpatrick proposed a multi-level conceptual approach to assessing the effectiveness of training programs, which remains basic today. As you move from level to level, the assessment becomes deeper and more accurate.

At the first stage, an assessment takes place at the “like/dislike” level, that is, the degree of emotional satisfaction is determined. Dissatisfaction undoubtedly indicates the ineffectiveness of this training for those who were not satisfied with it. However, the satisfaction of the remaining “students” does not at all indicate that the training was effective for them.

At the second level, the assessment “increases” by monitoring knowledge and skills before and after training, that is, it is carried out, not yet quantitative, but already a qualitative assessment of the real effectiveness of training. In order to achieve the goal in itself, namely assessing the business result of training, passing the first two levels is not enough.

At the third level of the Kirkpatrick model, it is necessary to ensure real changes in the production behavior of the trained employee. That is, it is necessary to understand whether the employee applies the acquired knowledge and skills in his work or not.

At the fourth level, changes in the work of an employee, department or even the company as a whole should be monitored. For example, we can talk about the number of customers retained or returned due to the activities of a trained employee, a reduction in the number of defects by a certain number of product units, a reduction in order fulfillment time, etc.

Thus, to assess the effectiveness of the learning process, the following criteria can be distinguished:

students' opinions

student satisfaction;

mastering educational material;

changes in behavior, the degree of use of acquired knowledge and skills in the process of work;

work results;

cost effectiveness.

To determine learning outcomes, you can use methods such as surveys, exams and tests, employee certification, and analysis of the dynamics of the overall performance indicators of the organization. At the same time, it is a generally accepted point of view that training cannot be assessed only from the standpoint of effectiveness. According to the theory of human capital, the knowledge and qualifications of employees are considered as income-generating capital that belongs to them, and the expenditure of time and money on acquiring this knowledge and skills is an investment in it.

In any case, assessment criteria should be established before training and communicated to learners, trainers and those managing the vocational training process.

It is believed that the success of a vocational training program depends 80% on its preparation and only 20% on the desire and ability of the students. Training will be equally ineffective if it is treated as a “paid vacation” or as a “punishment.” Understanding how vocational training may interest an employee allows you to present information about the upcoming program accordingly.

Before assessing the effectiveness of investment, the company needs to build a system for monitoring training results. The most common mistake that customer companies make is the lack of control over the results of personnel training. To determine how effective the personnel training was, it is also necessary to determine what was the input and what was the output, in other words, where the increase in knowledge, skills and abilities occurred during the training. Thus, the control system necessarily includes:

input control;

ongoing control (if we are talking about long-term training programs);

final control (can have a formal or informal form);

control over the use of acquired knowledge and skills in the work process.

Such control can also be carried out by the immediate supervisor at the employee’s workplace; surveys can be conducted to find out how, for example, the level of service has changed, etc.

When reviewing learning outcomes, it is necessary to ensure that everyone who completes the training course is provided with the conditions to apply the acquired knowledge in the performance of daily duties. What an employee has learned will only be useful when it is transferred from the classroom to the workplace. It may happen that, having returned to his workplace, full of enthusiasm, he will not find support and will not be able to take advantage of the feedback. After some time, the social environment will force him to return to the way he acted before. Thus, everything valuable that the training provided is lost, and in the worst case, all motivating factors in the need for training are rejected.

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

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.

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.).

Collect data during and after training (using the same indicators and using the same tools as before training).

During training, you can collect valuable information about the motivation of students, their interest in various educational topics, their assessment of the work of teachers, etc. Data after training can be collected in different ways: fill out specially designed questionnaires so that they evaluate the program, the work of teachers, their involvement in training, etc. To assess the degree of mastery of educational material at the end of training, tests, exams, and testing can be conducted.

Comparison of data obtained before, during and after training.

The effectiveness of training is not a matter of faith or belief, but rather specific results that can (and should!) be assessed quantitatively or qualitatively. 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. Therefore, some organizations use the practice of multiple assessments at certain intervals.

The future use of the assessment results will depend on its purpose. After completion of the training and its evaluation, the results can be used in further planning of professional training, as well as adjustment of training programs, training scenarios, methods of working with certain techniques.

Thus, all methods of personnel training can bring the necessary results and be in demand within the organization. The main thing is to know what result the company expects from this personnel training, why it needs it, and how the results obtained will be monitored.

Assessing the effectiveness of training is an important stage in the staff training process. The point of such an assessment is to determine how much benefit the organization receives from employee training, or to find out whether one form of training is more effective than another. The main purpose of evaluating the effectiveness of training is to analyze the information obtained and use it in preparing and conducting similar training programs in the future.

Evaluation of the effectiveness of training can be carried out in the form of tests, questionnaires filled out by students, exams, etc. and is assessed both by students and by managers, specialists from training departments, experts or specially created commissions.

Criteria for the effectiveness of training: student opinion, learning material, behavioral changes, work results, cost-effectiveness.

Assessing the effectiveness of studies requires a lot of time and fairly high competence of the specialists conducting the assessment. Therefore, many companies abandon such assessment and simply rely on the fact that any training benefits the organization and ultimately pays off. Although the effectiveness of training is not a matter of faith and belief, but rather specific results that can be assessed quantitatively and qualitatively.

Managers need to clearly understand that the HR strategy must rise from the position of functional production services to a truly strategic level, when HR management is viewed as a process that permeates the organization from input to output, interacting with all other organizational processes.

Within the framework of this approach, work with personnel acquires its own specifics, the main feature of which is the correction not of individual personnel procedures, but of the entire management strategy of the organization as a whole. An ineffective technique would be to try to change strategy by influencing only the behavior of subsystems and people. For example, it is impossible to force people to be loyal by demanding this loyalty from them. Loyalty is a consequence of the action of objective (systemic) factors operating in the organization (these are conditions and methods of labor organization, administrative and organizational policies).

Designing and maintaining system factors in optimal condition is the main responsibility of leaders and managers. They create a system in which people work. The system provokes one or another type of employee behavior.

The head of a hotel company wants, first of all, that after training the quality of work of individual employees and the entire team as a whole will improve. He needs confidence that the training will produce concrete results: sales volume will increase, staff turnover will decrease, work technologies will be updated, etc. And that after training, employees will not leave the hotel in a month or two.

The management of the hotel, who sent the employee for training or created a training system within the hotel, and the trainer conducting classes at the hotel, and, finally, the employees themselves who want to work in the hotel enterprise should be interested in the effectiveness of training. Let's look at the two main types of training acceptable for a hotel company and look at the pros and cons of each.

An established system of in-house training facilitates constant monitoring of the quality of guest service, and also helps management receive information about the mood within the team. The in-house training system encourages the acquisition of additional experience in the process of work or when discussing practical (conflict) situations and work methods used in other hotels. Studying and discussing specialized literature is very useful

The personnel training and development system may consist of different but interrelated blocks: training, assessment and rotation. What is included in this system? Literally from the first day, when the employee brings all the necessary documents to the personnel department and signs an employment contract, the training process begins. It is necessary to once again explain to him the working conditions, familiarize him with the approved job description, the “Internal Labor Regulations”, “Staff Regulations”, and other normative and methodological literature. All information about the quality of the employee’s work, rewards and misconduct is subsequently sent to the personnel department. All these documents form his personal file. On the first day, a new employee must be shown the entire hotel (rooms, food outlets, conference rooms), introduced to the departments and services, and told about the services provided to guests. The coach or personnel department employee determines the “professional level” of the newcomer. Depending on the level of his training, the entire subsequent training program is built, which consists of mandatory and additional trainings. The program is calculated hourly and has several goals: to interest the employee as much as possible, motivate him, tell him about possible prospects for career growth, and explain that any training involves both working with a trainer and self-study. The employee must determine what needs to be learned and whether he wants to learn it. Each hotel is a unique, inimitable mechanism that imposes certain requirements on its staff. The intricacies of corporate culture can only be learned through an in-house training program. No invited specialist will be able to fully illuminate this issue. Success is ensured through the interaction of the employee, his immediate supervisor and the training manager (if the hotel has such a staffing position). Simple but important hotel programs are: “Welcome to the hotel” (description of the organizational structure and job interaction, the philosophy of the hotel enterprise, its history, behavior in emergency situations, etc.), “Introduction to the specialty” (a clear explanation of job functions responsibilities, department regulations, analysis of practical situations), “Telephone communication skills”, “Working with aggressive and demanding clients”, etc.

The growth of professional skills and the competitiveness of employees is influenced by the following factors: experience in the industry, job assignments that stimulate professional growth, instructions and recommendations of the manager, feedback. Let's return to the issue of consistency and once again outline the importance of the relationship between training, assessment and rotation. Basic training takes place during the probationary period, the first assessment is carried out after the probationary period. Additional training occurs throughout the year and is assessed at the end of the year. At the same time, in order to maintain an employee’s interest in continuing to work at the enterprise, it is necessary to provide him with a chance to develop, move up the career ladder, and try his hand at new positions. The personnel department must have comprehensive information about the desires and capabilities of employees, and the people themselves must be informed about emerging vacancies. The disadvantages of the personnel training system described above are that often the personnel department does not play a role in the training process, training is single, one-time in nature, and candidates “from the street” are considered to fill vacant positions.

The second type of training recommended for hotel enterprises is the involvement of “external” teachers or the organization of short-term or long-term advanced training at a specialized university.
For such an event to be successful, it is necessary to have an understanding of the teaching staff and the programs offered, as well as an understanding of the outcome you want to achieve. It is important to note that at all stages of the learning cycle, competent communication plays a significant role (i.e., conveying information to students, communication, discussion). For example, to determine the level of training of students, a teacher can conduct a conversation or survey with them. Knowing the initial level of your students will help you adjust the curriculum and teaching methods. The teacher will be able to prepare a course that is logical, the classes are interesting, and the material is easy to digest. He must know how to attract and retain the attention of the audience, how to arouse the interest of listeners, how to present the material and highlight the main thing. “Emotional mood” is very important in the learning process. A student who was “sent” to the course by his boss will most likely have a different attitude towards the classes than someone who came of his own free will. And the teacher should probably spend some time first to interest the listeners who came “under duress”, explaining in detail to them the possible benefits of the classes.

One of the functions of a trainer is to encourage workers to interact and consult with colleagues on work issues. A significant proportion of the efforts of managers, teachers and assistants should be directed towards providing and continuously maintaining feedback from course participants. Without constant feedback before, during and after the communication process, it is unlikely to be effective enough to bring about noticeable change.

Learning is a cyclical movement from unconscious incompetence to unconscious competence. This point of view assumes that people...
-They don’t know what exactly they don’t know.
-They don’t know that they have problems.
-They don’t know that they are missing out on favorable opportunities.
-They don’t know that they can do something or do something differently.

Therefore, learning is a change in behavior patterns that benefits the student. The concept of benefit presupposes a discrepancy between existing circumstances and those that could or should exist. What is meant?
– Real or imagined problems.
- An opportunity that you can take advantage of.
– New goals to achieve.
– Lack of professional knowledge or skills.

All effective communication starts with asking, “What’s the problem?” or “What’s missing?” A communicator will never be successful if he does not understand the situation. When the situation is clear and the goals are defined, the process of conveying information to the audience can begin.

Procedure for assessing the effectiveness of training

The procedure for assessing the effectiveness of training usually consists of four stages:
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.
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, consumer satisfaction, satisfaction of company employees, level of work morale, etc.).
3. Data collection during the training process and after training (using the same indicators and using the same tools as before the start of training).

During training, you can collect valuable information about the motivation of students, their interest in various educational topics, their assessment of the work of teachers, etc. This allows you to make the necessary adjustments to the content of the program, change the form of presentation of individual topics, make classes more interesting and lively and, if necessary, include new topics and questions in the curriculum that are more consistent with the professional interests of students.

Post-training data can be collected in a variety of ways. Most often, immediately upon completion of training, students are asked to fill out specially designed questionnaires so that they evaluate this program, the work of teachers, their involvement in training, etc. Unfortunately, such questionnaires provide rather limited information for assessing the effectiveness of training, although it can provide guidelines for changing the program, improving its organization, enhancing the motivating effect and improving the opportunities for practical use of acquired knowledge and skills.

To assess the degree to which students have mastered the educational material they study as part of the curriculum, tests, exams, testing (including using a computer) can be conducted at the end of the training, or production indicators or skills that the training program was aimed at developing can be assessed. 4. Comparison of data obtained before, during and after training. For example, if the main goal of a 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 to 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. Of course, this approach has a right to exist, but we must be aware that staff training is too expensive a “pleasure” to rely on luck here. The effectiveness of training is not a matter of faith or belief, but rather specific results that can (and should!) be assessed quantitatively or qualitatively.

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. Therefore, some organizations use the practice of multiple assessments at certain intervals. For example, IBM has adopted the practice of testing employees who have completed training 6 and 9 months after completion of training.

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. As Irina Dombrovskaya, HR director of the United Metallurgical Company, noted: “...very often it is not clear why some department earned better: either because we trained everyone in marketing, management, or because we restructured salaries added or announced a competition for the best manager."

A serious problem that does not allow the results of assessing the effectiveness of training to be properly used is the practice when training department employees are involved in assessing the effectiveness of training. It is difficult to expect complete objectivity in the assessment and prompt response to the negative results of training in certain programs from the department that, in fact, organizes the training of employees. Ideally, the customer or consumer of this service, and not the performer, should evaluate the effectiveness of the training provided, its necessity and usefulness.