Corporate training of company personnel and employees. Off-site courses

The organization of a corporate personnel training system offered by our company includes the following stages:

1. Identification of training needs (gap between actual and desired performance)

• Creation corporate system competencies - description of the profile of each position.
• A position profile is an individually (for a specific organization and a specific position) modeled standard of knowledge, skills and abilities (competencies), as well as personal qualities necessary to achieve success in a given position.

The structure of corporate personnel training consists of preparing a training business plan, selecting appropriate programs and methods, agreeing on a list of tasks and appointing responsible persons. Find out how to organize the process correctly from the article.

From the article you will learn:

How to organize corporate personnel training, types and methods

The structure of corporate personnel training is developed taking into account the dynamic process of acquiring new knowledge. Previously acquired skills and knowledge become outdated over time. This is facilitated by:

changes in the labor market and the economy;

change of technological process;

equipment update.

In order for a company to operate successfully, solve current and strategic problems, produce competitive products or provide high-quality services, it is necessary to develop a structure for corporate personnel training. Trainings are continuously applied and implemented short-term programs, helping to quickly update and improve knowledge. This allows staff to master new technological processes, learn to work on modern equipment, or practice various methods of providing high-quality services.

Corporate personnel training is the most important strategic objective of effective human resource management. Business training is organized by HR specialists based on an assessment or certification. If the company has undergone changes in the technological process, updated equipment, all employees whose activities are directly related to the maintenance of such facilities undergo training.

Relatively recently, all types of training were trusted to external providers. Today, most large organizations are developing their own structure for corporate training of personnel, equipping specialized classes or organizing trainings that allow them to gain a full range of new knowledge and skills without interrupting their work. If it is necessary to improve the qualifications of employees, companies enter into direct agreements with specialized centers or educational institutions that have state accreditation

Read about the topic in the e-zine

Types of corporate personnel training

The structure of corporate personnel training is developed not only taking into account the assigned tasks, but also the allocated financial resources for employee development. If the goal is to spend a minimum amount of resources, but at the same time obtain maximum reliability and efficiency, it is rational to use combined types of program development.

Types of corporate personnel training include:

1. trainings;
2. business games;
3. lectures and seminars;
4. interactive techniques, etc.

During trainings or business games, participants solve assigned tasks that arise every day in production conditions. In the future, this helps to quickly navigate the current situation and find an effective solution with minimal loss of working time.

The structure of corporate personnel training is developed taking into account the assigned tasks. If all working employees need to learn new methods and techniques, study the features of servicing updated equipment, it is rational to invite an outsourcing company specializing in the implementation of techniques using training software. Within a short time, all employees will learn new ways of working. The organization will not have to spend additional funds on organizing off-the-job training.

Types of the educational process using gamification with the characteristic features and techniques of business games allow you to quickly master the implemented techniques. The best employees receive prizes and badges. Trainings are offered to choose according to at will. The most successful implementations allow you to receive valuable memorable gifts.

According to experts, this is due to the reluctance of the majority of representatives of this trend to try for themselves the products that they offer to others.

It is unlikely that any of us would dare to go to a restaurant knowing that its chef never tastes his food. Because then we will almost certainly receive something that does not meet our expectations. During one of his speeches, the famous restaurateur Bobby Flay said that for him, a recipe is just a list of basic recommendations; and to achieve exceptional taste, you need to taste the dish throughout the entire cooking process.

Why, then, do corporate training specialists not want to attend courses that are conducted for company personnel? Without this, how can one be convinced of the exceptional “taste” of corporate training programs?

Here are three questions that were posed to a group of organizational learning experts:

— Do you regularly take courses provided in electronic format?

— Do you regularly take part in traditional educational programs?

— Are you currently working with a mentor to improve your professional level?

Interestingly, only a few answered “yes”. And if it was suggested that they attend a 24-hour classroom program, most would ask if there was something shorter (even though this is the typical length of an in-house training course).

But why shouldn't organizational learning professionals become taste testers for their programs?

By taking one of the courses, its developer/manager can experience the methodology that is used. And this is always an opportunity to better understand the experience of people who are studying - to understand the essence of their needs and feel “in their own skin” the pressure and problems they face.

After completing the course development, you should definitely check whether the course will work.

Do you need to answer a few questions to do this?

Does the learning objective meet the learning objective identified during the needs analysis phase?
Does the training course reflect the real situation?
Are the levels of knowledge and skills required to achieve the learning objective taken into account?
Will the chosen methodology for assessing knowledge show the actual achievement of goals?
Will the chosen metrics show whether a motivated or unmotivated listener is achieving their goals?

As a rule, training managers make “discoveries” for themselves that relate to the following aspects of e-learning:

1. Sequence of presentation of the material.

Often the sequence of course content looks very good in the presentation that the course developer makes.

However, if you look at this from the point of view of program participants, it becomes clear: the order in which individual content elements are placed almost always requires adjustments. There is no developed “learning trajectory” in the course.

2. Level of knowledge of students.

Basically, the content of training programs is designed for a lower level of knowledge than that which its participants actually have (for example, this may concern courses on the study of regulatory requirements, product lines). But if the training manager takes the course, he will understand how to effectively use the knowledge that his participants already possess.

3. Duration of the training course.

In many cases, when determining the time frame for a course, we are guided by certain “sacred” (although not necessarily realistic) assumptions. For some reason, it is believed that classroom programs should last from one to five days; webinars - 60 or 90 minutes, e-learning course module - from 30 minutes to 2 hours.

It has been practically proven that 4 courses of 15 minutes each are more effective than one course lasting an hour. Imagine that you need to watch a 1-2 hour presentation or video lecture from start to finish. Is it easy to do?

Unfortunately, very often the time frame of a course is planned before its content is fully determined, not to mention the fact that sometimes the specific situation in which the participants find themselves is not taken into account at all.
Do not start making the course until we have all the training material and course syllabus.

4. Variety of course elements.

Training is a labor-intensive and time-consuming process. In order to facilitate the process and increase the effectiveness of learning, a combination of various tools is necessary:

- combine Various types mental activity: watch, listen, read, write, answer, decide;

- combine simple and complex tasks or cases for optimal learning load;

— combine self-study, classes with a teacher, collective projects (cases), communication with other students;

— combine push and pull materials, when part of the information is given in the course, and the other part the student must find and learn on his own.

- books, blogs, podcasts, videos, infographics, third-party courses - all this creates a varied, interesting and effective learning process that a person can immerse himself in.

5. Practice is the most important aspect of learning.

One of the most important components of the learning process is practice.

If the course does not contain practical tasks, cases, or simulators, then ask yourself the question: what is its purpose, is such a course necessary?

E-learning makes it possible to develop and use all kinds of simulators: in different formats, at different paces, with many attempts.

Workshops and simulators are the most rational and effective investment in training.

6. Motivation for learning.

Training managers very often do not take into account the motivation of staff for training. The training schedule is dominant. Which has a very negative impact on the effectiveness of training.

Methods that work in corporate training:

— the most important motivational measure: the student must understand why he needs to study the course (goal, knowledge, skills, effect);
— the KPI includes an additional coefficient for successful training;
— student ratings (by course, overall), visible to all employees or only in the training group;
— gamification elements (badges/badges/achievements) visible to all users (babies);
— an employee’s electronic portfolio, which highlights achievements and results;
— virtual bonus points for completing courses and tests, convertible into real prizes or bonuses;
— prizes for those who are the first/best to complete the course (often done in retail where vendors sponsor product training for sellers);
— regular mailings to managers/trainees about the success of training (highlighting the best and worst);
- competition between departments.

7. Technological factor of training.

It is also critical to determine whether course participants can use the technology tools that are part of the course design easily, without wasting extra effort and time. Otherwise, people simply will not be able to fully focus on the content of the program. New trend in training: mobile learning.

From all of the above, three main elements of organizing effective e-learning can be formulated:

Elements of organizing effective e-learning:

1. Personnel readiness:

Relevance;
declaration of learning goals and tools;
diagnostic surveys;
motivational materials;
involvement.

2. Research activation:

Scripts, storytelling;
gamification;
Additional materials;
blended learning;
social activities;
group work.
video instructions “How to do...”;

3. Fixing the material:

Step-by-step instructions;
electronic simulators;
visualization of goals;
best practices and cases.

And one more very important thing: representatives of the corporate training direction should be in continuous beta testing mode - actively experimenting with new technologies, training formats and approaches to designing modules.

Here are some ideas to try:

— Augmented reality. Mobile game Pokemon Go, which combines the real and virtual worlds, has quickly captured tens of millions of people. Test as many augmented and virtual reality programs as possible and consider which ones might eventually be used in an organizational learning context.

— Video 360. Using simple apps or inexpensive cameras, make a panoramic video; give users the opportunity to experiment with it.

— Microlearning. Short training courses serve to achieve specific production goals or to increase productivity in the company. One module focuses on introducing one skill, changing one technology model, or solving one production problem.

— Daily coaching. Identify some habit that needs to be changed first. Find someone among your colleagues who would agree to work on this with you every day for two to five minutes. For example, change the way you usually handle email and ask a colleague at a certain time each day (say, 4:00 pm) to observe how consistently you apply the new approach.

— Internal digital library, media library, knowledge base.
The company’s internal electronic “knowledge base” provides a lot of opportunities for staff development.

Firstly, each employee will definitely look into the “knowledge base” by analogy with his colleagues.

Secondly, just reading or watching videos, courses, and e-books immerses you in the learning environment.

Third, the company can implement the concept of a self-learning organization. Use technology to manage employee self-learning.

Fourth, the company can implement continuous staff training. With a little effort and resources, create a corporate culture that supports continuous learning.

Infographics: elearninginfographics

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

Coming together is a start.

Sticking together is progress.

Working together is success

Henry Ford

The concept of lifelong 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 of state policy in this area.
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 and production. Current state The country's economy is characterized by a mismatch between the labor market and the market for educational services. This discrepancy is aggravated by the fact that there are significant discrepancies between educational and professional standards. The process of bringing together educational and professional standards possible with the development of corporate education.
Corporate training in the format of additional vocational education is a set of processes of formal and informal vocational training that are initiated, systematized, managed and controlled by the educational organization itself.
Corporate training is a dynamic process of disseminating knowledge and information on solving production problems, during which employees of an organization receive and apply acquired knowledge and practical skills in their work, allowing them to more successfully and efficiently adapt to changes in the external environment, while developing new models professional activity, creating a competitive advantage for an 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 assigned strategic tasks. Based on expert assessments and research results, it can be argued that investments in team development are the most useful among other investments and can significantly increase the efficiency, and most importantly, the effectiveness of educational activities.
What should an effective corporate training system look like? How to turn training into a real tool for improving the professional competence of the team? Perhaps these are the first questions that arise for the management of an educational organization in connection with the organization of corporate training. The need and opportunity to create a corporate training system arises when:
 there are long-term, unchanging goals for the development of an educational organization. Today, this task is to implement the requirements of the Federal State Educational Standard and professional standards;
 well-developed development strategy. This current system educational programs;
 the necessary professional competencies of employees are described;
 training needs identified;
 employees are recognized as a strategic resource for the development of an educational organization.
The essence of corporate training is not simply improving the skills of employees, but building the potential for flexibility, variability, and adaptability.

Before considering the essence of a corporate entity, it is necessary to define the concept of “corporation”. The term comes from the Latin word corporatio, meaning association, union or community. However, today this concept has much more deep meaning. Michael Hemmer views the term "corporation" as something more than a system of technological processes and groups of people producing some work. By this concept he means the human community, which creates a special kind of culture - corporate culture.
Today, a corporation is not just a union of people in some kind of legal forms. This is a kind of economic association that has a common goal and, as a rule, a unified management system. This also entails their common tasks of managing 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 only their external one. visible part. Based on this understanding of the term “corporation”, let’s define a new concept for us: “corporate entity”.
So, “corporate education” is a system for training corporation personnel: from ordinary employees to top management, which allows for effective training of personnel with a specific goal that contributes to the achievement of the corporation’s mission. “Corporate education” is a system of accumulation and transmission (transfer) of various types of knowledge: economic, technological, production, organizational, knowledge in the field of corporate culture, professional, ethical, managerial and others for the effective achievement of the goals set for the corporation. Since the goals and missions of corporations differ in content, degree of ambition and aggressiveness, educational objectives, and therefore 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 argues 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 and their professional growth requires organizing group forms of training that ensure joint and shared activities of participants.
Another basis for corporate training can be the concept of models of a person’s attitude towards work, proposed by D. McGregor 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 work activity to provide basic needs) and model Y (the characteristics of this model are based on the idea of ​​a person’s self-realization in work).
A. Maslow, in development of the theory of D. McGregor, affirms the manifestation of the Z model in modern society - a person’s attitude 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, and 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 a corporate entity follows from the concept of “human capital.” Human capital can be considered in relation to an individual, a state and an 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 assessment of intellectual capital. An organization's intellectual capital usually includes three components: 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 abilities and the formation of a motivation system.
The transition to continuous, lifelong education, dictated by the pace of development of modern economics, education, science, information technologies, puts forward the problem of developing corporate education as a priority task.
Significant 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 training content;
The construction of corporate training is based on the study and consideration of the professional needs of the organization and the cognitive interests of specialists, their job functions, official status and professional significant qualities personality. Corporate training as part of the adult education system is characterized by versatility, dynamism, and the advanced nature of development in relation to the objects of students’ professional activities.
It should be noted the openness of corporate education, its focus on the final result associated with solving current professional problems; flexibility, determined by the ability to take 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 who have basic vocational education and professional experience.
The implementation of corporate training programs for employees and personnel makes it possible to maintain the level of employee competencies necessary to ensure the competitiveness of an educational organization in the market of goods and services, and to train proactively, focusing on changes in the external environment.
Corporate training is conducted by the educational organization itself and according to its design, which means that it will correspond to its mission, vision and strategic development goals.
Our mission:
Creation effective system additional corporate education at the level of the best domestic practices based on a value-oriented approach to develop in employees a new level of knowledge, competencies and culture necessary for the implementation of the strategy of the Vorobyovy Gory State Budgetary Educational Institution. To help unlock the internal potential of each individual employee and search for new opportunities to achieve their goals.
Our values:
 PROFESSIONALISM - We believe that professionalism allows us to successfully achieve our goals and obtain the necessary results.
 QUALITY AND RESPONSIBILITY - We are responsible for the quality of our work and the fulfillment of our obligations.
 OPENNESS AND AVAILABILITY - We believe that openness and accessibility build trust and promote long-term relationships and collaboration.
 PARTNERSHIP RELATIONS 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 the Sparrow Hills State Budgetary Educational Institution is to create a permanent mechanism in the educational complex to support the innovative environment and the development of human capital, and to establish 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 management potential of managers; creation of a personnel reserve; developing modern business skills of employees; increasing the efficiency of the educational complex; development of corporate culture.
Goals determine the objectives of innovation activities and priorities of corporate training:
development of management thinking;
formation of professional competencies;
generation of new knowledge;
correction of the organizational culture of the educational complex in accordance with new strategy;
flexibility and constructiveness of role behavior.
The task of corporate training is to support those who share corporate values ​​and are ready to develop, guided by basic principles:
Training is subordinated to the goals of the organization.
A holistic and consistent approach to learning rather than sporadic and unrelated learning activities.
Responsibility for the effectiveness of training lies not only with training specialists, but also with the students themselves, their supervisors, and management.
Training assessment is carried out continuously using all necessary technologies.
Training delivery is designed to be targeted, timely and accessible to everyone who needs it.
There is a unified training system that encourages employees to work together.
The value of training is demonstrated based on a comprehensive methodology for assessing its effectiveness.
Principles for building an effective corporate training system:
The principle of continuous development of employees.
The principle of focusing on the advanced, proactive development of the educational complex.
The principle of sufficient motivation.
The principle of practical necessity and relevance.
Systematic principle.
The principle of the prevalence of learning in the process of work, in the workplace.
The principle of forming leaders.
The principle of subjective assessment of the quality of training.
The principle of objective assessment of the quality of training.

The main stages of building an effective corporate training system:
1. Development of a list of competencies and success profiles for specific positions or groups of positions in the educational complex by department.
2. Diagnosis of employee motivation for training.
3. Diagnosis of employee training needs by department, taking into account goals and plans for the development of the educational complex.
4. Formation of a corporate order for personnel training.
5. Determination of internal and external providers.
6. Coordination of specific personnel training programs in accordance with the training plan.
7. Organization of personnel 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 (certifying) the effectiveness of personnel activities.
10. Making changes (if necessary) to the corporate culture and the personnel motivation system (as part of it).
The content of corporate training is revealed through its main functions, which, based on 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 possibilities and determination of the most adequate forms and methods of organizational training;
organizing and conducting in-house training for the target group of employees of the organization, its personnel, material and technical support;
creating conditions for employee training and motivating the implementation of training results 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 workers new to the educational complex, 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 improve competence. It is necessary in two cases:
1) when the employee’s competence does not allow him to effectively and fully realize his competencies;
2) when the competencies themselves partially change in connection with career development, the transition to a new level of the hierarchical ladder.
Retraining for the purpose of rotation or mastering new types of activities. Retraining mainly implies the acquisition of basic and professional knowledge and skills necessary to master another type of activity.
Within the framework of the listed types of corporate training, three areas are distinguished, each of which correlates with the policy of developing 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 training - is strategic in nature and is designed for a certain contingent, with creative potential which the educational complex binds its plans for future development.
The third direction is development programs designed for those wishing to develop their potential, gain additional, non-specialized knowledge, and 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 increasing the general educational level of employees of the educational complex, in parallel they also carry out 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 make it possible to transfer a fairly large amount of knowledge to students in a fairly short time, would make it possible to ensure a high level of students’ appropriation of the studied material and consolidate it in practice.
A general trend that should be noted today when speaking about personnel training is an increasing emphasis on the use of active learning methods and on the development of teamwork skills in trainees during training. This provides a number of advantages:
– making it easier to perceive new material;
– the experience of listeners is used more widely;
– by proving or justifying certain approaches to solving assigned problems, students acquire new knowledge and new approaches to solving these problems;
– students get the opportunity to more clearly see patterns of effective and ineffective behavior and relate them to the patterns of behavior that they are accustomed to demonstrating in their work.
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 around 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 saw or heard, make (formulate) proposals, look for solutions to problems, etc.
On-the-job training. A form of training that provides close connection directly with the employee’s activity process. This form is aimed at increasing the level of employee competencies 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, guided acquisition of experience, production instruction, 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:
inclusion of the student in the process of another person’s activity – budding (from buddying – “partner”);
observation of the work process - shadowing (from shadowing - “being a shadow”);
internships, rotations – secondment (from secondment – ​​“secondment”);
targeted 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-based training;
group discussions (discussions);
business and role-playing games;
role modeling;
analysis of practical situations;
Training using the shadowing method. An employee of an educational complex is given the opportunity for about two days (no less) to be the “shadow” of a manager or an experienced employee. In the role of a “shadow”, such an employee observes and records moments during the entire time of work. Thus, the employee witnesses “two days in the life of a manager”, receives information about what features his chosen career has, what knowledge and skills he lacks, what tasks he has to solve. After this, an additional interview is conducted with the employee about the conclusions that he made for himself.
Training using the “secondment” method is a type of personnel rotation in which an employee is “sent” 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 using the "buddying" method. The essence of the method is that the specialist is assigned a “buddy” - a partner. Its task is to organize constant feedback, collect 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 mastering new skills, and secondly, to performing current professional duties. Information can be provided after meetings, planning sessions, discussions, etc.
What distinguishes the buddying method from mentoring or coaching is that its participants have absolutely equal rights. In this form of work there is no “senior” and “junior”, mentor and mentee, coach and “coached”, student and student.
Advanced training 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 is the individual or collective patronage of experienced employees over individual young employees or their groups. Mentoring is a form of education (patronage), professional training and adaptation of young employees at the university, involving the transfer of the mentor’s experience and instilling a work culture and corporate values ​​in a newcomer.
As a rule, one or two mentees are assigned to a mentor. Tasks facing the mentor:
train students in basic work techniques;
assist in mastering production procedures;
control the current work results;
help in solving current issues.
There are five main stages of learning in the mentoring process, which can be described as follows:
“I’ll tell you, and you listen”;
“I’ll show you, 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 method of joint development aimed at increasing 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 consulting or training. Coaching is, first of all, questions through 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 existing 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 team member (mentor) shares his knowledge and skills in identifying problems, describing models for solving them, reveals his approach to analyzing the situation that has arisen, and proposes countermeasures that give real result(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 a person’s personal potential, the available educational and social infrastructure and the objectives of the main activity. During such meetings, the experience of transferring acquired knowledge into the student’s real practice, the emerging difficulties of transferring the model are discussed, 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 of 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 by 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 information by an expert to a group of specialists about some technology or area of ​​knowledge;
“reconnaissance in force” - assessing the reaction of a corporate audience to a specific expert topic, idea or trainer.
Project seminar - form teamwork, aimed at analyzing existing problems and developing new ideas and projects. The seminar operates in several modes:
group work to develop new project ideas;
master classes on the use of information technologies conducted by leading experts;
lectures and reports from experts on current trends and existing world experience in solving similar problems;
expert consultations;
general plenums, where group reports are discussed and collective and individual projects prepared by participants are “defended.”
Unlike express seminars, at a project seminar there is no traditional division into mentors and students. There are four professional positions implemented here:
participant is a bearer of practical knowledge and skills in a wide subject area;
expert – a bearer of theoretical and practical knowledge in a narrow subject area;
a coordinator who organizes communication during group work;
seminar 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 project stage.
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 paid to developing behavioral skills in a specific situation. For example: developing skills in effective sales, conducting business negotiations, preventing conflict situations 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 – 2 days / 16 hours).
Case-study is a method of active problem-situational analysis, based on learning by solving specific practical problems - situations (solving cases). This method involves maximum proximity to reality and the possibility of repeated training of the skill. The method is based on an approach developed at Harvard Business School. It lies in the fact that training is based on the analysis of specific work 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.
A business simulation is a thematic business game in which a business environment is simulated as close as possible to the realities of a specific complex problem. 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 will be able to use in practical activities in the future. There are two types of business simulation. The first one helps to understand big picture 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, the participants in the game develop a clear understanding of development prospects. The second type of business simulation models individual business processes occurring in an organization (for example, the development and design of educational programs, etc.).
Sometimes, as part of organizational training, elements of distance courses, video materials, and webinars can be used.
A webinar is a type of online training in which the presenter and audience communicate via text, audio or video chats. The topic of the conversation is illustrated with 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 ranges 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 range 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 rather than exercises or artificial situations.
Training in working groups. Maximum composition working group should reach ten people. Employees are given a specific task that they need to solve in a specific period of time. In a working troupe, a person in charge is chosen, who determines the number of participants, organizes meetings, draws up minutes and records the final decisions of the group. The group, in turn, develops an algorithm of actions to effectively solve the task, and also determines the time frame for 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 management for consideration. Management may accept the group's decision or reject the proposal.
One of the ways of organizational learning is quality circles.
A quality circle is a group of people operating directly in the workplace, whose main task is to search, study and solve practical problems of improvement, as well as continuous learning.
The main idea of ​​the work of quality circles can be expressed as follows:
1) quality circles contribute to the significant improvement and development of the complex’s work;
2) quality circles make it possible to improve the psychological climate among members of the work group and contribute to the development of everyone’s self-esteem;
3) quality circles create conditions for daily growth, broadening horizons, and developing the creative abilities of the complex’s employees.
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 must be met when developing any employee training program.
1. The program must be subordinate to a specific goal(s) of the educational complex, that is, work for specific positive changes in processes, practices, interactions, etc.
2. The program must have clear learning objectives, derived from the learning objectives, described clearly, unambiguously, and with a measurable outcome.
3. The program is structured so that the above-described 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, taking into account the characteristics of adult learning.
5. Training should be aimed at new professional models of activity.
6. Finally, the program must have a mechanism by which its results can be measured and objectively assessed.
For effective program For staff training, it is recommended to use a modular approach. A module is a separate, independent part of a system. The module clearly defines learning goals, objectives and levels of studying the material, as well as skills, abilities, and competencies. The modules have a variety of learning tools. They ensure the active participation of students who absorb information through action and active work with educational material. The training course usually includes about three modules. In this case, a separate module can be both a theoretical block and practical work, and final projects. There can be any number of thematic modules. It all depends on how much time it takes to master a skill, gain knowledge on a given material, or develop competence. The sequence of modules can be changed, which provides flexibility and selectivity when mastering 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, increasing its flexibility, success and increasing the return on investment in personnel development.
Multi-criteria approach to assessing the effectiveness of training and development
suggested by a number of authors. Thus, the work proposes a multidimensional model for assessing the effectiveness of corporate training, which involves considering the process of assessing the effectiveness of training in three perspectives:
1. Assessment of the educational process itself and others accompanying it, their input and output parameters, as well as ongoing monitoring.
2. Connection between the training system and other levels of organization management through a system for assessing the effectiveness of training.
3. Assessment of the economic effectiveness of training.
The implementation of this system will ensure:
Increasing return on investment in the training system;
Evaluating 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 costs for personnel development through targeted and proactive training;
Identification and use of the technological and intellectual potential of the training system;
Assessing the effectiveness of corporate knowledge management;
Introduction of innovative developments/projects obtained during the training process into practice;
Transfer of developed technologies to the organization.
The process of conducting cost-effectiveness assessment begins with the classification of training programs according to methods for assessing effectiveness, and then the assessment methods themselves are developed. Let's consider some methods for assessing the effectiveness of corporate training, taking into account the classification of programs:
First, programs with a clear financial effect, to which the Net Present Value (NPV) assessment method is applicable. In this case, it is necessary to develop a methodology for assessing economic efficiency using the methodology for assessing discounted cash flow NPV and the profitability index using the concept of “opportunity costs”. The NPV indicator allows one to calculate the long-term effect of training only if it is possible to calculate the obvious “benefits” of training: increased sales; cost savings; reducing the cost of a 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 unknown cash flow generated by the educational program.
Secondly, programs with an implicit financial effect, to which the Cost-benefit analysis (CBA) assessment method can be applied. At the same time, a methodology for assessing the economic efficiency of training programs using the Cost-benefit analysis method and its varieties is being developed. However, this method of economic efficiency analysis cannot be applied in practice to all educational programs.
Third, training programs with “strategic fit” objectives, to which the “BSC Metrics Implementation” assessment method is applicable. It is necessary to develop a methodology for assessing the cost-effectiveness of training programs using the method “Implementation of BSC indicators, strategic perspective of 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 organization’s employees to overcome “strategic gaps,” which 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 allows you to achieve the target strategic indicators formulated in the organization's strategy.
Educational programs are truly relevant and effective only if they develop the skills and abilities necessary to solve the problems facing students, and the presence of internal motivation of employees is necessary to make the learning process meaningful. Directions for assessing students should be:
Formation of criteria for selecting students for training;
Conducting assessment and selection of students (initial knowledge, competencies, formal characteristics are assessed);
Carrying out regular monitoring and final measurements of knowledge, competencies, team building processes, assimilation of corporate culture, work on projects;
Building a feedback system from students to training organizers;
Development of criteria for evaluating students’ final projects, organization of project evaluation;
Comparison of learning outcomes with stated standards and initial learning objectives.
Assessment of the degree of application of acquired knowledge and competencies in professional activities.
A model for 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 comprehensive feedback system, take into account the strategic goals of the organization;
secondly, the connection between the training system and other levels of organizational management;
thirdly, the economic efficiency of long-term corporate training.
The corporate training system is the main element of the professional development system for employees of an educational organization at the corporate level and contributes to the implementation of its goals. The main stages of the professional development system for employees of an educational organization include the following areas of action:
Setting the goals of the educational organization and determining priorities. The main condition for the effectiveness of the development system for employees of an educational organization is its relationship with the strategic goals of the organization. Once the long-term, strategic goals of the organization's development have been determined, it is possible to determine priorities in corporate training, which is aimed at developing the personnel 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: mandatory 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 formation of a knowledge base. Constant quality control of corporate training is necessary not only to assess the effectiveness of investments in employee development, but also to identify problems and inconsistencies during the training process in order to make operational 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, and the issues of analyzing the need for the reserve, selecting candidates and evaluating performance results are not addressed.
Selling educational services to third parties not only helps offset some of the costs, but also helps in acquiring new employees.
Self-directed learning allows employees to study in a more flexible manner, at a time convenient for them, and to independently choose the direction of study. Using electronic, distance, and online training to improve the skills of employees, the opportunity to train in a short time is provided with 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. In connection with the variety of forms of organizing 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, we will 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 and the transmission of corporate culture, but also to be an incubator for the innovative potential of an educational organization (corporation).

Literature
1. Vershlovsky S.G. A teacher in the era of change, or How the problems of a teacher’s professional activity are being solved today. – M., 2002.
2. Doroshenko Yu.A. Lebedev O.V. Live attachments. Human capital as a priority object of investment // “Creative Economics”, No. 5. – 2007. – p. 11.
3. Neudachina N.V., Ulanova A.M., Khukhoreva A.V. Multidimensional model for assessing 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 innovative development production: author's abstract. dis. Ph.D. econ. Sci. – M., 2011.
6. Serykh O. Modern technologies and methods of internal corporate training of personnel // Business network. – M., 2008.
7. Solovyova I.A., Zakiryanov R.I. Development of a comprehensive multi-criteria model for assessing the training system 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., Champi J. Reengineering corporations. Manifesto for a revolution in business. – M., 2005.

In the modern world, there are probably no companies that do not know what training is. A huge part of companies know the difference between closed and corporate trainings. Why does corporate training exist, what does it contribute to and how does it affect the activities of companies?

In this article you will read:

• How to understand whether a company needs corporate personnel training
• In what form can corporate training be organized?
• How to monitor the effectiveness of training
• How to make sure that an employee does not quit, but completes “training”

Why is corporate staff training so important?

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Corporate training is a set of activities that is carried out within a separate enterprise and is aimed at increasing the professionalism of its employees. The learning 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 company. The purpose of corporate training is not a course of theoretical studies, but a real chance to apply all the acquired knowledge in practice in real-life conditions.

Who in the enterprise needs constant training:

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

Staff of client departments. Be sure to understand the ways of interacting with customers and understand information about the products sold.

Employees of the legal department, personnel services, accounting. They become familiar 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 in 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 company’s activities from the very beginning, learn its history, prospects, working methods, and so on.

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

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Destroying stereotypes about corporate training

1) Corporate training is a tribute to fashion. Russian image thinking is inherent in the desire to “be no worse than others” or “to 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 increasing competition, you need to learn to be original.

2) The idea of ​​corporate training as a “magic wand”. They say that it is enough to conduct corporate training for staff, and all problems will be solved: sales will increase, income will increase, the staff will become loyal, and the company will be successful. All you need to do is pay for the services of the training company, that’s all. But this is too simple and easy to be a reality.

3) Corporate training is “medicine for the organization.” Surely many of you put off taking care of your health until later, even when something is bothering you: either there is no time, or there is no desire. You go to the doctor, intending to get treatment quickly, without being distracted from work, or even 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 can be quite scary - you start to figure it out, and there it is. As a result, what happens is that the “trainer-doctor” is not provided with all necessary information, it turns out to be porridge.

Managers are satisfied because of the five-day training

Alexey Kubrak, Head of Corporate Employee Training Department, Arsenaltrading

Thanks to an 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 training of the team, which has a positive impact on the interest of staff and, as a result, helps to reduce the turnover of the organization’s personnel. In addition, the corporate training system has become a significant advantage in the labor market in the struggle for worthy candidates. For many employees, the determining factor when choosing our organization was the introductory five-day training. Some companies do not give newcomers the opportunity to delve into the affairs of the organization and tell them to immediately begin performing their duties.

In our organization, in the sales department, the training process is handled by one full-time specialist, who is also the main business trainer, and 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 is a selection educational materials and test systems - took much longer, this turned out to be the most labor-intensive part of the work. We spent more than a year building a complete unified system.

What is a corporate training system

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

orderliness and comprehensiveness of the information received;

quick adaptation of employees to a new team or in case of a change of place of work within the same enterprise;

regular and effective development of knowledge and skills of company employees.

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

The most important tasks of the SKO are:

• formation of an integral system of management and knowledge development;
• broadcasting and creating a unified corporate style, behavior and norms;
• organization of trainings.

SKO operating technologies:

consistency and frequency of the entire personnel training process;

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

creating and maintaining 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 training processes, collection of methodological information, assessment of training, its quality and benefits for the company and employees;

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

open access to everyone structural divisions to education and training information;

opportunity for management to attend all training events.

The main areas of corporate training in the company are:

administrative, highly professional and corporate awareness.

ability to communicate effectively.

sales skills.

know everything about each company's product.

know how to effectively own and use information technology.

Responsibility for developing and attracting uniform methods, quality standards and principles for the formation of training courses, assessment, and replacement of existing employees lies with the head of the HR department. 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 specific needs, the head of the training and personnel development department of the personnel management department. Responsibility for shaping training, choosing 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 company's training department;
• in-house experts of the company;
• attracted people (outsourcing).

Corporate training for employees in the company: pros and cons

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

Completeness and scale. Corporate training programs, if necessary, can cover every employee of the company. In addition, this type of training, as a rule, has an extensive list of positions: these include 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 will of management. The “obligation” of employees is always demotivating, even if they understand the usefulness of this kind of training events.

Corporate training requires considerable costs for the employer.

What forms of corporate training are there?

Personnel training usually includes the following stages:

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

Training - the employee learns the specifics of working in the company;

Adaptation - the employee adapts to working conditions;

Increasing the level of professional competencies - continuous training.

Analyzing 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 improve the level professional knowledge More serious training is needed, so the employee is given the opportunity to study at all kinds of courses, master classes, lectures, etc. The duration of such events is 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 working methods between the participants.

The advantages of the seminar are:

Discussion of material relating to a specific 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;

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

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

You can conduct several seminars and controls in a row if they are related thematically.

2. Training. The main objective of the training is to analyze the behavior of employees in certain situations, analyze it all into parts and improve their work skills. Skills are developed and improved through games, thematic tasks, riddles, and more. The amount of information in the trainings is strictly limited, because listeners and participants must fully understand the material provided to them. Therefore, during the training, each participant must actively behave and complete 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 no more than 10-15 people should attend the training.

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

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

Study. The meaning of this activity is to search and discover new principles and methods of action in various situations. Following this principle, the teacher creates new ideas and situations, to solve which employees need to go beyond their usual actions and use the acquired knowledge in practice. An artificial stressful environment is created for a group of trainers in which they need to evaluate all the problems and find ways to solve them.

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

Affiliate 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 analyzes problem situations take place in an open manner. Each participant expresses an opinion, after which a collective discussion of proposals takes place. Members of the class 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 take turns putting forward their own point of view on the topic of the round table, after which they collectively discuss incomprehensible or controversial issues.

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

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

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

The objectives 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 a master, on all problems and incomprehensible situations;

3) Transfer of own knowledge to other participants;

4) Help from the teacher in directing actions and information processing processes for all participants.

The most effective combined form of training

Vladimir Averin, HR Director, Janssen Pharmaceutica

At Janssen, corporate training comes in many different forms. They represent conferences, seminars, trainings, mentoring and much more. Taking this into account, we pay equal attention to the study of both external influences, such as new drugs, their functions and capabilities, methods of use and everything else in the pharmaceutical market, and internal influences, for example, communication between employees and clients, 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 precisely on these areas and are mandatory to attend. Training is conducted exclusively during business hours.

If we take our own many years of experience, we can confidently say that the most effective is a 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 startups, etc.; 15% - attending courses, education and training.

In addition to all this, our company has developed and launched courses, the attendance of which is possible only at the request of the employee, such as corporate English language training.

Corporate distance learning: what are the advantages?

Interactivity. The main difference between webinars and online lectures is the opportunity to talk with the audience and answer questions. Standard training consists of three stages: demonstrated - repeated - evaluated, monitored implementation. Initially, informative screenshots are taken and provided as teaching material. After analyzing and studying it, the teacher clearly shows the process of performing everything that is given in the manual. The audience receives immediate answers to all questions that arise, while the teacher keeps control over the work of each participant. To maintain excitement and interest, the trainer needs to inquire about the audience’s opinion every 10–15 minutes, ask questions, listen to the answers, make adjustments, and so on. Most important point this excludes technical problems, so the trainer needs to check the connection with each of those present in the virtual room before the webinar starts.

Saving money. If an organization finances corporate training for employees from branches and representative offices, sending them on business trips to improve their skills, 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.

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

Development of the company. To conduct online webinars, you must have additional devices: PCs, laptops, tablets, headsets and Internet connections. This perhaps represents the company's movement forward, in some ways.

Features and principles of corporate training for managers

Most important criteria managers who undergo training would correctly consider the following:

When analyzing the problems of training managers, you must initially take 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 knowledge , which you purchased yourself and are confident in!

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

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

Typically, these are successful managers who have enormous experience in their field of activity and life in general. That is why when training managers, the basis should be not the delivery of information according to a training plan, but improvisation. The mentor must find flaws in the manager’s work, minor shortcomings and offer options for correcting them. Only in this state of affairs will training make sense.

Criteria that must be adhered to in order to conduct corporate training for managers:

1. Initially, the content of management training should meet the company's goals. In our age of advanced technology, most organizations are faced with the problem of managers’ lack of knowledge in certain matters of business management. Due to this, 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. Currently, companies are looking for competent employees for leadership positions! The requirements are knowledge of modern management basics for further training and development in a narrow area of ​​the company’s activities. Managers must know what marketing is, how to engage in and develop it, economics, cash flows, etc. Practice proves that successful companies are not those who have great financial and resource potential, but those who know how to select personnel correctly. After all, when people want to develop, nothing can stop them!

3. Plus, it is imperative to create a system of continuous training for managers aimed at constant update their knowledge and competencies. The half-life of a competency 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 reduction of this time will continue, because every day scientific and technological progress absorbs more and more companies. That is why the founders annually determine the number of hours for staff training.

4. Methods of training managers should be organically related to the goals and content of training. It should be based on a combination of theory and practice, as well as on developing an understanding of where to independently draw information from in the future, because now new products appear every day.

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, at his subordinates and his own responsibilities!

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

How corporate staff training is organized

A corporate personnel training system can be built in various ways:

1. The company has an internal trainer. In this case, the trainer is a company employee who has completed training and special courses. His responsibilities include regular and complete training of staff. This is profitable and effective method training, however, it is worth remembering that the trainer is subordinate to management, so his actions may not be entirely objective, plus, he may not be competent enough himself. After all, a good trainer 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 method of conducting personnel training. A special company develops a personnel training plan based on the organization’s existing budget, conducts training, and monitors the operation of processes. This is a wonderful way to gain knowledge, as long as the company is truly professional.

3. A corporate university is being created. The most effective method, but very expensive. Although, if a corporation can afford it, it is a wonderful investment.

What needs to be done before implementing corporate training

Most important question, which arises in the process of making a decision about training in a company, is to understand what this training means for the company?

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

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

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

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

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

These requirements contribute to the search for a clear understanding of how, who, 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 achieve, even with criteria for assessing the need for training. In this case, you need to specifically understand the group of employees who need to replenish their 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 success 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 investing in an inexperienced employee, which leads to slower processes and the company loses profit (“compensation”).

Absolutely any employees engaged in various work activities must be conditionally divided into groups. Each of these groups needs to be studied in order to identify the needs of a narrow profile of certain specialists. In the future, this kind of analysis should become part of personnel training 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 repeated use, conduct by various specialists, compactness and conciseness, effectiveness and speed of assessment.

Organization of corporate training: step-by-step instructions

Step 1. Analyze the practical need

Example of implementation: conducting an analysis of the company's activities.

Why do you need:

To understand the feasibility of conducting corporate training or determining a more influential way of influencing the situation;

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

To determine the indicator of resource availability of the enterprise.

How to do it: you need to research the company to see if it is possible to accomplish 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. Developing the system

Example of implementation: business plan.

Why do you need:

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

To precisely define what will be considered a result, so that employees can evaluate the effectiveness of corporate training;

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

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

Step 3. Inform employees about upcoming corporate training

Example of implementation: methodology for introducing training into a company

Why do you need:

To make employees aware that activities are underway to develop training at the enterprise;

To ensure that all employees accept that the company will regularly undergo training and that this is a mandatory condition of 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 completing it; create a “Training” section on the organization’s website, where all examples of the application of acquired knowledge will be published, the success of applying the acquired skills, etc. will be described; hold meetings to report on the implementation of training everywhere.

Step 4. Describe the training system

Example of implementation: regulations or charter for personnel 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 everyone involved in this issue.

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

Step 5. Develop methods for assessing corporate training

Example implementation: filling out questionnaires.

Why do you need:

To be able to quickly find weak areas of activity;

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

• Production Director: responsibilities and job requirements

To assess the personal goals of company employees.

How to do it: conduct a survey on the topic of the course, give the opportunity to evaluate the acquired knowledge; the main thing is to comply with the principles of “like it - don’t like it” and “is it necessary for business”.

Step 6. Give an objective assessment of the quality of training

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

Why do you need:

To assess the employee’s focus, and, as a result, the degree to which he has mastered the material provided;

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; assess the use of acquired knowledge by an employee using the case-studies or “secret shopper” method; Conduct a survey of regular customers.

Step 7. Develop a summary assessment of training effectiveness

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

Why do you need:

To assess the implementation of all expectations for 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 problem that is beyond the employee’s competence; observe the actions and behavior of an employee in the workplace; evaluate and verify the results obtained.

Step 8. Create a knowledge bank

Example implementation: information repository of knowledge.

Why do you need:

To provide employees with easy and quick search for the information they need;

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

For the use of this specialized material directly in production.

How to do it: post all the data on the corporate website for general access only to members of the company, its branches and representative offices.

Step 9. Increase opportunities and reduce expenses

Example of implementation: 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 exclude the hiring of a regional training manager.

How to do it: place an order for website development (or do it yourself, if possible), open access only to company employees. Lectures, tests, assignments, and so on can be posted directly on the website, so that employees, having familiarized themselves with the material, immediately show the level of knowledge acquisition, on the basis of which it will be possible to generate all sorts of statistics, etc.

Step 10. Support employees during training

Example of implementation: 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 company goals and plans by managers;

To help and support managers of their employees after training.

How to do it: coordinate with specialists or independently develop a plan for the session; describe the team’s work methodology; identify several methods for analyzing the situation.

Step 11. Selecting the most diligent employees

Example of implementation: collecting personnel for the reserve.

Why do you need:

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

To assess the qualities of candidates;

To expand staffing.

How to: Interweave learning with the competency model; select employees who meet the reserve criteria; evaluate the competence and effectiveness of these employees; teach employees the information they missed based on their competency analysis.

Step 12. Maintaining skills

Case Study: Designing a Post-Knowledge Support Process.

Why do you need:

To thoroughly consolidate the skills and abilities acquired during the training;

To develop the skills to apply 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 acquired knowledge in the form of meetings and seminars, where covered topics will be randomly discussed to restore information in the memory of employees who have completed the training.

Step 13. Implementing the acquired knowledge

Example of implementation: the process of structuring work activity.

Why do you need:

To ensure that employees understand the principles of applying any corporate training task in practice;

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

To improve the quality of work of employees.

How to do it: during the learning process, it is very important to emphasize 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 company’s activities as a whole.

How to set up employees for corporate training

1) In order to encourage employees to learn, you can link it to a promotion. For example, career advancement is possible only after completing 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 company’s walls, 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 undergoing training and education.

Paying for training is an incentive for employees

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

The cost of employee training typically represents 80% of the rewards for good performance that the company is practically obligated to provide. This kind of training and educational programs become a necessity only if it is possible to subsequently test the effectiveness of this training. Based on the data obtained, we can conclude that it is advisable to introduce other programs that increase the level of knowledge of employees and the purpose of corporate training in general. If the assessment system is not used at the enterprise, decisions on training are made directly by the founder of the company. However, his opinion will in any case 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 carefully select employees who will improve their qualifications, otherwise it will result in wasted 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 on the company’s staff should study and which should not? Our own practice showed us the following principle: they declared open a kind of voting, where each employee was given the opportunity to make his own proposal regarding improving the company’s work. After this, it is enough to simply observe people and their actions, evaluate what and how they do for the development of the organization.

There is another way: an employee receives a task that has never been encountered in his practice before. If this proposal is followed by the employee’s refusal, we can conclude that there is no point in engaging in his education and training. 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 aimed at corporate professional training helps draw conclusions regarding the effectiveness of the training itself and its application in practice. The level of evaluation can indicate whether training is worthwhile and how cost-effective it is.

There are only four levels of training assessment:

Level 1. Determine the reaction of employees. On 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 using a questionnaire, which lists certain categories of mandatory questions that help reveal the attitude of employees towards training:

Achieving the goals of this type of training;

Implementation of the selected training program;

Evaluating the effectiveness of acquired skills in a factual way;

Quality of training;

Level of provision with teaching materials;

Conditions of the learning process.

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

In order to make a factual assessment of the improvement in knowledge, the same test can be used several times, comparing the initial, intermediate and final results as percentages. In this way, dynamics can be observed.

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

Level 3. We evaluate employee behavior. At this stage, the performance of employees using the studied material in practice is assessed.

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

Level 4. Evaluate the result. This final stage of the assessment process provides an opportunity to assess whether the investment in training is practically worthwhile. Improvement of production indicators is an integral value. And an individual training course can only be evaluated by using it practically and deriving commercial benefits from it for the company. There is a simple way to determine the benefit of some individual training. For example, train in-house employees on what the outsourcing company was previously doing and compare the efficiency and benefits of the two workforces.

In fact, it often happens that the assessment is not positive at all. It happens that employees undergo training, they like everything, but no changes occur in their work. It also happens that the application of acquired knowledge brings 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 resources spent, both material and physical.

Assessing corporate training using tests

Corporate training, trainings, and their effectiveness can also be assessed using tests, the questions and answer options in which should be as clear and precise as possible, unambiguous. By answering questions, test takers show the level of mastery of basic, basic knowledge. To make the test more difficult, you can increase the number of answer options to about 6. You can also do some tests that have 2 or more correct answers.

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

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

How to retain an employee and oblige him to “work out” training

In practice, the following methods are used:

Student agreement. If a person is looking for a job, the employer has the right to enter into an apprenticeship training agreement with him. And if a person is already on the payroll, a contract for on-the-job training and retraining is concluded with him, it represents an addition to the employment contract;

Agreement on training at the expense of the employer. I often use this method, but the Labor Code of the Russian Federation does not contain such an agreement and its clear conditions.

Article 249 of the Labor Code of the Russian Federation states that the employer may indicate in the apprenticeship contract or agreement an agreed and specific period during which the employee is obliged to work in his company. The length of the period depends on the cost of training. Here you need to be reasonable. For example, having paid a marketer for a 1.5-year MBA course worth 500 thousand rubles, you have the right to offer him a period of service from three to five years. If the employee fails to comply with these conditions (without good reason), he will be required to compensate the proportional difference in the shortfall in the cost of the MBA course. Also, the feasibility and reliability of cost recovery is guaranteed by Article 207 of the Labor Code of the Russian Federation (on apprenticeship contracts). It states that if the student does not return to work after training, he will be required 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, BritishAmericanTobacco 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 fields of medicine as oncology, immunology, psychiatry, cardiology, infectious diseases, etc. The Russian representative office of the company opened in 1991.

Alexey Kubrak, Head of Training and Personnel Development, ArsenalTrading. Graduated from the Kuban State Academy of Physical Culture in 2001. Since 2004, he has managed personnel departments in companies in the region. Winner of the Russian competition for business trainers “Coaching Skills” (2013), prize-winner of the Tournament Krasnodar region on management struggle (2012 and 2013). "Arsenaltrading" is engaged in the wholesale sale 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 warehouses of construction and finishing materials, construction companies. Official website - www.tdarsenal.ru

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