Corporate training: how to create an effective system? How to organize corporate training Program of corporate training in the company.

Corporate staff training is a way to create a close-knit team of professionals prepared for any changes and able to reach any heights in business.

Corporate staff training

Quite recently, when it came to the effectiveness of corporate training of personnel, most often, they meant the assessment of the effect that could be observed on employees who underwent the procedure of in-house "training". At the same time, managers and the personnel department were more interested in the "effect", and not in the way of its creation. Therefore, the question of "achieving efficiency" was considered and was the task of the coach, as it was often a criterion for his success as a specialist.

In some cases, when faith in the ability of the coach was high, the reasons were sought in the incapacity of the staff, or rather in his "trainability" and "non-trainability". Therefore, within the framework of this idea, the staff tried to check for these two parameters, or with a high belief in the abilities of the staff, they looked for the reasons for the lack of the proper effect in the trainer himself. In all these cases, the result of dissatisfaction could be: replacement of staff, replacement of the coach or complete disappointment in the educational process as a factor leading the company to success. With this approach, the burden of working to create the highest effect from staff training fell to a greater extent on the trainer himself and was his direct interest. Today, with great pleasure, one can observe a radical change in attitudes towards this issue. Increasingly, corporate training of personnel is already spoken of as a systematic, well-planned process, for which it is necessary to prepare accordingly and take into account a number of factors. And what is especially important is that today most companies have come to understand that corporate staff training does not end with the presentation of certificates to participants, a tick in a corporate magazine and a collective photo of participants.

What factors should be taken into account by the coach and the company in order to achieve maximum efficiency in organizing and conducting in-house training of personnel, as well as in implementing the acquired skills in practice? To answer this question and not to miss all the most important components, let's conditionally divide the entire process of achieving efficiency into three stages: before, during and after. At the "before" stage, we will pay attention to issues related to planning, organizing and preparing for staff training. Organizational aspects will also be important here: where, when and in what composition. But the aspects of desire and attitude to learning are no less significant. At the "on time" stage, we will consider those factors that most often affect the process of conducting a training seminar and the effectiveness of the perception of new competencies. As for the "after" stage, it will be important to understand that there is an "effect" and "efficiency" in general. It also touches upon both the issues of maintenance and implementation, as well as other important organizational factors that significantly affect the effectiveness of the corporate training of personnel.

"Before"
The importance of this stage is quite obvious. After all, it is he who is already making the first bookmark in the effectiveness of the entire further process of staff training. It is at this stage that we have the opportunity to foresee a number of factors and resolve all issues in the most optimal way, taking into account specific tasks and the level of personnel.

Let's pay attention to the most significant points and issues of the preparatory stage. These include:
1. How?
2. Where?
3. When?
4. In what composition?

How? This is, first of all, certainty on the issue of what we will teach, in what way and with what coach. The answer to the question "what?" can be obtained in the following ways:
The company (management, personnel department, external consultants), based on the tasks facing the company, determines the necessary competencies for this group of personnel or the entire company. Compose possible topics for programs and monitor the market. Then, based on the needs of the company and its capabilities, they choose from all the proposals the most appropriate to the needs of the company.
Employees themselves initiate the need for new knowledge and skills. The company chooses from the offers available on the market. In such a situation, it happens that employees do not just initiate the need for training, but they themselves choose the program that interests them. Here the company makes decisions taking into account the compliance of this request with the needs of the company, and takes into account its capabilities. With a certain level of staff development, you can use the free choice of a seminar as a motivator for specific achievements.
The corporate training program for personnel is developed with a comprehensive consideration of all factors:
1) specifics of activities, results of activities, results of previous certifications,
2) requests initiated by employees. In this case, tests can be used to identify missing competencies or direct tests to clarify the needs for certain knowledge and skills.

It will be effective not just to choose ready-made programs on the market, but together with a trainer and consultant to adjust and adapt existing proposals in order to bring them as close as possible to the practical situations of the company's activities and even develop new effective programs for specific company tasks.

Without such close interaction with trainers, it is not always possible to achieve the maximum effect when choosing ready-made programs from the offers on the market.

As for the method, two important aspects always come first:
1. Open or closed training seminars
2. The choice between lectures, seminars, trainings and other types of training.

Open programs are good for training individual employees, as an additional incentive and for attending specific programs, as well as for continuing education. Their advantage is the ability to choose a program by level and subject that is most suitable for the development of a particular employee. There is an opportunity to make new business connections, discuss various aspects of activity with colleagues from the same or other business areas. You can exchange experiences, as well as evaluate your professionalism.

The advantage of the corporate personnel training program is the maximum possible proximity to the specifics of the participants' activities, the opportunity to see the professionalism of colleagues and evaluate their own, discuss situations arising in the work and exchange experience with colleagues, to prove themselves. It is also often possible to observe an increase in team cohesion and an increase in corporate spirit.

Often such programs are also more economical, especially with groups of more than 5-6 people. But even with small groups, they are advisable, since the trainer can give maximum attention to each participant and maximum skills are worked out in the lesson itself. This greatly facilitates the introduction period for participants and post-training support for the trainer.

The specific choice must be determined in each situation separately. Of course, the most optimal will be a combination of various methods of staff training, since each has its own advantages.

It often happens that a company sends one or more employees to open programs. With a positive experience, the next step is a corporate seminar or a series of such seminars within the framework of the developed personnel development program.

The next question on the choice of the method of corporate training of personnel is more related to the choice of the optimal ratio of theory and practice. Of course, the maximum development occurs in the training. However, the amount of information itself is not high. The seminar focuses more on obtaining the optimal amount of information, discussing various aspects. The very burden of responsibility for the implementation of the acquired knowledge in practice lies with the awareness and abilities of the participants themselves. If corporate training of personnel is not the first time, the level of participants allows, or subsequent support is provided, then of course it will be effective for the company to obtain maximum competencies. However, the specifics of the program should also be taken into account. What are we going to teach and what effect do we want to achieve.

Optimal training seminars. At the same time, since the business education market does not have strict criteria for the ratio of the theoretical and practical parts, it can be recommended in each individual case to clarify the features of a particular program.

It should also be noted that there is also an individual preference for the participants. Who likes a small number of tricks more, but hard training with working out to the result. And someone prefers to get as much useful information as possible, try a new technique or approach, and work it out on their own.

A very important issue is, of course, the choice of a coach. It's very popular to look at a coach's resume and ask for recommendations. However, neither one nor the other, if available and effective, guarantees the success of the training seminar in your company. Of course, a professional biography is important, however, more attention should be paid to the practical experience of the coach and his real achievements. Where did he work? In what companies and what did he spend? Were there long-term projects and how many?

However, it should be noted that you also learn about such situations when an eminent coach disappointed a specific customer, and a coach without big list Regalia approached the process with soul, took into account the customer's company's requests to the maximum, established contact with the group and got the maximum effect.

Therefore, it is optimal to get to know the coach and look at him as a person. Negotiations in a free form of communication already allow you to see if the trainer himself is a carrier of the skills that he will teach, how he talks about his program, is the communication process easy?

However, one should not forget that "cuteness" does not always guarantee the effect. Therefore, of course, it is necessary to rely on all factors, both formal and subjective impression. Formal factors include such important aspects as the activity of the trainer: real workload, participation in various projects, availability of publications, personal website, participation in conferences and other professional events. Reviews are important, especially those that are not received on demand. It is important when you are recommended by clients and participants who were so satisfied that they themselves share their impressions everywhere. Try to attend one of the training seminars. In general, collect versatile information and listen to your impression. Pay attention to what the coach says in the negotiations. About myself? About the program? About future results? Or does he still ask questions and listen to you carefully? It is not difficult to guess that only the last option speaks not only of a professional, but also an individual approach to your needs and characterizes a potential "teacher" for your employees from the best side.

Where?
It is cozy and comfortable within its walls. If you have your own equipped class, then it is quite effective. However, you should immediately organize the educational process so that work issues do not distract. Of course, the current issues that arise are very important, but such an interruption of the educational process not only reduces the effectiveness for a particular employee, but also distracts the entire group, and also complicates the work of the trainer. If this effect can be avoided, then a well-equipped classroom can be an excellent place for corporate staff training.

Conducting classes in a special class and outside the company is effective for several reasons:

• Opportunity to change environment
• Do not distract work issues
• Professionally equipped classroom
• Possibility to effectively organize food and recreation issues for participants
• The seminar takes on a brighter color of a corporate event, and not just part of the workflow

Another option is offsite seminars. For example: in nature or in a classroom, but in another country. Of course, such seminars can become a bright event in corporate life. It is important, of course, that the effectiveness of the event should not be at the expense of its effectiveness.

When?
When it is possible to gather all participants without serious damage to the workflow and, moreover, in an optimal state for the effective perception of new information. This is if you answer in one sentence. The realities in companies are usually the following:
1. Weekends.
The main plus: the workflow does not suffer, but at the same time it does not prevent the participants from fully immersing themselves in the learning process. The main disadvantage is that if both days off are involved, then employees may be tired after the working week and will go to work not rested.
But a lot can depend on the training seminar itself and the ability of the trainer to organize the process at a sufficiently exciting level without sacrificing effectiveness. In this case, training is perceived as an interesting event that allows you to escape from everyday work and chat with colleagues. Also, such an impression also depends on such factors as corporate culture (attitude in the company to learning, relationships in the team), internal and external motivation for learning, personal characteristics of the perception of each individual employee. True, one has to deal with such a nuance as the need to devote weekends to home and family affairs, the dissatisfaction of family members, the inability to leave children with someone. However, with due interest, as a rule, employees manage to resolve all these problems, and they find an opportunity to devote these days to the planned event. Here, of course, the timely notification of participants about such an event also plays a role.

2. One day off.
Here, the advantage is the opportunity to relax and solve family affairs in the remaining free day. What day should you choose? At first glance, employees should have a rest after the working week. However, from experience, we can recommend choosing Saturday. So, as many people have a very violent rest, or they are so overloaded with everyday issues that they come to classes in a less "suitable" state than after a working week.

3. Full weekday.
If the company has such an opportunity, then this is the best option. Since corporate staff training is considered as part of the work process, which increases the seriousness of the event and the responsibility of the participants. Employees, even with a low initial motivation for learning, are quite willing to accept this option, although there are exceptions here. The only serious disadvantage: there may be problems in organizing the workflow, or employees are very distracted even when they are outside the walls of the company. Obviously, many questions are received on mobile phones. In this case, even if the volume of the device is turned off and the participant continues corporate training of the staff, it is noticeable that he is still more distracted by his thoughts than on the due day off. And often the employees themselves cannot afford not to answer the client's call, knowing that he is waiting for information from them, or the issue of concluding a deal is in full swing.

Is collaborative training effective for employees with different tasks? Yes, in seminars on team building, corporate culture, personal growth, time management and other topics where universal techniques are taught that are not tied to specific specifics. But even in specialized seminars, with the competent organization of the educational process, it is possible to effectively work out the implementation features for everyone and for the benefit of other participants.
Is corporate training for employees at different job levels, especially at the supervisor-subordinate level, effective?
The presence of participants of different job levels, especially at seminars with a significant training part, is, of course, undesirable. This complicates the work of the trainer or affects the behavior of all participants: "subordinates" are more restrained and perceive each exercise as an assessment, and "leaders" are not always ready to show themselves in front of "subordinates" or it is difficult for them to refrain from commenting. Much, of course, again will depend on the topic of the seminar, the characteristics of the corporate culture, the ability of the participants to properly tune in to the learning process and realize the equality of roles for everyone. Also important is the ability of the coach to behave competently in this situation. With the right approach, leaders can not only not interfere with the training of "subordinates", but also become the main assistants to the trainer in the learning process. And confirmation of this can be more than a single successful experience of such training seminars.
Another question is what is the optimal amount. The amount depends on the specific program and the ability of the coach. For training, the ideal group is eight people. However, for example, it is not always possible and expedient to divide a department into parts if there are more people in the department.

With a very large group, in some cases division into subgroups will be highly desirable. However, not once I had to work with a group large enough for training and very successfully. It is important to take this aspect into account when preparing for the seminar, and when submitting material, and most importantly, when organizing exercises for practicing new techniques. Both exercises and business games should engage the entire group, regardless of size. With proper organization in such groups, there is often a special dynamics and atmosphere that keeps the participants in good shape and makes them mobilize all their abilities. But the impressions remain very vivid. If the coach is ready for such a load, then why not?

However, you should definitely pay attention to this. Since the training seminar is not an experiment for the staff and not a test of the trainer's ability to keep a large group. It is better to avoid situations where complications may arise and there may be a loss of effectiveness.

The maximum effect in all cases will be achieved with appropriate motivation. On the one hand, managers are right who believe that if an employee has no motivation (internal desire) to learn, then such an employee is not needed, since he will not develop along with the company. On the other hand, it is important to remember that only a small part of people have an internal constant need for development as a character trait. The rest will seek learning if they are directly motivated, or see how learning will help them achieve other goals (for example, performance at work that will later translate into a higher salary or promotion). In addition, it is important to remember that there is also a level of unconscious incompetence, when an employee "does not know what he does not know." Therefore, often employees who were reluctant to go to the seminar, because they thought they knew everything, suddenly began to experience strong interest already during the training. This happened when they learned or saw how much more there is that they did not know and did not use.

"During"
The effectiveness of this stage is often determined by the thoroughness and correct decisions at the preparation stage. However, there are a number of examples when it is the coach's professionalism that will make it possible to effectively use all factors and respond flexibly to any situation. The atmosphere of the seminar is very important for success. Undoubtedly, the general mood and personalities of the participants largely determine the psychological atmosphere at such an event, and yet a lot depends on the ability of the coach to create and maintain the most comfortable and friendly atmosphere between the participants.

Efficiency is also affected by the use of various teaching aids: a combination of informational and training parts, group and individual exercises, video recording with subsequent viewing, slideshows, the use of film fragments, and much more. Although it should be noted that, depending on the specifics of the topic and the specifics of the coaching methodology, the simplest option can also be effective, when the coach has his technical tools only a flipchart and a marker, and in some cases only voices and gestures.

"After"
The basic rule for improving the efficiency of post - study period is the implementation of the acquired knowledge! The most important thing is not to let everything take its course.

In short, trained personnel need to be accompanied. The degree and form of support are determined in each specific situation. The very fact of the existence of a system of control over acquired competencies is very effective. Such a system can be an integral part of the planned certification or act as a separate process. In this case, in the second variant, the following methods can be used:
- Tests, questionnaires
- Business games that simulate work situations
- Control and supervision in the workplace
- Individual or group interview
- Exam
- Exchange of opinion, discussion of performance at scheduled meetings / meetings / work events

It is desirable to be accompanied by a consultant who conducted corporate staff training. This is the best option, since such a specialist not only has all the competencies, but also the methodology for implementing the acquired knowledge into daily practice. If this is not possible or the specific situation in the company allows, then HR officers, direct supervisors or even more experienced employees can act as "curators of the implementation" of new competencies. In any case, full or partial participation of the trainer in the support phase should be recommended, as this gives the greatest effect and at the same time increases the responsibility of the trainer for the final result.

It is not difficult to see that support has two components: control and assistance in implementation. Since control, although it motivates to repeat the material covered, is not a sufficient means of effectively applying the acquired knowledge. Of course, especially at the initial stages of training, help is needed in applying such knowledge. Such assistance not only motivates to use, but also allows you to immediately receive feedback on the correct use of new techniques and competencies. In addition, even the most well-designed program cannot foresee all situations that may arise in practice. In this case, the opportunity to analyze any situation and get a trainer's recommendation will help the employee to flexibly adapt new knowledge to real practice. At the same time, which is very important, the employee will not lose confidence in his own abilities and faith in the effectiveness of the methods used.

The required intensity of support is determined by a number of factors, among which, first of all:
- Individual abilities of those trained
- Intrinsic motivation for development
- Existing motivation in the company
- The content of the curriculum, the possibility of working out at the seminar-training
- Features of competencies
- Level of qualification and experience of employees
- Complexity of skills and competencies
- Requirements and capabilities of the company
- Features of the activity and its specificity
- Ability and professionalism of the trainer
- Use of full-time and extramural support methods

From "effect" to "efficiency"
At first glance, it may seem that these two words, so similar in sound and spelling, mean the same thing. However, the difference in their meaning is very significant and it is this difference that affects the perception of the effectiveness of the educational process and helps to draw the right conclusions.

"Effect" is the visible result. This visible result-effect can already appear even at the "before" stage, which can be expressed by the interest of the staff, the rise of enthusiasm, "motivation", increased loyalty, both to the management and to the company as a whole. Which, of course, has a very positive effect on the workflow.

If you have become an observer of the opposite picture, then you already need to think about the factors that could cause it and about the initial expectations for efficiency, both during training and after.

At the "during" stage, we can talk about the mood during classes, interest in the material, activity during classes (questions, participation and behavior in business games, individual and group exercises). If the staff training is a pleasure, the participants like the process itself, the trainer is interested and the material is interesting, then this is already a positive factor. A good "effect" is the ability of the participants to "correctly" complete all tasks and exercises, both analytical and training.
ingovye. Such exercises are usually provided during classes to consolidate the material covered and control its assimilation (understanding). This is the standard for a professional coach. However, it will not be superfluous to ask about this at the stage of preparation for training and when choosing a coach. It makes sense and can be very effective in all respects to discuss with the trainer not only the general impression of the group, but also the specific assessment of the level of all participants, as well as the trainer's assessment of the "effect" when participants perform various exercises and tasks. This will help to see the attitude and approach of the coach, as well as timely draw conclusions about the “learning ability” of employees and their current level, correctly plan and organize post-training support, pay attention to other organizational factors in time. Another element of evaluating the "on time" effect is questionnaires, which are distributed to participants at the end of the training seminar and allow them to evaluate their first impression.

However, I want to immediately draw your attention to the fact that although the "effect" obtained at this stage is very important and significant, it does not at all guarantee subsequent effectiveness. There are situations in practice when the "euphoric" mood created by a professional trainer at a seminar, after holding out for a week or a little more, gradually disappeared, leaving no visible trace either in the future mood of those who underwent corporate training or in the effectiveness of their work. This can happen if the seminar itself was built as a "show", which caused a proper reaction at the time of its display, and then caused disappointment of the participants or the company's management, since the knowledge gained, with all the effectiveness of their presentation, turned out to be not applicable in a particular company or even difficult (impossible) for practical use. True, such a situation may arise and not only because of the intentional creation of "show effects" by the coach and focus on the "first impression". The reason may be in the wrong choice of the topic and content of the seminar, when the specifics of the company's activities, the characteristics of the participants' work, the current needs and tasks of the company were not taken into account. An example would be holding a marketing seminar for salespeople in a company. The topic turned out to be interesting for everyone, the presentation of the material was also excellent. However, due to the small influence of sellers in this company on marketing tasks, their knowledge was not in demand and not applicable. But the necessary sales skills were not enough to successfully complete their immediate tasks. As an "effect" - a low result of personal sales, low pay and a drop in motivation. All this, of course, quickly made me forget the impression of a wonderful marketing seminar. Although, no doubt, the acquired knowledge may turn out to be quite "effective" and will be successfully applied by these employees in other conditions. But for the company, the result that could affect its success is important, and not the subsequent success of each individual employee in other places of work. For the purpose of the organization is clearly far from philanthropic learning for the sake of learning. Unless, of course, this is precisely the main area of ​​​​its activity. Unless, of course, this is precisely the main area of ​​​​its activity.

Further, speaking about the effect after training, it should be noted such visible results as an increase in internal and external motivation in the work of employees, employee satisfaction, the ability to reproduce most of the material a week after training, a month or more. A good effect will be the desire to apply the knowledge gained, the appeal to the material in the course of daily practice, noticeable changes in people's behavior and their ability to perform various work functions. The main "effect" is, of course, the ability to pass certification events, the implementation of corporate standards, the improvement of results in the work itself, the achievement of the specified criteria for success.

As for "efficiency", this concept, of course, can include all the elements of "effect" and yet it is wider. Because efficiency is not just visible changes that affect the employees participating in the seminar. This is largely an effect reflected on the performance of the entire organization and its success. Are there results in the activities of the organization itself? Have the goals and objectives that we set for corporate training been achieved? What efforts have been made to achieve this? Only by answering these questions, it is possible to assess the effectiveness of training to a large extent. But even at the same time, it is necessary to take into account the influence of other factors: a change in the motivation system, organizational aspects, advertising or other activity.

Therefore, only by working on all the components of corporate success and bringing them to an optimal state, it is possible to more reliably evaluate and in reality get a significant "effect" from corporate personnel training, while achieving maximum efficiency.

The organization of corporate training programs should include a number of sequential steps that are aimed at identifying existing problems specific organization in personnel management, formulation of business development objectives, clarification of the role and place of individual employees and their groups in achieving strategic goals, the formation of programmatic and resulting training functions and other structural elements of the overall corporate policy aimed at training and developing personnel.

An analysis of the activities of a number of successful companies that have well-established training structures in their arsenal allows us to formulate an approximate list and sequence of setting tasks that should be solved in the course of developing a corporate training program.

• 1. Analysis of the state of the organization and the need for training. The place of corporate training in solving business problems of the organization. Organization strategy as the basis for setting learning objectives. Assessment of the current level of preparedness. The sequence of building a corporate training system.
• 2. Formation and application of types of corporate training programs when analyzing the training needs for different categories of personnel, building cycles and training systems (adaptive, functional, situational training, training of a managerial reserve, individual training programs for key specialists, etc.). Training and team building. Training and consulting.
• 3. Development of the basic principles of learning (continuity, modularity, visibility, practical relevance, the principle of advanced learning, etc.). The nature of the assessment and control parameters at all stages of training. Features of the organization of adult education, the specific needs of an adult audience.
• 4. The choice of forms and duration of training in the main curricula formed. Independent projects and programs designed to invite specialists from outside. Involvement of managers and key employees in training. Criteria for selecting an external provider. Criteria (interview) when choosing a teacher (trainer).
• 5. Budgeting for training. The structure of training costs. Main sources and order of financing.
• 6. Promote training within the company. Tasks of management and training organizers before and during training events. Structuring activities for the organization. Activities to promote learning in the organization. Notification of participants of the event: rules and procedures. Technical preparation for the training event.
• 7. Evaluation (control) of the effectiveness of training. Levels of evaluation according to Kirkpatrick, methods of evaluation at each level. The role and tasks of the management, organizer and leader of training at the stage of monitoring the results of training programs. Selection of assessment methods in accordance with the tasks and forms of training and the capabilities of the organization.
• 8. Implementation of learning outcomes into practice. Use of the training system as part of the system for stimulating and motivating staff. Creation of conditions in the organization for the application of knowledge and updating of acquired skills and technologies. Motivation of participants for professional development.

Thus, from the point of view of the procedure for developing a program that can take into account the specifics of corporate activities, the following sequence can be distinguished: definition of the target audience (whom to teach?) - goal (Why study?) tasks (What are the ways to achieve the goal?) - methods (how to teach?) results (What will be taught?) resources (what does that require?). Each element of the program carries not only its semantic load, but also plays a specific role, namely the role of a kind of argument "for" or "against" in choosing a particular program.

Corporate training as a tool for organizational development is increasingly seen by executives as a profitable investment area. What is the return on investment in staff training, how can it be measured and how can it be improved? The answers to these questions can be found in the most general ideas about how the effectiveness of training for a corporation can manifest itself.

There are three main areas in which measurements can be made:

• efficiency – training helps to do the job faster and better;
• customer satisfaction - training can improve the relationship between employees who have been trained and the clients of the company with whom they work. Thus, training can indirectly improve the company's financial results;
• fundamental changes in business - as a result of training, employees receive knowledge and skills that can radically change the style of their work (and possibly the company as a whole) for the better.

The high costs of Western companies for staff development are not accidental. Researchers argue that now the economic effect of investments in the development of personnel is higher than from investments in capital goods. One of the frequently used examples is the results of a study conducted in 3200 American companies by R. Zemsky and S. Shamakole (Pennsylvania State University), which showed that a 10% increase in staff training costs gives an increase in labor productivity of 8.5%, in while the same increase in capital investment results in a productivity gain of only 3.8%.

The American Society for Training and Development (ASTD) has calculated that $1 invested in staff development yields between $3 and $8 in revenue. And at Motorola, every dollar invested in education generates $33 in return. Developed and implemented at a Motorola facility in 1987, the Six Sigma quality improvement program reduced scrap rates to 0.1% and reduced the cost of poor quality by 84%. The general pattern is that the larger the company, the more money, both in kind and in percentage terms, it spends on the education of its employees.

First and the most common, integrated approach to assessing the effectiveness of corporate training is Kirkpatrick model .

The model describes four successive levels of evaluation of training results:

• 1) reaction – how much did the participants like the training;
• 2) assimilation - what facts, skills, practical methods of work were learned as a result of training;
• 3) behavior - how behavior, actions, technological methods in the working environment have changed as a result of training;
• 4) result - what are the practical, quantifiable learning outcomes for the organization, manifested through cost reduction, time reduction, quality improvement, etc.

For the purpose of generalization and quantitative results, the Kirkpatrick model uses the formula proposed by J. Philips:

Return on invested capital (ROI) = financial results of training (value added) / training costs.

It should be taken into account that a change in significant performance indicators, such as an increase in sales, cost reduction, quality improvement, etc., can be associated not only with the training provided, but also with a variety of circumstances, for example, seasonal sales, fashion, the appearance of competing products. or substitute goods, etc.

The greatest difficulty is evaluating the effectiveness of training for managers and specialists, the effectiveness of which cannot be directly tied to sales volumes and thus measure the return on investment in their training. Therefore, there is practically no widespread data.

Second approach To assess the effectiveness of corporate training is based on the theory of human capital, according to which the knowledge and qualifications of employees are considered as their own and income-generating capital, and the time and money spent on acquiring this knowledge and skills is an investment in it.

The balance sheet shows the total amount of investments in the organization's personnel at the beginning of the planning period (costs for selection, adaptation and training), indicates the volume of investments made during the reporting period, calculates the amount of losses due to layoffs, obsolescence of knowledge and qualifications and displays the cost at the end of the period under review.

Third - subject-oriented approach to assessing the effectiveness of corporate training - is associated with the allocation of learning outcomes for different subjects and assessing their quality.

It should be emphasized that, regardless of the specific approach, evaluating the effectiveness of corporate training makes it possible to identify opportunities to increase the profitability of investments made. In particular, the most significant factors influencing the success of training are the interest of staff in training and the qualifications of the trainer.

The effectiveness of specific forms of training is determined by a number of parameters:

• the presence of feedback the assimilation of educational material and the correction of business behavior directly depend on the operational feedback received by the participant of the training program. One of the types of feedback and a condition for effective mastery of skills is positive reinforcement desired behaviour. In corporate training, both attestation marks and various forms of material and non-material incentives (bonuses, public congratulations, promotions) can be used as reinforcement;
• practice - the possibility of working out the acquired knowledge, skills, technological methods in working or simulated conditions contributes to an easier transfer of mastered skills into real activities. For the practical development of educational material, simulators, role-playing games and special training exercises are used;
• participants' motivation is the key to successful learning. It is worth emphasizing that the degree of interest of the participants depends on the quality of the curriculum, and on organizational conditions, and on relations with direct management;
• actualization – creation of conditions for applying the acquired knowledge and skills in practical activities. To ensure the actualization at trainings and seminars, it is advisable to use modeling and specific planning methods;
• individualization - taking into account the individual characteristics of the participants (age, educational level, previous experience, expectations and attitudes) helps to convey the material more fully and selectively. You can find out the individual characteristics of the participants using the methods of preliminary questionnaires and installation interviews.

Recently, corporate distance learning, e-learning technology has become more and more popular. When thinking about whether or not to implement e-learning, doubt creeps in whether it is really effective, or the money spent on acquiring software and creating or acquiring teaching materials, will not bring the expected result and will not pay off. And then, to the above three most important parameters of the effectiveness of corporate training, we add fourth - cost reduction, connected, firstly, with flights and relocations (for employees located in the regions); secondly, with the time of absence of trained employees in the workplace.

The classroom form is the most common and, as a rule, is used in companies planning to implement distance learning. Therefore, the evaluation of effectiveness is usually carried out in comparison with the traditional classroom form of education.

The effectiveness of training can be measured by tests that are passed by employees who have been trained in classroom and distance forms. According to the experience of the largest companies that have implemented distance learning systems, the results of testing such groups are practically the same (of course, when using adequate e-learning courses developed by experienced manufacturers).

With a sufficiently large number of employees who have been trained, a survey of employees can be a good way to evaluate the effectiveness of training. For comparison, it is necessary to measure the average indicators for a group of employees who underwent classroom and distance learning.

In order to estimate the cost savings, it is necessary to calculate the total cost of training the two classroom and distance learning groups (assuming previously measured equivalent learning effectiveness).

The creation of a balanced system of economic and socio-psychological indicators, as well as a systematic list of corporate training efficiency factors are an important part of the activities of corporate training organizers.

Ultimately, the achievement of practical impact in personnel training will be possible in terms of involving top management in the personnel training process, establishing personal responsibility for bringing training programs in line with corporate objectives, production and market strategies of the enterprise and correlating the personal training plan of each employee with the general plan and programs of corporate professional training of personnel.

• Corporate training: why and how to train company employees (Electronic resource] // IBusiness. 2012. March 12. URL: ibusiness.ru/blogs/18116 (Accessed: 06/24/2014).
• See details: Kirkpatrick D.L, Kirkpatrick J.D. Evaluating Training Programs: The Four Levels. 3rd ed. San Francisco, California: Berrett-Koehler Publishers, 2006.

Trained personnel becomes no less a serious market advantage than other production indicators and sales levels. Therefore, every year even short-term advanced training programs become more in demand. The main thing is to make the approach systematic, only in this case at least a minimal result will be achieved.

Corporate training: what is it?

Corporate training- the process of obtaining certain knowledge by employees. The company organizes training events and processes to make the work more efficient. Such processes do not belong to the state. But they do have a lot of advantages.

Corporate personnel training as a system

Systematic corporate training of personnel assumes that working conditions are constantly changing. In such an environment, specialists must acquire new knowledge and master skills. For example, accountants are introduced to new requirements for reporting forms. Such events are organized by both invited experts and staff members.

Tasks of organizing corporate training

The following goals and objectives are pursued when the issues of organizing corporate training are solved:

1. Organization of specialized training, advanced training for specialists in marketing and management, legislation and law, economics and finance, logistics.
2. Acquisition of new skills in the field of possession of modern technologies.
3. Getting more information about the products sold by the company.
4. Establishing an effective communication process.
5. Emergence of competence of corporate and professional, managerial character.

What forms of corporate staff training are used?

If the process is organized by full-time employees, then they can be part-time employees who organize training processes as needed, and not on an ongoing basis. The rest of the time they perform other functions. Saving money is the main benefit.

But this method also has some disadvantages:

• Additional obstacles in organizing relationships with other participants in the process.
• Problems with vision problems from the outside. It is more difficult to see new prospects for development.
• One person cannot be a specialist in absolutely all spheres of life and knowledge. Even if he needs to follow the needs of only one company. Therefore, it is worth combining forms of corporate staff training.

Varieties of corporate training

The choice of specific types of training depends on what goals are currently set for management.

Companies may use the following types of training:

1. Standard advanced training;
2. Independent organization of the process;
3. Professional development in the workplace (see);
4. Webinars. They also pursue their corporate training goals.

The main thing is to choose the right external service providers when the need for training arises. The composition of trainers and teachers should be competent enough to solve the educational problem. It is good if there are positive recommendations from other clients. It will not be superfluous and practical experience in a particular area.

When using modern corporate training programs, management and employees have the following advantages:

• Formation of new professional knowledge and skills. Moreover, a special one is created. It manifests itself in both internal and external interactions.
• Prompt professional development in connection with the constantly changing requirements for the activity itself.
• The ability to organize the learning process so that the work of employees gives more results.
• Finding a solution to problems relevant to this company, for management.

Many enterprises even create their own training centers, as they see the huge benefits of such a solution. The main thing is to use the standard principles of corporate training.

Are there stereotypes about corporate training?

There are several opinions that are far from reality, but have become familiar to members of society.

1. The use of training tools, trainings is the answer to the current fashion.

The ability to stand out from the rest is important, the current practice confirms this. Therefore, the relevance of training does not decrease.

1. This solution is a kind of “magic wand”. But this is far from being the case, the company's success depends on a complex of external and internal factors.
2. Such decisions cannot become an absolute medicine for the company. The problems that arise are related to insufficiently deep study of the problem on the part of managers. It does not matter what types of corporate training are used.

Advantages and disadvantages of corporate training

The positive and negative aspects of corporate training have already been discussed earlier. The main feature is the focus on solving specific practical problems. This is connected with what forms are chosen at a particular enterprise. It depends on how much benefit can be derived from specific forms.

Evaluation of the effectiveness of corporate training should be carried out jointly, both managers and employees themselves take part in this process.

The implementation of the acquired knowledge in practice is monitored through the service at the end of the trainings. Advisory support is also provided on how to apply the new models.

For those who organize learning processes, the stage matters. After all, it becomes an assistant in achieving the following effects:

• Formation of motivation for learning.
• Minimization of the effects of knowledge depreciation, forgetting.
• Supporting the positive effects of training.
• Formation of a behavior model that will become the most convenient.
• Analysis and further correction when necessary.
• Development of knowledge, skills and abilities acquired earlier. This point can be included in the main goals of corporate training.

Conclusion

For corporate training, it is recommended to create a separate structure. Only in this case it will bring the proper result. Goals, tasks, regulatory framework for this structure should have its own. Corporate training is no exception. For example, the creation of internal training centers is acceptable. The end result of the creation is an increase in the competitiveness of the company.

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

Coming together is a start.

Sticking together is progress.

Working together is success

Henry Ford

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

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

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


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

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

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

In this article you will read:

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

Why corporate training is so important

Best Article of the Month

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

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

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

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

Who in the company needs constant training:

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

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

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

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

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

Destroying stereotypes about corporate training

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

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

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

Managers get hired because of the five-day training

Alexey Kubrak, Head of Corporate Training Department, Arsenaltrading

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

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

What is a corporate training system

The corporate training system (CSE) is an integral part of employee management, a set of specialized measures, solutions and activities that provide:

orderliness and development of the received information;

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

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

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

The most important tasks of the SCO are:

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

Technologies of work of SKO:

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

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

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

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

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

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

the opportunity for management to attend all training events.

The main areas of corporate training in the company are:

administrative, highly professional and corporate awareness.

the ability to communicate effectively.

sales skill.

know everything about each product of the company.

know how to effectively own and use information technology.

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

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

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

Corporate training of employees in the company: pros and cons

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

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

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

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

Corporate training requires considerable expenses for the employer.

What forms of corporate training are distinguished

Staff training usually includes the following steps:

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

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

Adaptation - the employee adapts to working conditions;

Increasing the level of professional competencies - continuous learning.

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

What are the methods of corporate training

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

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

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

The advantages of the seminar are:

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

The tasks of the master class are:

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

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

3) Transfer of own knowledge to other participants;

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

The most effective combined form of education

Vladimir Averin, HR Director, Janssen Pharmaceutica

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

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

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

Corporate distance learning: what are the benefits

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

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

• Motivation of sales managers: advice from professionals

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

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

Features and principles of corporate training for managers

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

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

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

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

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

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

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

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

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

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

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

• Unique Selling Proposition: Examples, Development Tips

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

How is the organization of corporate staff training

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

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

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

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

What you need to do before implementing corporate training

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

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

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

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

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

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

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

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

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

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

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

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

Organization of corporate training: step by step instructions

Step 1. We analyze the practical need

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

Why do you need:

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

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

To determine the indicator of resource availability of the enterprise.

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

Step 2. We develop a system

Implementation example: business plan.

Why do you need:

To form a complete picture of further actions aimed at improving and developing the company;

For exact definition what will be considered a result so that employees can evaluate the effectiveness of corporate training;

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

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

Step 3. We inform employees about the upcoming corporate training

Implementation example: methodology for introducing learning into a company

Why do you need:

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

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

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

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

Step 4. We paint the training system

Implementation example: regulation or charter for staff training.

Why do you need:

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

To analyze current teaching methods and select the optimal one;

To identify all those involved in this issue.

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

Step 5. Develop methods for evaluating corporate learning

Implementation example: filling out questionnaires.

Why do you need:

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

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

• Production Director: duties and requirements for the position

To assess the personal goals of company employees.

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

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

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

Why do you need:

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

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

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

Step 7. Develop a summary assessment of training effectiveness

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

Why do you need:

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

To identify the reasons for failure;

To apply acquired skills and knowledge in a new position.

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

Step 8. Create a knowledge bank

Implementation example: information repository of knowledge.

Why do you need:

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

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

For the use of this specialized material directly in production.

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

Step 9. Increase opportunities and reduce costs

Implementation example: corporate distance learning (CDL).

Why do you need:

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

To reduce training costs;

To avoid hiring a regional training manager.

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

Step 10. Support employees during training

Implementation example: planned session with managers of all departments.

Why do you need:

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

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

To help and support managers of their employees after training.

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

Step 11. We select the most diligent employees

Implementation example: personnel collection in reserve.

Why do you need:

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

To assess the qualities of candidates;

To expand the workforce.

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

Step 12 Maintain the Skills

Implementation example: Developing a post-learning support process.

Why do you need:

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

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

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

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

Step 13. Implementing the acquired knowledge

Example of implementation: the process of structuring work.

Why do you need:

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

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

To improve the quality of work of employees.

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

How to set up employees for corporate training

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

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

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

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

Paying for training is the incentive for employees

Anton Bulanov, creative director of Live! Creative / Marketing, Moscow

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

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

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

How to determine the effectiveness of corporate training

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

There are four levels of learning assessment:

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

Achieving the goals of this type of training;

Implementation of the selected training program;

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

The quality of the training;

The level of provision with methodological materials;

conditions of the learning process.

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

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

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

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

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

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

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

Assessing Corporate Learning with Tests

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

• Leadership Development: Ways to Change Your Mind

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

To assimilate information for a long time, it is recommended to conduct a test the next day after studying the material. The program looks at the answers to the questions and gives the result.

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

In practice, the following methods are used:

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

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

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

Information about the author and company

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

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

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