One of the components of the system is the training of employees and the creation of conditions for their professional growth. Training programs help improve qualification level workers, which affects the efficiency of production as a whole.

What dictates the need for staff training

Training is especially relevant for industries that are considered potentially hazardous. Here, the slightest deviation from technology can cause a man-made accident. Employees involved in this industry must demonstrate competence in matters of technical device mechanisms, fire safety and so on. They must have a full range of information about labor protection and personal safety.

In addition, manufacturing technologies do not stand still. They evolve and become more and more complex. This requires workers to have a global knowledge of managing innovative equipment.

In addition, training has several goals:

1. Striving for a higher position. Subsequent combination of positions is allowed.
2. The desire to deepen the mastery of the profession.
3. The desire of the employer to be law-abiding. There is a category of programs and courses, the study of which is mandatory in the workplace. This type training is supervised by supervisory authorities. In particular, Rostekhnadzor is quite strict about this issue. Failure to comply with his orders is fraught with large fines for the head of the enterprise.

Even the most qualified employees sometimes simply cannot keep up with the ever-evolving and deepening demands of the market. Quite often, young specialists who demonstrate good knowledge in the process of training at the workplace turn out to be insufficiently competent. The proposed training programs will help staff keep up.

Why do we need to evaluate the effectiveness of staff training

Each employer must invest the company's funds in staff training. The cost-effectiveness of such investments is more than paid off if the training was of high quality.

The employer has the opportunity to form a team of professionals, ready to perform tasks of any complexity. The managerial decision about the distribution of responsibilities becomes more reasonable and motivated.

Employer costs include:

• purchase of programs;
• creation of conditions for their study;
• subsequent assessment of the quality of the knowledge gained by the staff.

The economic return from training becomes more complete, the more objective the picture of training evaluation is.

The return of training is evaluated by economic efficiency, since for employers this is nothing more than an investment in production.

It depends on the labor potential whether the business will develop further, what are its professional horizons, and whether the enterprise will have a future at all. The effectiveness of staff training is also determined by the degree of increase in the efficiency of the employee's work after completing courses or studying programs.

That is, the employer can determine the appropriateness of training by how practical it is beneficial and applicable in general in solving production problems.

Criteria for the effectiveness of training

The most objective way to assess the effectiveness of training and the presence of economic returns from it is the method expert assessments. The decisive opinion here is assigned to the expert. To do this, preliminary information is collected that will allow measuring the level of training effectiveness.

With its help, the expert will identify how much the competence of the staff has increased and, most importantly, how exactly this affects the performance of production. Effective training should improve the financial performance of production, otherwise the cost of it will not be justified.

The performance criteria include:

In addition, the expert analyzes the level of reduction in time and financial costs.

Thus, the evaluation of the effectiveness of staff training is a reliable option for determining the feasibility and effectiveness of training.

How to evaluate the effectiveness of staff training

The most objective indicator is the effectiveness of labor after training.

Along with this, the following criteria are applied in modern production:

• Socio-sociological. These include surveys and interviews.
• Statistical. Mathematical analysis of the obtained data will also allow you to see the feasibility of the training. The simplest mathematical formula - S = (P * C) - Q- as objectively as possible reflects the picture of the state of production after training ( S- economical effect, P- increase in production for a certain unit of time; C- the price of a unit of output for a given period of time; Q- training costs).
• Estimated. An employee who has completed training may be asked to complete a control task, which is a final test. In fact, this is a kind of exam for the assimilation of new information.

For a manager, staff training is a good way to master new products or minimize production costs. It is impossible to introduce new machines in the workshop if the employees have not previously been trained to work on this equipment. Therefore, the effectiveness of staff training is a vital factor for the employer.

The impact of learning outcomes can have a beneficial effect on the operation of the entire enterprise. Thanks to him, the microclimate of the organization improves and is developed.

As an assessment, experts also use the indicators obtained after completing the training:

Evaluation of the effectiveness of personnel training at the enterprise is also carried out on the basis of feedback from customers and consumers. Often after training, feedback becomes more positive, and complaints about product quality or service level are significantly reduced.

It is also a good way to check how effective the training was. If the team is formed from professionals who have become more competent and well-versed in their work skills, the “turnover” in the team is reduced and the number of industrial conflicts is reduced.

Building an effective team is the ultimate goal of every employer.

The analysis of works on the theory of personnel management allows us to say that there are different approaches to assessing the effectiveness of the personnel training system. Meanwhile, theorists and practitioners tend to think about the importance and necessity of evaluating the effectiveness of the training system by personnel.

It should be noted that any organization conducting employee training strives to maximize its effectiveness. Training will be considered effective if its results contribute to the achievement of the company's goals.

Evaluation of the effectiveness of training is the final stage of personnel development management. The management of the organization should develop a unified approach to assess the effectiveness of staff training and includes:

Satisfaction of the employee who completed the training;

Satisfaction of the manager with the effectiveness of employee training;

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

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

Theorists and practitioners of management distinguish qualitative and quantitative methods evaluating the effectiveness of training.

The quantitative method for evaluating learning outcomes makes it possible to determine the total number of employees who have completed training, the overall qualification rate of personnel, and training costs.

It should be noted that economic efficiency can be calculated by determining the costs of training and comparing them with the financial benefits for 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, staff training is effective if the costs associated with it are lower than the costs of the organization to increase labor productivity due to other factors. Since determining the results that are achieved through employee training is associated with certain difficulties, the cost-effectiveness of training is revealed in the form of cost savings that can be accurately calculated.

For an economic assessment of the effectiveness of training, you can compare the indicators before and after training:

Volume of sales;

Client base;

Number of complaints;

Work completion time.

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

The economic evaluation of learning outcomes is based on the feasibility of investing in human capital. As a criterion for the expediency of investing in human capital, the size of the increment of additional net income after the implementation of training programs is taken. 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 capital investment.

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

Quantitative analysis of learning outcomes is used to develop the social passport of the enterprise. However, the quantitative method does not allow assessing the effectiveness of professional training, its compliance with the goals of the enterprise.

Qualitative methods for evaluating the results of employee training make it possible to determine the effectiveness of training and its impact on production parameters.

The Kirkpatrick model assumes an assessment at four levels:

The reaction of students to the training program (emotional criterion);

Evaluation of knowledge and experience gained by the trainee under the training program (professional testing);

Evaluation of behavior in the workplace (peer review);

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

An analysis of the current practice in the field of personnel management allows us to identify the following ways to qualitatively assess learning outcomes:

Assessment of knowledge at the end of training;

Assessment of knowledge and skills in a working situation;

Assessment of the impact of training on production performance;

Economic evaluation.

With the help of knowledge assessment at the end of training, it is possible to 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.

Assessment of professional knowledge and skills in a working situation is carried out by the manager, as a rule, after a certain period of time after training. This method allows assessing the degree of practical use of acquired knowledge and skills.

Determining the impact of training on production performance is sometimes considered as the main assessment level. It links learning outcomes to the requirements of the operation 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, the number of defects), etc.

However, there are no complex methods analyzes that allow you 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 assess the effectiveness of the training system. Effective methodology evaluation should include qualitative indicators (serving as a forecasting tool) and quantitative indicators (evaluating the results of the past period).

After completion of the training and its evaluation, the results are reported to the personnel management service.

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

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

Input control;

Current control (for long-term programs);

Final control;

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

The manager can exercise such control. For hotel service enterprises, it is relevant to conduct a customer survey to find out how, for example, the level of service has changed, etc. Many customers fill out the relevant questionnaires, on which the 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 the growth of labor productivity. Training helps new employees join the team and achieve the required level of efficiency. Evaluation of training will help to identify and retain the knowledge of employees.

Staff training is aimed at easily implementing organizational changes, which will lead to a decrease in resistance to change. Training will strengthen the loyalty of employees and customers, and lead to an increase in engagement. Finally, training will ensure the succession of employees in important positions, internal recruiting.

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

Thus, we can conclude that the evaluation of the effectiveness of the learning process will allow monitoring the implementation of the training program. It will allow you to analyze weak sides, to monitor the effectiveness, quality, effectiveness of training.

MINISTRY OF EDUCATION AND SCIENCE OF THE RUSSIAN FEDERATION

Federal State Budgetary Educational Institution

higher vocational education

"Kuban State University"

(FGBOU VPO KubGU)

Department of Personnel Management and Organizational Psychology

Course work

MODERN METHODS OF STAFF TRAINING AND EVALUATION OF THEIR EFFICIENCY

The work was carried out by __________________________ Bashkirtseva Yulia Valerievna

(Signature, date)

Faculty of Management and Psychology, 2nd year

Direction 080400.62 Personnel management

Scientific adviser ___________________________________ V.A. Pavlenko

(Signature, date)

Krasnodar 2013

INTRODUCTION

At present, business is developing rapidly and competition is growing. The task of any company is not only survival, but also the preservation of competitiveness. The success of an enterprise directly depends on the efficiency of its employees. Therefore, the problem of staff training is relevant for many companies.

Both external conditions (economic policy of the state, legislation and taxation system, new competitors appear, etc.) and internal conditions for the functioning of the organization (restructuring of enterprises, technological changes, the emergence of new jobs, etc.) change very quickly, which puts the majority of Russian organizations before 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 organizational change require reliance on well-planned and well-organized work on staff training. 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 position many Russian organizations in the period of transition to work in a market environment, the costs associated with staff training are beginning to be considered as a priority and necessary. More and more organizations conduct large-scale training of personnel of different 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 to analyze modern methods staff training and ways to assess their effectiveness.

Object of research personnel training.

Subject of research personnel training methods and evaluation of their effectiveness.

Tasks:

• identify positive and negative sides staff training;
• consider the methods of personnel training and their classification into traditional and active;
• to study modern methods of personnel training;
• identify the advantages of active methods over traditional ones;
• identify modern problems in staff training;
• study methods for evaluating the effectiveness of training;
• consider the factors of training effectiveness.

1 Theoretical foundations of staff training

1.1 Staff training, benefits and costs

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

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

1. Personnel training systematic and organized training and release of qualified personnel for all areas of human activity, owning a set of special knowledge, skills, abilities and ways of learning.
2. Professional development of personnel training of personnel in order to improve knowledge, skills and ways of communication in connection with the growth of requirements for the profession or promotion.
3. Retraining of personnel training of personnel in order to master new knowledge, skills and ways of communication in connection with mastering a new profession or changing requirements for the content and results of work.

In order for top management to be prepared to make learning a top priority, learning must be beneficial to both the entire organization and individuals. The attitude of top management to staff training is largely related to the 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 staff training are expressed as follows:

1. Employee training allows the organization to more successfully solve problems associated with new areas of activity and maintain the necessary level of competitiveness (improving the quality and productivity (efficiency) of staff work, reducing costs and reducing costs, reducing injuries, etc.).
2. Increasing the commitment of staff to their organization, reducing staff turnover.
3. Increasing the ability of staff to adapt to changing socio-economic conditions and market requirements. Thus, the organization increases the value of the human resources at its disposal.
4. 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. The growth of self-esteem.
3. Growth of qualification, competence.
4. Expanding career prospects both inside and outside the organization.

Staff training is not only about benefits. It also entails certain costs. Among the costs associated with employee training, direct and indirect costs can be distinguished. Direct costs may include:

• the cost of paying teachers and support staff;
• expenses for educational materials;
• premises rental costs.

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, with the preservation of wages);
• 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 with a break from their main job. Sometimes it is difficult enough to say which costs direct or indirect are more sensitive to the organization.

1.2 Staff training methods and their classification

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

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

To traditional methods staff training include:

• lectures;
• seminars;
• educational films and videos.

Lecture (lat. lectio reading) oral systematic and consistent presentation of material on any problem, method, topic, etc. Lecture is a traditional and one of the most ancient methods vocational training. When using the lecture method of presenting material, the teacher orally conveys information to a group, the size of which can vary from a few people to several hundred and 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;
• opportunity to reach large audience;
• relatively low financial costs per student (especially with a large number of students).

Disadvantages of lecture presentation of material:

• high requirements to the skill of the lecturer, necessary for the quality transfer of knowledge;
• low activity of students, the inability to receive feedback reduce the effectiveness of mastering the educational material;
• the impossibility of taking into account differences in the educational level and professional experience of students.

Seminar (from Latin seminarium nursery, greenhouse) a form of training and practical sessions that involve a lot of activity of participants and are used to discuss a problem together, develop common solutions or search for new ideas.

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

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

Seminar benefits:

• allow you to control the degree of understanding by students of the material covered;
• help students to better understand the misunderstood at the lecture or when reading additionally recommended literature;
• allow the teacher to establish stronger links between the material that students received at the lecture and the knowledge and experience that they currently have.

Seminar Disadvantages:

• seminars, unlike lectures, are held in relatively small groups of 8-25 people;
• The leader of the seminar should be an experienced and sociable person.

Educational films and videos for the business education system are a relatively new phenomenon. The market for film and video films for business education is still in its infancy, although organizations from different parts of the Russian Federation and other CIS countries are already users of video courses. For example, educational videos of the series "Effective Management of Russian Companies" are recommended for use in the framework of the Presidential Program for Management Training. This series includes the following films: "Developing a Development Strategy", "Successful Organizational Change", "Organization of Direct Selling", "Successful Negotiation". Each training video describes a specific problematic situation that has developed at one of the Russian enterprises.

Each video course includes a training video, a manual on the topic of the course and a methodological guide for teachers on conducting classes. Teaching materials may contain recommended exercises, role-plays, training texts, dialogues, topics for discussion, emphases on the main teaching points, even training options broken down by time.

Advantages of video training:

• connection with practice: the plots are based on real events that took place at specific workplaces;
• clarity and accessibility of the presentation of the material;
• the possibility of self-learning and repetition;
• the possibility of multiple use in group classes and individually;
• ease of use: training can be done at a convenient pace, in a convenient place, at a convenient time, which is psychologically comfortable for the majority;
• does not require large expenditures.

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 of influence on students as the personality of the teacher is excluded.

1 .3 Active learning methods

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

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

The general trend that should be noted today, speaking about staff training, is an increasing emphasis on the use of active learning methods and on the development of students' skills during training. teamwork. This provides a range of benefits:

1. Facilitates the perception of new material. The lecture form of presenting material for most adults who have long completed their studies 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. In the course of classes, it undergoes significant rethinking and streamlining. Listeners mutually enrich each other. This makes it possible, on the one hand, to revise your own experience, to determine what “works” in it and what is harmful or ineffective, and on the other hand, to get acquainted with the experience of your comrades, borrow new techniques and approaches to solving the most common in the work of task listeners.
3. By proving or substantiating certain approaches to solving 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 the students the "correctness" of certain approaches, actions, but, on the contrary, the students in the course of group discussions must independently justify what is given to them in a finished form in the lecture form of presenting the material.
4. Students get the opportunity to more clearly see the patterns of effective and ineffective behavior and correlate them with those patterns of behavior that they are used to demonstrating in their work.

The successful achievement of learning goals is largely related to the psychological atmosphere that develops during study. The maximum return from the lesson can be achieved only when a friendly atmosphere develops in the classroom, which increases the involvement of participants in the learning process, stimulates the interest of students in the learning process, and encourages them to show creativity and initiative.

in providing favorable psychological climate contributing to the achievement of learning goals and a high level of assimilation of educational material, the role of the teacher is especially great. 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 properly build work in the classroom. During the classes, it is important to ensure a high level of interaction and goodwill in the relations between the participants.

Currently, the following active learning methods are the most common:

• trainings;
• programmed learning;
• computer training;
• business and role-playing games;
• behavioral modeling;
• analysis of practical situations;
• basket method.

Trainings

Training is understood as such training in which theoretical blocks of material are minimized, and the main attention is paid to the practical development of skills and abilities. In the course of living or modeling specially given situations, students get the opportunity to develop and consolidate the necessary skills, learn new behaviors, change their attitude towards own experience and approaches previously used in the work. In trainings, various methods and techniques of active learning are usually widely used: business, role-playing and simulation games, analysis of specific situations 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 learning and, in addition, is focused primarily on obtaining practical skills needed in everyday work, on the exchange of experience between students, which allows you to get a result of high practical value, and saves time and resources for employees and organizations. generally.

Training is a very effective method of staff training if its main purpose is to acquire specific skills or abilities necessary to perform job functions, or to develop them.

The undoubted advantage of training is that it increases the motivation of staff. During the training, not only the transfer of knowledge takes place, which is certainly very important, but also a certain emotional charge of people. Awakens, actualizes the need to apply new knowledge in practice, i.e. incentives for activity increase significantly. Usually, after a well-conducted training for 3-4 months, employees are in a state of emotional upsurge. In this regard, it is desirable 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 give 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 for developing and consolidating the skill (ability) acquired during the training;
• the desire to do everything at once quickly and correctly;
• psychological discomfort from the fact that not everything works out;
• difficulty in 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 provide support for changes after the end of the training - post-training support for staff.

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

Benefits of training:

• concentration of attention of participants;
• high level of information assimilation and intensity thought processes;
• the opportunity to gain practical skills;
• strengthening the motivation of company employees;
• exchange of personal experience;
• teamwork.

Training also has a number of disadvantages:

• short-term effect of any training (3-4 months);
• the effect of 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 assimilation 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 learner to move at their own pace, when the transition to the next block of information occurs only after the previous one has been mastered.

The possibilities of computer technology allow students to start studying a subject (topic) from the level that corresponds to their current level of knowledge, their experience and abilities, and move forward at their own pace, 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 CD combine the benefits of programmed learning with the richest possibilities of computer technology. Students may be presented with work situations that must be worked out during the course (for example, a faulty motor that needs to be fixed, or a fire in a chemical warehouse). After choosing any answer from the available alternatives or a certain 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 pace, convenient for him, when the transition to the next block of information occurs only after the previous one has been mastered;
• high structuring of the educational material, which facilitates assimilation and provides more opportunities to establish links with existing knowledge.

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

business games

Business games is a form of learning when learning topics are worked out on the basis of situations and material that simulate certain aspects professional activity listeners. A business game presupposes the presence of a certain scenario, rules of work and introductory information that determines the course of the content of the game.

The game goes through three stages: preparation, direct 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 will play. During the game itself, the main functions of the teacher are: monitoring the progress of the game, maintaining a creative, competitive environment and ensuring the 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, general assessments should be avoided ("normal", "bad", etc.), vagueness ("They did not try hard", "We should have done better") and excessive criticality.

It is better to start the analysis of the game with its evaluation by the participants and complete with analysis, comments and summing up by the teacher. When summing up, it is important to find out what the audience gained as a result of the business game, what conclusions they made for themselves. The analysis of the game is especially interesting and meaningful when video recording is used during its conduct.

Business games are unique method learning 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 not to get confused, not to make mistakes, to act effectively;
• allow assessing the readiness and ability of staff to solve certain problems.

Role-playing games

Role playing is also an active learning method. This method is becoming more and more popular in the training of managers of different levels and candidates (reserve) for leadership positions. Most often, role-playing games are used during trainings of various kinds.

Role-playing games are especially useful in teaching interpersonal communication skills, since they involve the reproduction of situations 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, customer and salesperson) in certain circumstances, trying to achieve a solution to the learning task. Participation in role playing may be preceded by a special instruction from the teacher (coach), which sets the basic conditions in which the game situation unfolds.

Role-playing and subsequent discussion of the results of the role-play allows participants to:

• better understand the motives of behavior and the employee whose role is being played, and the motives of the opposite side;
• see typical mistakes allowed in situations of interpersonal interaction, to realize constructive and non-constructive models of behavior;
• understand the tasks that must be solved to achieve success in this situation (conflict resolution, achieving a high level of cooperation, persuading another person, etc.).

Role playing benefits:

• role-playing and subsequent discussion of the results of the role-playing game allow listeners to better understand the motives of behavior and the employee whose role is played, and the motives of the opposite side;
• participation in role-playing games helps to see the typical mistakes made in situations.

Behavioral Modeling

Behavioral modeling it's relative new method teaching interpersonal skills and changing attitudes. This method is mainly used in the framework of trainings that involve a wider use of active learning methods, to which this method also belongs. It teaches specific skills and attitudes related to the performance of a professional activity 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 they are asked to reproduce the proposed "behavioral model" as accurately as possible in educational or work situations.
3. Providing feedback and reinforcement indicating the degree of success in mastering the appropriate behaviors.

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

The role models that are offered to employees when using the method of behavioral modeling are designed to fit the work situations as closely as possible, so behavioral modeling has a very high degree of positive transfer.

Special attention the teacher should pay attention to the change in the right direction of the students' attitudes.

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

The method of behavioral modeling is the more effective, the higher the level of motivation of students, the better they understand the importance 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 to take into account the individual characteristics of the trainees;
• flexible enough to allow more time for slow learners.

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

Analysis of practical situations ( case-study)

Case studies are one of the oldest and most tried and tested 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 best solution and develop action programs. This method allows students to develop the skills of analysis, diagnosis and decision-making that will allow them to be more successful in solving similar problems in their professional activities.

The essence of the method lies in the fact that students get acquainted with the description of the situation that has developed in a particular enterprise or organization.

When studying a situation, students have to carefully select facts, since information is usually not given in a logical sequence, some of the information may be relevant, some may be redundant 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 opinion 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 the participants.

Disadvantages of the method:

• a poorly organized discussion can take too long;
• may not be achieved desired results if the participants do not have the necessary knowledge and experience;
• a high level of requirements for the qualification of a teacher who must properly organize the work and set the direction of the discussion in order to achieve the desired result.

Basket method

Basket method is a method of learning based on imitation of situations often encountered in the practice of managers. The trainee is offered to act as a leader who urgently needs to sort through 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 necessary information about the organization and about the leader on behalf of whom he has to speak. The exercise can be made more difficult by including phone calls, various interferences, visits from various people, unscheduled meetings, and so on.

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

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

This method develops in students the ability to analyze, to select the most important facts and their classification, taking into account the importance and urgency, to the formulation of solutions various problems. The advantage of this method is the high level of motivation of the participants and their high involvement in solving the tasks. The basket method allows assessing the candidate's ability to work with information, its distribution according to the degree of importance, urgency, priority and the ability to make decisions based on the information available.

Thus, there are currently many different methods of staff training. Active methods of personnel training have a number of advantages over traditional ones. Each of these methods has both advantages and disadvantages. The choice of one of them should be based on what effect the management of the organization 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 staff training

2.1 Modern problems in personnel training

Currently, organizations face many challenges in training staff. These problems make learning ineffective and often completely useless. Choosing the right training method does not protect the organization from other risks. After analyzing a number of articles from periodicals, we can identify the following difficulties that arise in the organization when training staff:

1. The lack of a clear idea from the leadership of the organization about who and what needs to be trained. In order 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 the newly learned.
2. Lack of understanding of the organization's personnel of 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.
3. Lack of motivation for learning among the staff of the organization. Training should be of particular value to the employee. It 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.
4. The expectation of the organization's management of an immediate result from the training of employees. However, the formation of a skill sometimes takes several months, and, very importantly, the working conditions are needed for this skill to be developed.
5. Lack of opportunity to apply skills in practice. Training should be applied as close as possible to the real practice of the student.

Thus, before organizing the process of personnel training, it is necessary to identify the need for it and coordinate the training objectives with the goals of the organization. The lack of need for training and its improper organization can lead to a waste of time and organizational budget.

2.2 Evaluation of the effectiveness of the organization's personnel training

Evaluation of the effectiveness of training is an important step in the process of personnel training. Its meaning is to establish how the organization benefits from employee training, or to find out whether one form of training is more effective than another. Evaluating the effectiveness of training employees of the organization allows you to constantly work on improving the quality of training, getting rid of such training programs and forms of training that have not justified the hopes placed on them. Russian leaders often do not pay due attention to the effectiveness of staff training.

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

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

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

Data collection before training. This information reflects the level of knowledge, skills and characteristics of work attitudes that workers had prior to 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 (performance level, financial indicators, the number of complaints or customer claims received, 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, the level of labor morality, etc.).

Data collection during training and after training (on 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 the training program was to increase labor productivity, and after the completion of the training, labor productivity remained at the same level as it was 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 the trained workers is also compared with the performance of the non-trained workers (control group).

Evaluating the effectiveness of training requires a lot of time and a fairly high qualification of the specialists conducting this evaluation, so many organizations refuse such an evaluation and simply rely on the fact that any training of employees brings some benefit to the organization and ultimately justifies itself.

The effectiveness of the training carried out cannot always be assessed with sufficient accuracy. Firstly, a delayed effect is possible, that is, training will not give results immediately after its completion, but only after a certain time has passed. A cumulative effect is also possible, when sufficiently 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 evaluating the effectiveness of training the organization's personnel

Traditional approaches to evaluating the effectiveness of personnel training activities are that at the end of 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 choosing one of the proposed assessment options (points):

• compliance of the training content with the expectations (needs) of the students;
• application of active teaching methods;
• application modern means learning;
• connection of educational events with the workplace;
• the quality of handouts (workbooks, etc.);
• optimal number of trainees in the group;
• organizational conditions for conducting classes;
• qualifications of the teaching staff, etc.

The listeners give the organizers and teachers a score in the form of the level of satisfaction with the training.

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

• Donald Kirkpatrick's technique;
• Jack Philips technique;
• biparametric estimation technique;
• assessment of the effectiveness of training within the framework of integrated assessment systems such as BSC, KPI;
• Bloom's scoring model.

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

1. Level 1 Reaction

Evaluation at this level determines how program participants respond to it. 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 somehow share their impressions of the training with their management, and this information goes up. Therefore, it influences the decision to continue training.

Second, 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.

1. Level 2 Learning

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

1. Level 3 Behavior

At this level, an assessment is made of the extent to which the behavior of the participants has changed as a result of training. Kirkpartick points out that the absence of changes in participants' behavior does not mean that the training was ineffective. There may be situations 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 absence of a change in the behavior of participants after the training cannot be a reason for making a decision to terminate the program.

1. Level 4 Results

Outcomes include the changes that have occurred due to the fact that the participants have been trained. As examples of results, Kirkpatrick cites increased productivity, improved quality, reduced accidents, increased sales, reduced employee turnover. He insists that results should not be measured in terms of money.

According to Kirkpatrick, evaluation at this level is the most difficult and costly. Here are some practical guidelines that can help you evaluate your results:

• if possible, use a control group (not trained);
• evaluate after some time so that the results become noticeable;
• conduct pre- and post-program evaluations (if possible);
• conduct evaluation 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 an assessment at level 4 is not always advisable due to its high cost).

Jack Philips techniqueis the use of various formulas to measure the return on capital invested in staff ( ROI):

1. HR Investment Estimate = HR Costs/Operating Costs.
2. Valuation of investments in HR -divisions = personnel service costs / number of employees.
3. Absence rate = absenteeism, absence without notice + number of employees who quit unexpectedly.
4. Satisfaction score The number of employees who are satisfied with their job, expressed as a percentage. Determined by the method of questioning.
5. A criterion that reveals unity and harmony in the company. Calculated on the basis of statistical data on productivity and evaluation of labor efficiency.

McGee Suggestsbiparametric estimation, 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 learning 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 a reduction in the cost of the business process (although this is only special case cost reduction), then the following set of formulas for evaluating the effectiveness of training will be optimal.

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

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

cost of the business process after training, den. units

Determining the absolute value of the effect only makes it possible to find out the trends, scale and direction of the effect of training (positive, neutral, negative), so it is advisable to compare the effect value with the costs of staff training.

Interpretation of the result: if E ≥ 0 therefore, success has been achieved, at least the goal of reducing costs has been achieved, however the 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:

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

Result interpretation: if≥ 0 hence positive result was achieved, at least the cost savings exceeded the costs activity brings a net effect.

This sequence of calculations is appropriate for evaluating 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 (while the quality can be assessed by reducing the number of errors, customer complaints) has improved, etc.

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

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

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

the cost of the training program (the company's costs for the maintenance of 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 for perception and easy to interpret indicator of profitability (we will consider it as a typical indicator for business by the ratio of net income to costs):

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

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

This indicator is useful when comparing several options or implemented activities.

Evaluation of the effectiveness of training within the framework of integrated assessment systems such as BSC, KPI.Often assessing certain areas of the company's development, modern management uses complex assessment systems, including a number of private indicators that reflect the effectiveness of units, within the framework of which models, integrated assessment methods are successfully applied, for example, finding out the contribution of certain units to the overall performance. Among the above models, one can note the applicability of each of them for solving the problems of assessing the effectiveness of personnel training, highlighting the subdivision responsible for training, a certain set of target indicators that allow evaluating this particular division of the company.

For example, having singled out some quantitative and qualitative indicators for this unit, assuming that personnel training activities will affect these indicators, we will be able to assess the effectiveness of these activities in the complex and for each individual episode related to training. Having clearly defined the correlation of these indicators with the performance indicators of the departments that have been trained, we will be able to analyze the effectiveness of the training of personnel in general at the enterprise.

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

Bloom's scoring modelprovides for the possibility of assessing the effectiveness of achieving directly 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, the interpretation of material, an assumption about the further course of phenomena, events:

• explains facts, rules, principles;
• converts verbal material into mathematical expressions;
• tentatively describes future impacts based on available data.

Level 3. Application

• applies laws, theories in specific practical situations; uses concepts and principles in new situations.

Level 4. Analysis

• separates parts of the whole;
• reveals the relationship 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 actions;
• draws up task plans.

Level 6. Evaluation

• evaluates the logic of constructing a written text;
• assesses the consistency of the conclusions with the available data;
• evaluates the significance of a particular product of activity.

2.4 The system of learning effectiveness factors

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

L. Jewell argues that "Whatever the technical possibilities, changing people's behavior in a certain direction for example, transferring new professional knowledge and skills to them should 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 practice, the ability to make mistakes with impunity, feedback, enabling students to learn at a time convenient for them and at a pace convenient for them .

M.I. Magura, M.B. Kurbatov called "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 to working conditions; demand for learning outcomes; formation and maintenance of high motivation for learning; taking into account the initial level of knowledge of students. As ways to increase the return on learning, the authors name the structural reorganization of work; content saturation of the work; studying and using the experience of other organizations.

E.S. Churkina, speaking about the technology of modular education (MES) developed by the ILO, says that this technology implements three relevant principles of professional training: activity orientation, student-centeredness and result guarantee in the form of regular assessment of current results and operational adjustment of the learning process.

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

1. Employees must be motivated to learn. They must be aware that if they want to be satisfied with their work, themselves and others, then 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 adopt.
2. Students should set standards for performance. Learners should clearly define goals and standards that they consider acceptable and can use to measure their development.
3. Students must have guidance. They need guidance and feedback on how they learn. Self-motivated workers can provide most of this for themselves, but there must still be a teacher to support them and help when needed.
4. Learners should enjoy learning. They are able to learn in the most difficult conditions if the training satisfies one or more of their needs. Conversely, the best training programs can fail if learners do not see the benefit in them.
5. Learning is an active, not a passive process. Students need to be passionate about their teachers, peers and the subject matter of the curriculum.
6. Appropriate methods should be applied. Teachers have a large stock of teaching topics and teaching aids. But they must use them legibly, according to the needs of the position, the worker and the group.
7. Teaching methods should be varied. The use of a variety of methodologies, provided that they are all equally suitable for specific conditions, promotes learning by maintaining the interest of students.
8. Take time to learn new skills. It takes time to learn, test, and embrace new skills. It should be included in the curriculum. Too many teachers overfill their programs with new information and do not provide sufficient opportunities for its practical development.
9. Good student behavior must be reinforced. Usually learners want to know immediately if they are doing what they are being taught right. Long-term training programs require intermediate steps in which new skills can be consolidated.
10. It is necessary to understand that there are different levels training and what they require different methods and take different times.

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 itself (36% of respondents). Slightly inferior to her qualifications of a coach (31%). Management support plays a special role (18%) and, finally, the quality of training materials determines the success of training by 15%. The importance of motivation is also confirmed in other studies. So, in the study by V. Potrebich, it is noted that the growth in sales was observed only among those store employees who had a certain motivational incentive to use customer interaction techniques. In the event of a loss of interest in work or in the use of successful sales methods, the monitored indicators decreased.

The formation and maintenance of high motivation for learning is a key factor in the effectiveness of both the organization and conduct of training. In addition, the opportunity to receive additional education is a powerful factor in 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 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 effective organization training influence the future effectiveness of training by creating certain expectations among the participants. These include accounting individual features when developing a program right choice places and forms of holding, ensuring the educational process necessary resources and etc.
2. Factors effective implementation vocational training come into effect at the time of the curriculum and depend more on the teacher and group dynamics. These include such principles of training as the timely provision of full feedback, the presence of practical exercises, etc.
3. Factors of effective organization of labor ensure the consolidation of learning outcomes. These include management support, content enrichment of labor, 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 them, solve them, as well as increase the effectiveness of the personnel training process, it is necessary to evaluate the effectiveness of training using a method or a set of methods that is most suitable for a particular organization.

CONCLUSION

The competitive environment that exists among various companies dictates its own rules and prompts that sooner or later it is necessary to ask the question of increasing work efficiency. That's whypersonnel training is one of the topical issues in the field of personnel management, facing the management, regardless of the stage of existence of the enterprise. The need for qualified personnel in the face of fierce competition is one of the most urgent. Properly planned and well-organized work on personnel training is the key to achieving the company's strategic goals, its competitiveness, as well as readiness for organizational changes.In addition, a team of professionals is an indisputable advantage of the organization.

All the methods of personnel training we have considered can give the desired result and be in demand within the organization. The main thing is to know what result the company expects from this staff training, why it needs it, and how the results 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 in their future by developing their own staff training methods and assessment tools, or trusting it to professionals.

Evaluation of the effectiveness of training is an important step in the process of personnel training. It is necessary in order to establish how the organization benefits from employee training, or to find out whether the form of training used by the organization is effective. Evaluating the effectiveness of training employees of the organization allows you to constantly work on improving the quality of training, getting rid of such training programs and forms of training that have not justified the hopes placed on them.

In addition to having a direct impact on financial performance, investments in professional development help create favorable climate in the organization, increase the motivation of employees and their dedication to the organization, ensure continuity in management.

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

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In the current realities of the rapid pace of technology development, high competition and the dynamic development of management approaches, a company that does not invest in the development, training and evaluation of personnel, at least, acts short-sighted. Moreover, taking into account a certain archaism of education systems: both vocational and higher education, which are impenetrably behind the ever-changing market requirements. Therefore, any organization seeking to win or maintain a leading position pays increased attention to the training and development of personnel.

However, the question of the need to evaluate the effectiveness of staff training always arises. The costs of training are always significant, and in this regard, it is reasonable to require an assessment of the economic efficiency of investments.

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

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

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

Modelestimatesefficiencystaff trainingD. Kirkpatrick

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

Applicable tools: , Interviews, Focus groups.

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

Applied tools: Exam, Aptitude Tests, Practical Skills Tests, Making a Plan, Training Other Employees.

Stage 3 Behavior. It is measured how the general behavior of the participants has changed, and to what extent the participants of the training use new knowledge and skills in the workplace.

Applied tools: Work behavior change checklist (review of work, check of action plans - developed according to the principle of evaluation 360 0), KPI, Balanced Scorecard.

Stage 4 Results. It measures the extent to which the goals have been achieved, as well as how the change in behavior affects the organization as a whole, that is, changes in the business performance of the organization are determined and analyzed. The results should be evaluated at least three months after the end of the training in order to see the delayed effects.

Applicable tools: KPI (measures must be selected before the start of the tutorial)

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

The process of economic evaluation of staff training

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

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

V-model by J.Philips

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

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

Taxonomy B. Bloom

cognitive domain

Levels of High Thinking	6.Evaluation	Can reason and evaluate ideas and can present and defend opinions based on logic and facts
	5. Synthesis	Able to integrate parts into a single structure, draws up plans, generates new ideas, draws conclusions, creatively solves problematic issues Key: Integrate, Modify, Replace, Compose, Articulate, Summarize, Organize, Plan
	4. Analysis	Knows how to highlight parts of the whole, the relationship between elements within the organization, finds errors, sees driving motives, analyzes cause-and-effect relationships Key: differentiate, divide, explain, connect, classify
	3. Application	Applies acquired knowledge in practice, finds relationships, solves problem situations Key: Apply, Demonstrate, Decide, Test, Improve, Change
Low Thinking Levels	2. Understanding	Interprets facts, rules, compares, identifies groups, anticipates and explains consequences Key: summarize, conclude, compare, calculate, discuss, continue, justify, explain
	1. Knowledge	Knowledge of the specifics, the ability to operate with terminology, facts, knowledge of trends, classifications, procedures, methodologies, theory, structure Key: list, define, describe, depict, name, choose, quote, who, where, when, etc.

Emotional Domain

5. Assimilation of the value system	Loyalty, choice of ways to solve problems Key: Prove, Listen, Do, Verify
4. Organization of personal value system	Correlation of the value of objects and phenomena Key: propose, judge, report, demonstrate
3. Valuation - understanding and action	Understanding and accepting values Key: Initiate, Shape, Share, Track
2. Reaction, response	Attention, active participation Key: Discuss, Help, Perform, Present, Describe
1. Perception and awareness	Passive perception and acceptance of information Key: describe, answer questions

Psychomotor domain

Traditional approaches to evaluating the effectiveness of personnel training activities are that at the end of 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 choosing one of the proposed assessment options (points):

Compliance of the training content with the expectations (needs) of the students;

Application of active teaching methods;

Application of modern teaching aids;

Linking educational activities with the workplace;

The quality of handouts (workbooks, etc.);

Optimality of the number of trainees in the group;

Organizational conditions for conducting classes;

Qualifications of the teaching staff, etc.

The listeners give the organizers and teachers a score in the form of the level of satisfaction with the training.

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

Donald Kirkpatrick's technique;

Jack Philips technique;

Methodology of biparametric estimation;

Evaluation of the effectiveness of training within the framework of integrated assessment systems such as BSC, KPI;

Bloom's scoring model.

The Kirkpatrick model described in the book Four Steps to Successful Coaching involves four levels of assessment. These levels determine the sequence in which the learning assessment is conducted. He writes: "Each level is important and affects the next level. As you move from level to level, the evaluation process becomes more difficult and time consuming, but at the same time provides more valuable information. No level can be skipped simply because to focus on what the coach considers most important." Here are the four levels according to the author:

1. Level 1 - Reaction (Reaction)

Evaluation at this level determines how program participants respond to it. 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 somehow share their impressions of the training with their management, and this information goes up. Therefore, it influences the decision to continue training.

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

2. Level 2 - Learning

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

3. Level 3 - Behavior

At this level, an assessment is made of the extent to which the behavior of the participants has changed as a result of training. Kirkpartick points out that the absence of changes in participants' behavior does not mean that the training was ineffective. There may be situations 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 absence of a change in the behavior of participants after the training cannot be a reason for making a decision to terminate the program.

4. Level 4 - Results (Results)

Outcomes include the changes that have occurred due to the fact that the participants have been trained. As examples of results, Kirkpatrick cites increased productivity, improved quality, reduced accidents, increased sales, reduced employee turnover. He insists that results should not be measured in terms of money.

According to Kirkpatrick, evaluation at this level is the most difficult and costly. Here are some practical guidelines that can help you evaluate your results:

If possible, use a control group (not trained);

Evaluate after a while so that the results become noticeable;

Conduct pre- and post-program evaluations (if possible);

Conduct evaluation 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 an assessment at level 4 is not always advisable due to its high cost).

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

1. Estimated HR Investment = HR Costs/Operating Costs.

2. Estimated investment in HR departments = HR costs/number of employees.

3. Absence rate = absenteeism, absence without warning + number of employees who quit unexpectedly.

4. Satisfaction indicator - the number of employees who are satisfied with their work, expressed as a percentage. Determined by the method of questioning.

5. The criterion that reveals the unity and harmony in the company. Calculated on the basis of statistical data on productivity and evaluation 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 learning 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 a reduction in the cost of a business process (although this is only a special case - cost reduction), then the following set of formulas for evaluating the effectiveness of training will be optimal.

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

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

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

Determining the absolute value of the effect only makes it possible to find out the trends, scale and direction of the effect of training (positive, neutral, negative), so it is advisable to compare the effect value with the costs of staff training.

Interpretation of the result: if E? 0 - therefore, success has been achieved, at least the goal of cost reduction has been achieved, however - 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:

Determining the absolute value of the private effect allows you to compare the result of the activity with the costs of training (whether the costs exceed the benefits 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 evaluating 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 (while the quality can be assessed by reducing the number of errors, customer complaints) has improved, etc.

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

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

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

The cost of the training program (the company's costs for the maintenance of the training center), den. units

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

More traditional for perception and easy to interpret is the profitability indicator (we will consider it as a typical indicator for business - the ratio of net income to costs):

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

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

This indicator is useful when comparing several options or implemented activities.

Evaluation of the effectiveness of training within the framework of integrated assessment systems such as BSC, KPI. Often assessing certain areas of the company's development, modern management uses complex assessment systems, including a number of private indicators that reflect the effectiveness of units, within the framework of which models, integrated assessment methods are successfully applied, for example, finding out the contribution of certain units to the overall performance. Among the above models, one can note the applicability of each of them for solving the problems of assessing the effectiveness of personnel training, highlighting the subdivision responsible for training, a certain set of target indicators that allow evaluating this particular division of the company.

For example, having singled out some quantitative and qualitative indicators for this unit, assuming that personnel training activities will affect these indicators, we will be able to assess the effectiveness of these activities in the complex and for each individual episode related to training. Having clearly defined the correlation of these indicators with the performance indicators of the departments that have been trained, we will be able to analyze the effectiveness of the training of personnel in general at the enterprise.

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

Bloom's assessment model provides for the possibility of assessing the effectiveness of achieving directly learning 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, the interpretation of material, an assumption about the further course of phenomena, events:

Explains facts, rules, principles;

Converts verbal material into mathematical expressions;

Presumably describes the future consequences arising from the available data.

Level 3. Application

Applies laws, theories in specific practical situations; uses concepts and principles in new situations.

Level 4. Analysis

Isolates the parts of the whole;

Identifies the relationship between them;

Determines the principles of organization of the whole;

Sees errors and omissions in the logic of reasoning;

Distinguishes between facts and consequences;

Assesses the significance of the data.

Level 5. Synthesis

Writes an essay, speech, report, abstract;

Offers a plan for conducting an experiment or other actions;

Creates task plans.

Level 6. Evaluation

Evaluates the logic of constructing a written text;