Evaluation of the effectiveness of training an employee of a modern hotel enterprise.

Evaluating the effectiveness of training programs is the final stage of personnel development management in a modern organization. Increasingly, training costs are viewed as an investment in the development of an organization's personnel. These investments should pay off in the form of improved organizational performance.

Distinguish between quantitative and qualitative methods for assessing learning outcomes.

With the quantitative method, learning outcomes are assessed according to indicators such as:

The total number of students;

Types of forms of professional development;

The amount of funds allocated for development.

The quantitative accounting of learning outcomes is necessary to prepare the social balance of the enterprise, but it does not allow assessing the effectiveness of vocational training, its compliance with the goals of the enterprise.

Qualitative methods for assessing the results of advanced training allow you to determine the effectiveness of training and its impact on production parameters.

There are four main ways to qualitatively assess the results of vocational training:

1. Assessment of abilities and knowledge in the process or at the end of the course.
2. Assessment of professional knowledge and skills in an industrial situation.
3. Assessment of the impact of training on production parameters.
4. Economic assessment.

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

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

Determining the impact of training on production parameters can be considered as the main assessment level, linking the learning outcomes with the requirements of the functioning and development of production. Indicators of the impact of training on production parameters can be expressed in physical quantities of the number of personnel, coefficients (waste, rejects, staff turnover), etc. However, at present, complex methods of analysis have not been developed that make it possible to accurately determine the degree of influence of training on each individual factor.

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

If the increment is greater than zero (D< C, где D – инвестиции в человеческий капитал, C – возможный долгосрочный эффект от инвестиций, наблюдаемый в производственно-коммерческом процессе), то инвестиции в данную программу по обучению персонала окупаются и являются целесообразным. При этом, чем меньше рыночная норма отдачи капитала, чем выше ожидаемое увеличение чистого дохода в i-ом году, чем больше срок использования полученных знаний, тем эффективнее инвестиции в человеческий капитал;
if D> C, then investments in this program are inappropriate and it is necessary to look for other areas of capital investment.

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

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

Tests conducted before and after training and showing how much the knowledge of students has increased;
monitoring the behavior of trained employees in the workplace;
monitoring the reaction of students during the program;
assessment of the effectiveness of the program by the students themselves using a questionnaire or during an open discussion.

Criteria for evaluating the effectiveness of training programs should be established prior to training and communicated to learners, trainers and managers of the training process in the organization. After completion of training and its assessment, the results are reported to the personnel management service, the managers of the trained employees and the employees themselves, and are also used in the further planning of vocational training.

Planning and forecasting the need for human resources of the organization and determining the sources of meeting these needs

In the process of personnel planning, four stages can be distinguished.

First step- analysis of the strategic plan of the organization. What goals will the organization face in the future? What performance, quality, customer service goals does the organization plan to achieve in the next six months, a year, two, five years? A clear definition of strategic goals is the benchmark against which all important decisions in the field of human resources will be assessed.

Second phase workforce planning - forecasting the needs of the organization in personnel. What divisions (departments, departments, divisions) will arise as a result of the implementation of the strategy? What specialties are required? How many people? Which job positions will no longer be needed? How will the process of improving technology affect the qualitative and quantitative need for personnel? At this stage, it is necessary to compare the needs of the state body (organization) and the available human resources. Is there a gap between what we need and what is at the moment? What job positions are key to achieving your goals? Who is currently ready to take these key positions? Is the organization ready for the necessary personnel changes? Personnel planning, solving the problem of replenishing the qualitative or quantitative shortage of personnel, allows you to outline specific areas of personnel work. One of the approaches to assessing the needs of a state body (organization) in personnel is to forecast vacancies for various job positions. In this case, statistical data on the movement of personnel belonging to the main professional groups can be used to identify the key factors causing this movement.

Quantitative staffing requirements- this is the need for a certain number of workers in different specialties.

The following approaches can be used to quantify staffing requirements:

A method based on accounting for the time required to perform certain managerial functions or tasks;

Calculation of the number of personnel based on data on the labor intensity of the work process;

Calculation method according to service standards;

Calculation method according to the size standards;

Statistical methods that allow linking the need for personnel with the labor intensity of work;

Expert appraisal methods: simple peer review (when the need for staff is assessed by the head of the relevant service) and extended peer review (when the need for staff is assessed by a group of experts).

Qualitative need for personnel- this is the need for workers of certain specialties, a certain level of qualifications. Various approaches can also be used to determine the qualitative need for personnel, among which the following are the main ones:

Professional and qualification division of work on the basis of normative documentation (in the state civil service - on the basis of administrative and official regulations);

Analysis of the regulations on the state body (organization), structural divisions, etc .;

Staffing table;

Analysis of the documentation that determines the professional qualification of the performers for the performance of specific job duties;

In determining the need for personnel, expert opinions are often critical to better understand what qualitative changes in the personnel composition an organization needs to make in order to successfully achieve its goals. The experts can be both employees of the organization with the necessary experience, knowledge and training, and external experts.

The need and readiness of the state body (organization) to introduce systematic personnel planning increases with the increase in the size of the organization, the scale and complexity of the activities carried out. There are changes in the content of employees' labor, as well as in technology. These changes highlight all the new requirements for employees, which must be taken into account in the selection. Personnel planning should ideally provide answers to all questions related to providing the company with the necessary staffing and determining the associated costs.

Third stage personnel planning - assessment of the state of internal human resources of a state body (organization). What are the capabilities of the staff in light of the goals set in the strategic plan? Do staff have sufficient knowledge, skills and experience to implement the developed strategy? It is necessary to analyze a significant amount of personnel information: demographic data and educational level, the results of surveys and tests, the results of periodic assessments of the work of personnel (appraisals, qualifying exams), job requirements, the real level of productivity, and much more. Since the own capabilities of a state body (organization) to meet the growing quantitative and qualitative needs for personnel are often insufficient, personnel planning almost always requires the study and assessment of external sources of labor. What kind of employees with what knowledge, skills and experience are easy to find on the foreign market? People with what characteristics are difficult to find? What institutions (educational institutions, associations, agencies) should be contacted to facilitate the search for the required personnel?

Typically, the human resources of a government body (organization) are assessed in the following directions:

Assessment of the state of available resources (quantity, quality, efficiency and effectiveness, merits, competence, workload, etc.);

Assessment of external sources (employees of other organizations, graduates of educational institutions, students);

Assessment of the potential of these sources (qualitative reserves of resource development);

Conformity assessment of requirements and resources (now and in the future), which adjusts the quantitative and qualitative need for personnel.

Fourth stage personnel planning - preparation of plans, determination of time frames for solving the entire complex of tasks to provide the company with the necessary personnel. The development of comprehensive action plans in workforce planning aims to bridge the gap between today's human resource availability and the future needs of the organization.

In personnel planning, in addition to determining the need for people, taking into account the planned volume of production or services, it is also necessary to take into account the expected planned (transfers, business trips, studies) and natural retirement of personnel (illness, maternity leave, voluntary dismissal). In addition, as part of workforce planning, it is often necessary to plan for staff cuts. This is especially true for the civil service in the current stage of administrative reforms aimed at optimizing the number of civil servants.

Sources of coverage for staffing needs:

External

· educational establishments;

· Commercial training centers;

· Intermediary firms for the selection of personnel;

· Employment centers;

· Professional associations and associations;

· Free labor market;

Internal

§ own internal sources (retraining of employees).

Traditional approaches to assessing the effectiveness of personnel training activities are that at the end of training (seminars, trainings, courses, schools, etc.), students, as a rule, give their assessment in the form of interviews or filling out questionnaires, answering questions and choosing one of the proposed assessment options (points):

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

Application of active teaching methods;

Application of modern teaching aids;

Connection of educational activities with the workplace;

The quality of handouts (workbooks, etc.);

Optimality of the number of trainees in the group;

Organizational conditions for conducting classes;

Qualification of teaching staff, etc.

Trainees give the organizers and trainers a point grade in terms of the level of satisfaction with the training.

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

Donald Kirkpatrick's Method;

Jack Phillips technique;

Biparametric estimation technique;

Assessment of the effectiveness of training in the framework of complex assessment systems such as BSC, KPI;

Bloom's evaluation model.

The Kirkpatrick model described in The Four Steps to Successful Training assumes an assessment at four levels. These levels determine the sequence in which the assessment of training is carried out. He writes: “Each level is important and affects the next level. As you move from level to level, the assessment process becomes more difficult and takes more time, but it also provides more valuable information. None of the levels can be skipped simply because to focus on what the coach thinks is most important. " Here are the four levels according to the author:

1. Level 1 - Reaction

Evaluation at this level determines how program participants respond to it. Kirkpatrick himself calls this a customer satisfaction score. He emphasizes that the reaction of the participants is a very important criterion for the success of the training, for at least two reasons.

Firstly, people in one way or another share their impressions of the training with their leaders, and this information goes higher. Therefore, it influences the decision to continue the training.

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

2. Level 2 - Learning

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

3. Level 3 - Behavior

At this level, an assessment is made of the extent to which the behavior of the participants has changed as a result of the training. Kirkpartik points out that the absence of a change in the behavior of the participants does not mean that the training was ineffective. Situations are possible when the reaction to the training was positive, learning happened, but the behavior of the participants did not change in the future, since the necessary conditions were not met for this. Therefore, the absence of a change in the behavior of the participants after the training cannot be a reason for making a decision to terminate the program.

4. Level 4 - Results

Outcomes include the changes that have occurred since the participants received training. As examples of results, Kirkpatrick cites increased productivity, improved quality, fewer accidents, increased sales, and decreased turnover. He insists that results should not be measured in money.

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

If possible, use a control group (untrained);

Conduct an assessment after some time so that the results are visible;

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

Conduct the assessment several times during the course of the program;

Compare the value of the information that can be obtained through the assessment and the cost of obtaining this information (the author believes that conducting an assessment at the 4th level is not always advisable due to its high cost).

Jack Phillips' methodology is the use of various formulas to measure the return on capital invested in personnel (ROI):

1. Estimate HR investment = HR / OPEX.

2. Assessment of investments in HR departments = costs of personnel service / number of employees.

3. Absenteeism rate = absenteeism, unannounced absence + number of employees who quit unexpectedly.

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

5. The criterion for identifying unity and harmony in the company. It is calculated based on statistical data on productivity and labor efficiency assessment.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Assessment of the effectiveness of training in the framework of complex assessment systems such as BSC, KPI. Often evaluating individual directions of a company's development, modern management uses complex assessment systems that include a number of private indicators reflecting the effectiveness of departments, within the framework of which models of complex assessment are successfully applied, for example, finding out the contribution of certain departments to the overall performance. Among the above models, it is possible to note the applicability of each of them for solving the problems of assessing the effectiveness of personnel training, highlighting the sub-department responsible for training, a certain set of target indicators that make it possible to assess this particular division of the company.

For example, by highlighting some quantitative and qualitative indicators for this unit, assuming that personnel training activities will affect these indicators, we will be able to assess the effectiveness of these activities in combination and for each individual episode associated with training. Having clearly determined the correlation of these indicators with the indicators of the effectiveness of the units that have passed the training, we will be able to analyze the effectiveness of training personnel in general at the enterprise.

These techniques are difficult to use, due to the breadth of the spectrum of action, however, with their skillful use, not only their intuitive clarity, adequacy and consistency is achieved, which, in general, allows us to solve the above problem. The development of a system of indicators will make it possible not only to comprehensively assess, but also to track the level of effectiveness of these measures in real time.

Bloom's assessment model provides the ability to assess the effectiveness of directly achieving educational goals (Bloom's taxonomy).

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

Level 1. Knowledge

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

Level 2. Understanding

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

Explains facts, rules, principles;

Converts verbal material into mathematical expressions;

Presumably describes the future implications of the available data.

Level 3. Application

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

Level 4. Analysis

Isolates parts of a whole;

Reveals the relationship between them;

Determines the principles of organizing the whole;

Sees errors and omissions in the logic of reasoning;

Distinguishes between facts and effects;

Assesses the significance of the data.

Level 5. Synthesis

Writes an essay, speech, report, abstract;

Provides a plan for conducting an experiment or other action;

Draws up problem diagrams.

Level 6. Assessment

Evaluates the logic of constructing a written text;

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Course work

Assessment of the effectiveness of training

Introduction

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

The main goal of personnel training is to ensure such qualifications of the personnel of the enterprise, which will allow them to perform the functions, tasks and work assigned to them in a quality manner.

This work is devoted to one of the most important problems of personnel management - the technology of personnel assessment, and specifically the assessment of the effectiveness of training employees in the organization. It should be noted that employee training is becoming an increasingly relevant and significant area of activity for HR services in modern Russian companies, which more and more often faces the problem of assessing the effectiveness of employee training. A correct and competent assessment of this indicator will allow the organization to more rationally spend financial resources on training and get the maximum profit through the use of high-quality trained workers.

Now in the special literature, much attention is paid to assessment issues, you can find a huge number of articles, scientific works devoted to this topic, but, despite this, today there is no universal technology with which it would be possible to assess the effectiveness of training. Each company individually uses a specific valuation method for itself.

The purpose of the course work is to examine from a scientific point of view the technology for assessing the effectiveness of training, its essence and methods.

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

The objectives of this work are as follows:

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

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

3. Consider an assessment of training needs;

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

5. to describe the essence and methods of evaluating the effectiveness of employee training.

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

The general research methods used in the work are a systematic approach to the studied processes, analysis and synthesis, which make it possible to form the most essential features of the studied processes.

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

training employee staff

Today in the Russian economy there is an enormous demand for young specialists who are ready to take serious positions in private companies. However, according to employers, our universities cannot produce a graduate suitable for immediate use.

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

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

Teaching is a specially organized, controlled process of interaction between teachers and students, aimed at assimilating knowledge, skills and abilities, shaping a worldview, developing mental powers and potential capabilities of students, developing and consolidating self-education skills in accordance with the goals set.

Let's consider this definition in more detail.

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

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

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

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

There are two particulars to be paid attention to in this definition:

The educational process consists of two elements: educational and self-educational processes. They are interconnected, they cannot effectively pass one without the other, and each of them determines the order of the other.

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

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

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

The developing task is the orientation of the educational process to the potential of a person and to their implementation. In the concept of developing learning, the student is considered not as an object of the teacher's teaching influences, but as a self-changing object of learning.

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

Improving the quality of human resources,

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

Organizational changes, including adaptation to changing environmental conditions,

Staff development,

Improving the communication system in the organization,

Formation of organizational culture,

Increasing the level of loyalty to the organization.

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

In today's rapidly changing environment, many organizations are faced with the challenge of implementing change. These can be a variety of changes: organizational, technological, change of top management of the company and many others. To carry out these changes, both a strategic development plan and an optimal organizational structure of management are required, but, most importantly, qualified personnel are needed, capable of taking responsibility and making decisions. This is especially true for the leadership. The effectiveness of the implementation of any innovation in an organization, regardless of its type, is determined by the degree of interest and participation of the middle and lower management level. That is, the learning process should first of all help managers overcome a number of qualities that hinder the implementation of changes: this is conservatism, adherence to an established order, strict adherence to an established order, a tendency to maintain hierarchical relations in an unchanged form.

Personnel development is a controlled professional, personal and career growth. The ultimate goals of this process are to improve the professional level of employees in accordance with the goals of the organization and the formation of an internal talent pool. The following characteristics are fundamental in planning a career and creating a personnel reserve: the availability of the necessary knowledge, skills and abilities and the necessary personal qualities. Both can be developed through the implementation of a particular task of the educational process.

The influence of training on the formation and development of organizational culture cannot be underestimated. Organizational culture is a set of goals and values of an organization, civilized rules of behavior and moral principles of employees. Organizational culture has three levels: understanding of values, norms and rules of behavior, specific behavior of employees. Information about each of them can be transmitted both through official and unofficial communication channels in the organization. The learning process is the backbone of the official channel for disseminating information about the culture of the organization. Only if it is organized correctly, information will be disseminated without distortion and will reach every employee of the organization.

You can increase employee loyalty to the organization by using training. For this, a wide variety of teaching methods and conditions can be used. For example, an organization's loyalty can be increased through the dissemination of information about its good deeds. The use of training already upon hiring can provide a “painless” dismissal of an employee. By "painless" we mean such a dismissal of an employee, in which he will not have a desire to take revenge on the organization, causing it damage at any cost.

In modern practice, companies use various types of organization of the learning process. They can be classified for various reasons.

At the venue, internal training and external training are distinguished.

Internal training is carried out on the territory of the organization, external - with a visit to a special organization engaged in personnel training. Each of these two types of training has its own advantages and disadvantages. The choice of internal training will allow organizing the training process without interruption from work or in such a way that the time for which employees were torn off was minimal; Another advantage of in-house training is that the organization does not have to pay to build the training center. The choice of external training, on the contrary, takes the staff away from work, but this can also be viewed from the positive side. A change in the environment and type of activity (from performing direct duties to training) can serve as a rest for the employees of the organization.

By the form of classes - lectures, seminars and trainings.

Lecture (from Lat. Lectio - reading) is a systematic, sequential presentation of educational material, any question, topic, section, subject, methods of science. The main requirements for the lecture: scientific, ideological, accessibility, unity of form and content, emotionality of presentation, organic connection with other types of training - seminars, industrial practice, etc.

Seminar (from Lat. Seminarium - raskadnik, portable - school) is one of the main types of educational practical exercises, consisting in the discussion by students of messages, reports made by them based on the results of educational research. Seminars are also used as an independent form of thematic training sessions not related to lectures.

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

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

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

Open training (seminar, course of lectures) is a form of training in which a lesson is developed without taking into account the specifics of organizations. Such classes can only be external and always with the involvement of a coach. In an open training, unlike a corporate one, the whole team usually does not participate. Often it is enough to conduct training of two or three employees, who will then be able to effectively convey the essence of the training to the rest of the team. But it should be borne in mind that different skill levels in the team can lead to a mismatch. This situation gives rise to great instability and can lead to conflicts.

According to the object, training can also be classified as training for top management, training for middle management and training for direct executors. The training of various categories of workers should be based on completely different goals, so training of performers will lead, first of all, to an increase in the quality of products and the economic and technical safety of the organization; training of middle management facilitates easy implementation of changes in the company; training the top management will change the general aspects of the organization's management.

It should be noted the following regularity inherent in modern Russian society. High motivation for education and self-education is characteristic of the top management, and it gradually decreases. Those. the lower the place of the employee in the organizational hierarchy, the lower his motivation for education and self-education. Thus, the more attention should be paid to the education of workers, the lower position in the organization and in society and the lower level of education they have.

For the subject of training - with and without the involvement of a trainer. More often, classes are held with the involvement of a trainer (these are such methods of personnel training as production instruction, lecturing, conducting business games, analyzing specific production situations, holding conferences and seminars), but the presence of a professional trainer is not at all necessary. In this case, the following methods are applicable: change of workplace, formation of groups for the exchange of experiences, creation of quality circles and other methods. Personnel training methods are the ways in which the mastery of knowledge, skills, and abilities of students is achieved.

Such a variety of types and forms of the learning process allows organizations to choose the most suitable type of training for them at the moment and under certain prevailing conditions, allowing them to achieve their goals. That is, the choice of the type and form of the learning process should be determined by the specific conditions in which the organization operates and the goals to be achieved through the learning process. The wrong choice of the type and form of training can negate the positive effect of the activities carried out. The effectiveness of such investments in personnel will be negligible or may even nullify synergies in the organization or make them negative. And vice versa, the correct choice of the type and form of the learning process can significantly improve the psychological climate in the organization, resolve interpersonal contradictions.

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

Setting learning goals,

Determination of training needs,

A set of preparatory measures,

Self-study,

Testing the knowledge gained,

Assessment of the effectiveness of training.

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

Performance standards must be specific. Concreteness implies that they are clear and that there is no reason to argue. Performance standards should be measurable so that there is no disagreement about how well they have been achieved (or not). Performance standards must be consistent. If workers disagree with the standards, considering them too difficult, they have an incentive to fail - to prove they are right. It is unwise to set tasks, completely ignoring the opinion of the performers. Performance standards must be realistic and achievable. Performance standards must be time-based, that is, it is known by what point they must be reached.

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

The definition of learning objectives is a strategic point in organizing a learning system in an organization. In particular, depending on the goals set, the general concept of the curriculum is formed, appropriate models and teaching technologies are developed. However, before embarking on the preparation of training programs, it is necessary to determine the need for training the personnel of the organization.

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

1. Assessment of information about employees available in the HR department (length of service, work experience, basic education, whether the employee has previously taken part in training or professional development programs, etc.);

2. Annual performance assessment (certification). In the course of the annual performance assessment (certification), not only strengths, but also weaknesses in the work of a particular person can be revealed. For example, low marks among workers of a certain professional group in the column "professional knowledge" show that a need for training has been identified for this category of workers.

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

4. Observing the work of personnel and analyzing problems that hinder effective work. If in the work of personnel there are regular mistakes, miscalculations leading to poor work, marriage, safety violations, unreasonably large losses of time, then this information can be used to justify an application for personnel training and in the preparation of training programs.

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

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

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

8. Individual applications and proposals of employees. If an employee is interested in obtaining certain knowledge and skills, he can apply to the name of the head of the training department, endorsed by his immediate supervisor, indicating what kind of training he needs.

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

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

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

The set of preparatory measures also includes the definition of a training company, the preparation of training programs, a group of people sent to training, the choice of teachers and other activities. All of them can be performed both by the specialists of the organization itself, and with the involvement of an external consultant.

Further, the learning process itself takes place. It is built on the basis of learning objectives, quality learning needs and prepared programs. Conditions play an important role in the learning process: the room must be adapted or easily adapted for conducting classes in it, the temperature regime, the illumination regime, and others must be observed. During the training process, monitoring of attendance, uninterrupted implementation of the curriculum and providing students with everything necessary should also be ensured.

The next stage is to check the knowledge gained. With external training, it is rather difficult to assess the knowledge gained by employees, since the organization that conducted the training is interested in high rates of knowledge assimilation and may distort the assessment results, or they may be biased. In other cases, the knowledge gained can be assessed. There are various methods of assessing knowledge, so, depending on the form and methods of training, employees can take a test, an exam, write any work (for example, a business plan), a business game can be held, practice (for example, when developing public speeches, a form of assessment of the acquired skills can be a public speech in front of the structural department of the organization).

The final stage of the personnel training process is the assessment of personnel efficiency. Its main purpose is to analyze the impact of learning on the outcomes of the entire organization.

It is rather difficult to assess the effectiveness of the learning process in terms of real profit, therefore, it is possible to evaluate the effectiveness on the basis of qualitative indicators. So some programs are conducted not to gain knowledge, skills and abilities, but to form a certain type of thinking and behavior.

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

A quantitative assessment is also possible. But it is also based on relative indicators such as student satisfaction with the curriculum, assessment of learning material, the effectiveness of meeting the company's training requests, expressed in numbers from 0 to 1. Each indicator is assigned its own coefficient of importance, which can vary depending on the organization. Then the integral indicator is calculated as the arithmetic mean of the products of these indicators by the coefficients of importance.

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

Every training organization strives to maximize its effectiveness. To achieve this goal, you need to pay sufficient attention to each stage of the learning process. Lack of attention to any of the stages is likely to negate all the results of this or future personnel training processes in the organization.

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

2.CNecessity and methods of assessing the effectiveness of personnel training

By calculating the training costs and comparing them to the financial benefits to the company of the trained employee, the training effectiveness test can be extended to its assessment. At the same time, the simplicity and accuracy of the assessment vary greatly:

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

The financial benefits of training are much easier to calculate when it comes to physical rather than mental work;

It is easy enough to estimate the costs of inadequate training, such as the cost of scrap, spoiled raw materials, customer complaints, overtime to correct mistakes;

The benefits of training go beyond simply improving work efficiency.

Significant difficulties can arise when trying to measure these benefits in financial terms.

Evaluation of the effectiveness of training is an important stage in the organization of training for the organization's personnel. The following goals of determining effectiveness can be distinguished:

Find out if employees have changed their mood for work;

Assess the depth of knowledge acquired by the employee;

Understand whether money is rationally invested in employee training;

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

The timing of the assessment can influence the final learning outcome:

Assessment before starting the training program;

Evaluation on the last day of the training;

Assessment some time after training.

Recently, more and more often, the cost of vocational training is considered as an investment in the development of the organization's personnel. These investments should bring a return in the form of increasing the productivity of workers, obtaining additional profits.

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

Evaluating the effectiveness of training programs is the final stage of personnel development management in a modern organization. Distinguish between quantitative and qualitative methods for assessing learning outcomes. With the quantitative method, learning outcomes are assessed according to indicators such as:

The total number of students;

Types of forms of professional development;

The amount of funds allocated for development.

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

1. Assessment of abilities and knowledge in the process or at the end of the course.

2. Assessment of professional knowledge and skills in an industrial situation.

3. Assessment of the impact of training on production parameters.

4. Economic assessment.

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

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

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

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

Observing the behavior of trained employees in the workplace;

Observing the reaction of students during the program;

Evaluation of the effectiveness of the program by the students themselves using a questionnaire or during an open discussion.

With the help of such information, it is possible to improve curricula, making them more consistent with the set goals, to focus on further training needs of specific employees.

Researchers identify two of the most well-known methods for assessing the effectiveness of training:

ROI (Return On Investment, Fillips, 1996);

4-level model designed by Donald Kirpatrick.

ROI (from the English return on investment) is a financial ratio that illustrates the level of profitability or loss-making of a business, given the amount of investments made in this business. ROI is usually expressed as a percentage, less often as a fraction. This indicator may also have the following names:

Return on invested capital,

Return on investment,

Return,

Return on invested capital,

Rate of return.

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

Donald Kirkpatrick views assessment as an integral part of the learning cycle, which includes 10 steps:

Determination of needs.

Goal setting.

Definition of subject content.

Selection of training participants.

Formation of the optimal schedule.

Selection of the appropriate premises.

Selection of appropriate teachers.

Preparation of audiovisual aids.

Coordination of the program.

Justify the existence of a learning department by showing how the department contributes to the organization's goals and objectives.

Decide whether to continue or discontinue the training program.

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

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

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

Is the choice of the teacher the best choice?

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

Are the training conditions satisfactory?

Are the participants satisfied with the class schedule?

Do audiovisual media improve communication and keep participants interested?

Was the coordination of the program satisfactory?

What else can be done to improve the program?

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

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

It is not considered urgent or important

Nobody knows how to take it

The leadership does not require this,

People feel safe and don't see the need to dig deeper,

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

The four levels, according to Kirkpatrick, determine the sequence for conducting the assessment of training (training). He writes: “Each level is important and affects the next level. As you move from level to level, the assessment process becomes more difficult and time-consuming, but provides more valuable information. None of the levels can be skipped simply to concentrate on what the trainer considers most important ”(it should be noted that many experts disagree with this statement of Kirkpatrick). Here are the famous four levels according to the author:

1. Reaction (Reaction);

2. Learning;

3. Behavior;

4. Results.

Reaction. Evaluation at this level determines how program participants respond to it. Kirkpatrick calls this a customer satisfaction score. In the case of in-house training, the response of the participants is not always interpreted as customer satisfaction. The fact is that participation in such trainings is mandatory. People just don't have a choice. The company's management determines the need for this training and obliges employees to take part in it. It would seem, in this case, it is necessary to talk about the reaction of the leadership. Kirkpatrick emphasizes that in this case, the reaction of the participants is a very important criterion for the success of the training, for at least two reasons.

Firstly, people in one way or another share their impressions of the training with their leaders, and this information goes higher. Therefore, it influences the decision to continue the training.

Behavior. At this level, an assessment is made of the extent to which the behavior of the participants has changed as a result of the training. Kirkpartik points out that the absence of a change in the behavior of the participants does not mean that the training was ineffective. Situations are possible when the reaction to the training was positive, learning happened, but the behavior of the participants did not change in the future, since the necessary conditions were not met for this. Therefore, the absence of a change in the behavior of the participants after the training cannot be a reason for making a decision to terminate the program. Kirkpartik recommends in these cases, in addition to assessing the reaction and learning, to check for the following conditions:

Participants' desire to change behavior.

Participants have knowledge of what to do and how to do it.

The presence of an appropriate socio-psychological climate.

Encouraging participants to change their behavior.

Speaking about the socio-psychological climate, Kirkpatrick means, first of all, the direct supervisors of the participants in the training. He identifies five types of "climate":

Forbidding,

Discouraging,

Neutral,

Supportive,

Demanding.

The position of the leader, accordingly, changes from a ban on behavior change to a demand to change behavior after the end of the training. Kirkpatrick believes that the only way to create a positive climate is to involve leaders in curriculum development.

Results. Outcomes include the changes that have occurred since the participants received training. As examples of results, Kirkpatrick cites increased productivity, improved quality, fewer accidents, increased sales, and decreased turnover. Kirkpatrick insists that results should not be measured in money.

He believes that the above changes may, in turn, lead to increased profits. Kirkpatrick writes: “I laugh when I hear that professional trainers need to be able to show client benefit in terms of return on investment in training. I think the same about the relationship between training programs and profit. Just imagine all the factors that affect your profit! And you can add them to the list of factors affecting return on investment. "

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

If possible, use a control group (untrained)

Conduct an assessment after a while so that the results are visible,

Conduct pre- and post-program assessments (if possible),

Conduct the assessment several times during the program,

Most often, in practice, a method is used that combines the elements of these two learning assessment models. The meaning of this method is as follows: the effects of the influence of training interventions at each level are sequentially evaluated.

Levels of assessing the effectiveness of training

Assessment level

Result type

Methods and methods of assessment

1. Level

Participants' opinion:

like it or not,

positive attitude,

willingness to apply

received knowledge,

increased cohesion

1. Evaluation questionnaire in

end of training

2. Polls of participants

training done

company management

2. Level

assimilated

Getting specific

knowledge (so-called educational

result)

Enhancement

professional

motivation

Overcoming resilient

thinking stereotypes

1. Exams

3. Design work

5. Digital measurements

(results

pre-training questionnaire

are compared with

results

post-training questionnaire)

3. Level

changes

behavior

Systemic application

received at the training

knowledge in the workplace

1. Included

supervision of work

employee who passed

training, on the job

2. Collecting material for

certification containing

description of examples

effective and

ineffective

behavior at

execution of official

responsibilities

3. Conduct

specialized

interview

4. Evaluation by method

"360 degrees"

4. Level

Change results

company activities

Change in quality

indicators:

Increased degree

satisfaction

clients

Company fame

Improvement

psychological climate

Reduced fluidity

Change in quantitative

indicators:

Sales volume

Profit rates

Odds

profitability, etc.

The study

satisfaction

clients through

Client questionnaires

Custom research

about the company's image

Personal observations

company management

Percentage tracking

staff turnover

Calculation of economic

indicators

5. Level

return

investment

Return on investment in

education

Calculation is needed here

financial

coefficients such

Cost ratio

for training in general

expenditures

Training costs

one worker

Income per

one employee per

It can be concluded that assessing the effectiveness of personnel training is the central point of vocational training management in a modern organization.

Conclusion

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

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

It can be concluded that the main requirements for ensuring the effectiveness of training are reduced to the following tasks of the HR manager:

You need motivation to learn. People need to understand the objectives of the program, how training will increase productivity and their own job satisfaction.

Leadership must create a climate conducive to learning.

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

Students should feel the feedback in relation to the learning outcomes, it is necessary to ensure a positive reinforcement of the material covered.

Sources of

1. Egorshin A.P. Fundamentals of personnel management: textbook / A.P. Egorshin. - Higher education. - M .: Infra-M, 2011 .-- 352 p.

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

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

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

5. Personnel management of the organization / ed. AND I. Kibanova. - M .: Infra-M, 2009 .-- 640 p.

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correspondence of the training content to the expectations (needs) of the students;

the use of active teaching methods;

the use of modern teaching aids;

linking educational activities with the workplace;

the quality of handouts (workbooks, etc.);

optimality of the number of trainees in the group;

organizational conditions for conducting classes;

qualifications of the teaching staff, etc.

Trainees give the organizers and trainers a point grade in terms of the level of satisfaction with the training.

Donald Kirkpatrick's technique;

Jack Phillips technique;

biparametric estimation technique;

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

Bloom's evaluation model.

Level 1 - Reaction

Firstly, people in one way or another share their impressions of the training with their leaders, and this information goes higher. Therefore, it influences the decision to continue the training.

Level 2 - Learning

Level 3 - Behavior

Level 4 - Results

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

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

evaluate after a while so that the results are visible;

assess before and after the program (if possible);

evaluate several times during the program;

to compare the value of the information that can be obtained using the assessment and the cost of obtaining this information (the author believes that the assessment at the 4th level is not always advisable due to its high cost).

Jack Phillips' methodology is the use of various formulas to measure the return on capital invested in personnel (ROI):

Estimating HR investment = HR / operating expenses.

Assessment of investments in HR units = personnel service costs / number of employees.

Absenteeism = Absenteeism, Absence without warning + Number of employees who quit unexpectedly.

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

A criterion for identifying unity and harmony in the company. It is calculated based on statistical data on productivity and labor efficiency assessment.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

MOSCOW STATE UNIVERSITY OF ECONOMICS OF STATISTICS AND INFORMATICS (MESI)

INSTITUTE OF MANAGEMENT

CHAIR "UCHR"

COURSE WORK

In the discipline "Personnel management"

On the topic: Evaluating the effectiveness of personnel training using the example of LLC "Detki"

Performed by a student of the group

supervisor

Plan

INTRODUCTION

1. Methodsassessing the effectiveness of personnel

1.1 Types of assessment methods

1.2 Training as one training method for personnel

2. Implementation of trainings in the companyOOO "Kids»

2.1 Brief description of the enterprise

2.2 Implementation of the method into the company

3. Evaluation of the effectiveness of the implementation of trainings onOOO« Kids»

Conclusion

Applications

INTRODUCTION

In our rapidly changing age, professional training of personnel acquires particular importance and becomes an essential condition for the successful functioning of any organization.

For business in the post-industrial era, the era of the Internet, the value of a human resource is increasing. Today, the tools of labor belong to the worker, it is his brain, knowledge, skills, potential and skills.

A company survives and wins in fierce competition if it is mobile, flexible, and able to differentiate itself from others of its kind.

The success and effectiveness of the company's activities are largely determined by the personnel, their qualifications, how effectively they use their knowledge, skills and personal qualities.

Employees, like the company, must be ready for change, assimilation and use of large amounts of information.

Today, in the special literature, much attention is paid to the issues of assessing the effectiveness of personnel, many books and articles are published, but despite this there is no universal method. Each company uses its own methods.

It should be noted that employee training is becoming an increasingly relevant and significant area of activity for personnel services in modern Russian companies, which are increasingly faced with the problem of assessing the effectiveness of employee training.

The aim of the course work is to study methods of personnel training, analysis and assessment of its effectiveness.

Coursework objectives:

Describe training methods for personnel

Consider the implementation of one of the methods of personnel training on the example of a specific enterprise

· Give examples of the implementation of this method in the enterprise.

The object of this work is the technology for assessing the effectiveness of personnel training. The subject is the system for evaluating the effectiveness of training at Volna LLC.

To solve the set tasks, the following methods were used: study, generalization, analysis of educational and scientific literature on the topic, periodicals, resources of the global Internet, a computational and analytical method.

1. Methods for assessing the effectiveness of personnel

1.1 Types of methodsappraisals

Assessing the effectiveness of training is one of the most difficult aspects of all assessment activities.

The Chartered Institute for Personnel Development (CIPD), which conducts annual surveys of the frequency of use of methods by HR and T&D managers in the UK, has proposed a successful classification of training and development methods for employees. Here are the data from the last survey:

· On-the-job training is used by 99% of companies;

· External workshops, conferences, seminars - 95%;

· Courses - 93%;

· Trainings (corporate) - 90%;

· Coaching - 88%;

· Audio and video training - 81%;

· Mentoring and buddying - 72%;

Rotation, secondment, shadowing - 71%;

· Internal activities for the exchange of knowledge - 52%.

Most of the methods are known in Russia as well, but not a single domestic study provides an answer to the question: "What percentage of companies use this or that method in their practice?" Let's consider what methods of personnel training are typical for Russian companies.

On-the-job training

Responsibility for training lies with three participants in the process - the employee himself, his manager and the HR manager. They have different roles, degree of influence and area of responsibility in this process. The global trend of corporate training leads to the fact that training “goes” to the workplace, responsibility for its results is largely borne by the employee and his manager.

The conference

The conference method uses structured discussions between instructor and trainees in relatively small groups. The conference method provides a two-way discussion and can therefore be used to test participants' understanding and elicit responses to what is being taught. Since this entails a high degree of student involvement, the conference method is especially effective for increasing trainee commitment or changing attitudes.

Coaching

The term "coaching" can be literally translated into Russian as "instruct, prepare, train."

Coaching is an individual work with a person who wants to improve his life in any context. This is a work exclusively with the creation and implementation of his future in life. In Russia, coaching is gaining momentum. Unbeknownst to the subject - coaching is often equated with psychotherapy, psychoanalysis or psychology, which creates negative associations among beginners.

« Video training can be used to stimulate interest in a topic, present information, simulate skill use, and provide trainees with accurate feedback on the results of their newly learned techniques. Video recordings can be used to provide course information to workers in remote areas, which can be a cost-effective alternative to physically gathering instructors and trainees in one location Spivak V.A. manual / V. A. Spivak. - M .: Eksmo, 2009.-p. 225 - (Training course: brief and accessible). ".

Mentoring differs from other training methods in that training takes place on the job during working hours with the constant support of a new employee with a more experienced and highly qualified. The purpose of this method is to minimize the period of adaptation of newly hired employees of departments and the period of mastering new technologies by employees in the workplace.

Buddying (Buddy System)

Buddying is support, help, to some extent guidance and protection of one person to another in order to achieve results through the transfer of educational and developmental information to each other. Buddying is based on providing each other with information and objective and honest feedback while completing tasks (both personal and corporate) related to the development of new skills. Sometimes buddying is called informal mentoring, peer coaching. What distinguishes buddying from mentoring or coaching is that its participants are absolutely equal - advice, information flows in both directions: no "senior" and "junior", mentor and ward, coach and "coach", learner and learner.

Rotation

Workers at all levels of the organization can be rotated through a range of jobs in order to expand their skills and knowledge. Rotation provides an organization with greater flexibility because the responsibilities of workers can be easily changed due to changes in human resource requirements. Rotation can also be used to prepare employees for promotions and provide them with a richer work experience.

Secondment

This is the name of one of the types of personnel rotation, or rather the "secondment" of employees for a certain period of time in another structure to master the necessary skills. Secondment has one significant nuance - it can be not only internal (when employees are exchanged by company departments), but also external, in which employees are sent to companies working in another area (commerce, public sector, schools, local companies, charitable organizations) ...

Shadowing

This method is mainly used to train those who are just going to come to work in the company - university graduates. The training manager and staff are responsible for its implementation. Shadowing (loosely translated - "being a shadow") is used only by those companies that are ready to hire young people without work experience. The shadowing scheme is simple. Suppose a student wants to become an auditor (marketer, HR manager, accountant, etc.). The company gives him the opportunity to spend several days with a working auditor, in other words, to be the employee's shadow. Thus, the student becomes a witness to "one day in the life of an auditor", gets an idea of the career he has chosen and what knowledge and skills he lacks. As a result, his motivation for mastering knowledge at the university increases.

Internal knowledge sharing activities

The basis of knowledge management in any organization is the process of knowledge formation, which involves identifying information sources, studying and structuring it into knowledge, as well as their reproduction. The success of this method depends on the quality of the sources of information. There are three of them:

1. Employees of the company - the desire of employees for self-improvement and support of these aspirations by the management of the company. Personnel development can be carried out in various ways: practical work on the goals set, the study of new methods and approaches, the use of the Internet and Intranet networks.

2. The company itself - organizational knowledge is formed here - a base that covers both individual and collective parts of knowledge. Organizational knowledge includes: business culture, value preferences, the ability to reproduce and compare information. Organizational knowledge constitutes the in-house philosophy, policy and concept that the personnel are guided by in their work.

3. Computer systems - which can use, store and receive knowledge. Nowadays, computer systems have become simply a prerequisite for the work of any company. Moreover, each employee, as a rule, works in several directions simultaneously and performs several tasks.

The most effective way to disseminate knowledge is a systematic exchange of knowledge within the company, but such exchange is not always possible. People don't want to share what they know. Afraid of losing their competitive advantage, a certain respect, influence, and in some cases, their job.

Of all the methods of personnel training, we will consider training in the most detail.

1.2 Training as one of the methods of personnel training

The modern dynamics of the development of organizations, as well as the growing number of competitors, lead to a constant and rather aggressive struggle for the client. Along with building a marketing strategy, special attention was paid to training employees; the need to invest money in it is becoming more obvious and beyond doubt.

Training, advanced training and retraining have been replaced by “trainings”, which have recently been in high demand.

The term "training" (from the English - train, training) in Russian has a number of meanings: education, preparation, education, training, training. At the same time, there is no exact definition in the Russian language.

There are various definitions of training as a method of teaching staff. For example, training is a way of reprogramming a person's model of managing their activities. Or training is a method of creating new functional formations (or developing existing ones) that control behavior.

“Most professionals are guided in their work by the definition of training proposed by the St. Petersburg Institute of Training: training is a multifunctional method of deliberatechanges in the psychological phenomena of a person and a group in order to harmonize the professional and personal life of a person. (S. I. Makshanov) Kobzeva V., Baranova G. To the manager on personnel training: post-training design / Kobzeva V., Baranova G. - M .: Publishing house "Dobraya kniga", 2007. - p.70 ».

Training - training in an interactive form, i.e. in the form of active interaction of the participants with the trainer and among themselves.

Business training is a form of education that focuses on the transfer and processing of skills and business technology.

Business training emerged when advances in scientific and technological progress made specific skills rapidly obsolete and a changing competitive environment increasingly required adaptability of applied business technologies and skills in the workplace. In such a situation, classical business education was unable to cope with this task.

In any education, there are 2 main questions: theoretical (what to do?) And practical (how to do?). Business training answers the question: "How to do it?" For example, how to deliver a presentation, how to serve customers, how to manage subordinates, how to influence business partners, etc.

Training as a special form of education appeared in the West in the 1940s. At this time, original methods of group training were proposed, which ensured the involvement of participants in special play actions that allow them to actively learn new skills.

The leader needs to distinguish between training and business training. The training is aimed at personal development, personal growth. Business training involves mastering business skills, training and polishing them. For example, you can master the skills of self-presentation, telephone conversations, secretarial work, stress management, conflict management, etc. Business organizations are focused on conducting business trainings. In the foreign practice of personnel training, there is a rule: the organization does not pay for personal growth or psychotherapy of employees.

Training conducted in the form of business trainings is aimed specifically at improving business knowledge, skills, and qualities of employees. The training classification is shown in Table 2.

Business trainings are open and corporate. Employees from different organizations take part in open business trainings. They are led by a trainer from a training company specializing in the provision of training services. Corporate business trainings are conducted for employees of one organization. They are led by on-staff trainers, trainers from training companies or invited independent trainers.

Therefore, the manager is given a choice: to send his employees to study in a training company for open training or to train personnel within the company at corporate training.

When choosing a business training for the personnel of an organization, you should pay attention to the content of the training, i.e. what will be taught to subordinates. The program and content are discussed with a business coach.

Business training involves the practical work of the training participants, actually "training". It lies in the fact that the trainer offers the discussion participants various types of activity - group discussions, role-playing games, business games, exercises, case discussion, etc. “In the most effective training programs, the ratio of theoretical and practical parts is 30 and 70%. It will be much more effective to offer participants such forms of work, by participating in which they themselves will come to the necessary conclusions. The fact is that the assimilation of information only on the basis of theory is less effective. The reason is passive assimilation of new things, and training is an active form of learning, in which the leader creates conditions for training and offers original methods of assimilating information.

The duration of the training depends on many factors, depending on the specifics of the organization (for example, training goals, expected results) Kobzeva V., Baranova G. To the head about personnel training: post-training design / Kobzeva V., Baranova G. - M .: Publishing house "Dobraya kniga ", 2007. - p.74".

The maximum number of participants in a group is 8-12 people. If there are more participants, they usually lack attention. If less - it also negatively affects the course of group work in the training. For a business organization to get real results, complex work is important. It includes:

1) Analysis of the organization's training needs;

2) Development and coordination of training plans;

3) Design of the training program, preparation of training materials;

4) Conducting training;

5) Evaluation of results.

After the training, the question arises: "How to support positive training effects?" Experts have named several approaches to answering this question:

· Change of staff motivation

· Changes to staff incentives

Cyclicity, repetition of the training system

Trainer consultations for participants after the training

Forum - free communication between the participants and the trainer after the training

· Use of training videos

Thus, different solutions are possible in the field of maintaining positive training effects.

Business training itself is just part of the process to improve the performance of personnel. Another, no less important part, is the accompaniment of the results of business training, i.e. post-training activities.

So, post-training is a system of work with personnel, aimed at maintaining positive training effects and ensuring the application of knowledge, skills, abilities, qualities acquired by participants in the training, in the course of their daily professional activities.

When planning and conducting training, it is necessary to understand that without post-training support, the training held will be forgotten at best, and, at worst, will do more harm than good for the employee's personality and business organization. Post-trainings can be conducted by different employees: an external and internal business coach, a specialist from a training company, a manager of employees who have been trained. Experts believe that it is advisable to conduct post-training no later than 4-6 weeks after the basic training.

Post-training is spent as long as it takes to achieve its goals. The choice of post-training depends on its goals. The goal is an image of the future result that the customer wants to receive as a result. For example, the goals could be: to support the changes that have occurred after the training; improving skills; reminder of the content of basic business training, etc. To develop a post-training and conduct it, you will need to use all resources: people, time and finances. As a result of post-training support, the focus of efforts should shift from developing staff skills to improving performance.

2. Implementation of trainings in the companyOOO "Kids»

2.1 Brief description of the company

In this work, we will consider the training of personnel by the method of introducing trainings in LLC "Detki".

Limited Liability Company “Detki” (hereinafter “Detki” LLC) was established in accordance with the Civil Code of the Russian Federation, Federal Law “On Limited Liability Companies” No. 14-FZ dated February 08, 1998.

Location and postal address of the company: 115404, Moscow, st. Academician Korolev, 13.

Opening hours: every day, except Monday, from 9 am to 7 pm.

The founder of the organization is the general director Korotkov Ivan Stepanovich.

The company is engaged in the wholesale of children's goods.

The staff of LLC "Detki" is a team of competent, proactive, purposeful, decisive professionals. This is largely facilitated by regular trainings.

The company employs 240 people. Of these, 20% are the management team, and 80% are ordinary workers.

The organizational structure of LLC "Detki" is presented in Appendix 3.

2.2 Implementation of the methodtrainingsto the company

LLC "Detki" is a stable, competitive and actively developing company that has a good reputation and is trusted in its market sector. But in our unstable time, the time of the crisis, it is more and more difficult to maintain its position in the market, and in this regard, the company's management decided to conclude an agreement with the Closed Joint Stock Company "Brain" (hereinafter CJSC [!!! In accordance with FZ-99 dated 05.05. 2014 this form was replaced by a non-public joint-stock company] "Brain"), which conducts trainings on personnel training. In the first half of 2009, representatives of CJSC [!!! In accordance with FZ-99 dated 05/05/2014, this form has been replaced by a non-public joint-stock company] "Brain" provided services for the employees of LLC "Detki" to conduct several trainings.

Training Implementation: Sales Department Management During Crisis

The head of the company, commercial, financial directors, the head of the sales department, and leading managers were invited to this training.

The peculiarity of the training was that the main activity of the author (trainer) for 17 years, including 1998 and subsequent years, is crisis management. The training focused less on cost management (savings), much more time was devoted to the area of increasing sales. These are personnel, planning and control, decision making and setting tasks. In this training, there was little theory and strategies, but a lot of practice and tools. Audience: heads of companies, commercial directors, heads of the sales department, leading sales managers.

Training objectives:

· To train the solution of practical problems of personnel management of the sales department;

· Show the process of control and planning as part of the sales system;

· Teach to find profitable solutions and prioritize;

· Give the participants confidence in their abilities and the ability to implement plans;

· Help to find new ideas, moves and opportunities to overcome the crisis in sales.

Training program:

1. Strategic block:

· Self-assessment and methods of decision-making by the head;

· Points of reference and no return. Analytics and collection of expert opinions;

· Anti-crisis reactions of the company - pros and cons;

· "Black" and "white" list of the leader's actions in a crisis;

· Elaboration of an anti-crisis strategy (individual tailoring).

· Requirements for people in the sales department. Reception and dismissal;

· Training, certification, material and non-material motivation;

· Planning, setting tasks and monitoring performance;

· Linking morale and efficiency. Efficiency and professional combustion;

· Working under pressure - stress or opportunities for discovery.

3. Interaction of the sales department with other departments:

· The structure of the company. Roles of OP and NOP in the company;

· Resource management: people, assets, information, time;

· Technology of interaction of departments, optimization of processes;

· Methods of managing not subordinates and without orders.

4. Sales technology:

· Active sales model, its audit, decomposition and implementation;

· Market research. Proactive work. Detachment from competitors;

· Sales department management and sales management.

4. Creation of OP "from scratch".

Despite the crisis in LLC "Detki" there were no redundancies in the staff, but on the contrary, at the beginning of 2009, 5 managers were hired. Mainly for them, as well as for already working managers of the company CJSC [!!! In accordance with FZ-99 dated 05/05/2014, this form has been replaced by a non-public joint-stock company] "Brain", a training on "effective sales" was conducted.

Implementation of t rendering a : Effective sales

Sales managers, led by the head of the sales department, were invited to this training. The training was aimed at analyzing the sales process, improving the skills of interaction with clients, in order to increase the quality and quantity of sales. In terms of its content, it contained the most basic points that can be useful when interacting with a client, but they all went through a deep analysis, passed through an internal position and worked out in practical exercises.

Within the framework of the training, a large number of specific examples were considered. The participants were offered a unique handout material.

The purpose of the program and the expected learning outcome:

1. Teaching the skills of effective communication with the buyer.

2. Analyze your own professional position and enrich your experience with new constructive ways of interacting with customers, which increases the number of successful sales.

2.3 Evaluating the effectiveness of resultstrainings at LLC "Kids»

Every executive who conducts business training in a company is concerned with two questions: how to measure results and how to make them lasting. These questions are key to any type of training. Firstly, because training costs money, and secondly, it is important for a manager to know that the training provided will help to advance the company in the right direction, will contribute to solving problems that are urgent for business development.

A "rigorous" assessment of the training results is always associated with certain difficulties. First, they are rarely expressed in readily quantifiable terms such as increased turnover or reduced costs (although this does happen). In the overwhelming majority of cases, the results are expressed in a change in the quality of work processes, in the appearance or disappearance of "events" that indirectly affect profits and turnovers. Secondly, measuring and consolidating learning outcomes requires some effort on the part of managers (first of all, at the stage of clarifying the learning goals and setting a task for the trainer). At the same time, if the leader and the trainer manage to jointly determine the expected results, the problem of their measurement and consolidation turns into a technologically solvable problem.

To make the results of the training more observable, the management of the company LLC "Detki" has identified those quantitative and qualitative indicators that should change as a result of the training. Namely, a decrease in the number of complaints about joint work with specific employees, a reduction in the time spent on sorting out relations, an improvement in customer feedback on working with a company, an increase in the number of questions for clarification and obtaining additional information when discussing current projects.

Also, the heads of LLC "Detki" made a decision to support and consolidate the skills and knowledge acquired by employees during the training. Namely:

1. Praise your employees for successful actions. For example, for a confident and interesting presentation, the use of unexpected and convincing arguments in negotiations with a client, constructive behavior in a tense situation, and inspiring task setting. Praise reinforces effective actions and stimulates the search for new successful solutions.

2. Ask employees to formulate their priorities immediately before solving any problem. For example, before starting a presentation, before a meeting with a client, or before a difficult conversation with a colleague. The need to determine the priorities helps a person to concentrate, to update the existing knowledge and skills, to approach the solution of the problem consciously. If you do this more or less regularly, then prioritization and “tuning” to the situation becomes a work habit.

3. From time to time to offer employees new interesting information, "refreshing" the knowledge gained during the training. This can be done by posting short excerpts from books and articles on a bulletin board or by e-mail, or by regularly adding to the corporate library. The longer and more varied the topics started at the training “sound”, the deeper the employees master them and the more naturally they use them in their daily work process.

4. Two or three times a year, give employees the opportunity to choose those behavioral skills, situations and topics with which they would like to work in the training. And conduct one-two-day trainings on the most relevant topics and situations. When a person participates in the training repeatedly, he uses it as a familiar tool for working with his own skills. This circumstance, as well as direct participation in the choice of the training topic, significantly increase the effectiveness of training.

The main thing is that the measurement and consolidation of the training results does not turn into obsessive control that can nullify all the efforts spent on training and completely suppress any interest of employees in professional growth.

Largely thanks to the trainings and skillful actions of the company's management, LLC "Detki" in the hard times of the crisis remained the leader in its market sector. And although, despite all the efforts made, sales did not grow, but they remained at the same level, there were no staff reductions and the company's employees were even paid bonuses for the first half of the year.

Conclusion

The implementation of strategic tasks and short-term development plans for any organization presupposes the performance of certain production functions by its personnel. The successful performance of these functions is highly dependent on the level of qualifications and professional competence of the company's employees. One of the methods allowing to change and improve the level of qualifications and professional competence of employees is the system of professional training of personnel.

In this course work, the effectiveness of personnel training was assessed using the example of the company "Detki" LLC. The following tasks were completed: a description of the personnel training methods was given, the implementation of the training method at Detki LLC was considered, and the effectiveness of this method at the enterprise was assessed.

Evaluation of the training results forms the final part of the training cycle, which begins with the definition of the problem, goes through the diagnostic stage, where the problem turns into the topic of the training program, and goes to the stage of planning and organizing this program.

It is at the stage of assessing learning outcomes that it is determined whether the original goals have been achieved and whether any shortcomings that have arisen have been corrected. Evaluation is thus present where judgment is made about the effectiveness of the training provided.

About 90% of the employees participating in the training improved their qualifications.

Effective training of the personnel of LLC "Detki", in addition to profit growth, has a number of equally important positive consequences for the organization:

1. Unleashing the potential of employees, rallying and improving the socio-psychological climate of the team;

2. Reducing staff turnover;

3. Strengthening the loyalty of employees of the organization;

4. Ensuring continuity in management;

5. Attracting new employees.

In order to further improve the training system at Detki LLC, it is advisable to:

1. Increase the cost of personnel training;

2. Conclude an agreement with a company that has experience in training employees outside the workplace and more qualified personnel;

3. Pay special attention to the development of training programs for middle managers and increase their share in the total number of students.

List of used literature

1. Aksenova, E.A. Personnel management: Textbook. for universities / E.A. Aksenova, T.Yu. Bazarov, B.L. Eremin and others; Ed. T.Yu. Bazarova, B.L. Eremina - 2nd ed., Revised. and additional - Moscow: UNITI, 2008 - p. 54-58.

2. Kabushkin, NI Fundamentals of management: textbook. manual / N. I. Kabushkin. - 9th ed., Erased. - M .: New knowledge, 2009 .-- 336 p.

3. Kobzeva V., Baranova G. To the head about personnel training: post-training design / Kobzeva V., Baranova G. - Moscow: Dobraya Kniga Publishing House, 2007. - 456 p.

4. Ladanov I. D. Ed. prof. Sergeiuk P.I. Practical management. Human Resource Management: Secrets of Modern Business. A guide for managers and entrepreneurs -: Nika, 2008 - pp. 155-157.

5. Magura, M.I. . Assessment of the work of personnel: Preparation and implementation of certification / M.I. Magura, M.B. Kurbatov - 2nd ed., Revised. and additional - Moscow: Intel-Sintez, 2009. - p. 118-121.

6. Senchenko I. T. Improving the qualifications of workers in production. - M .: Pedagogy, 2007. - with. 112-113.

7. Spivak V. A. Organizational behavior and personnel management. - Peter, 2008 - 416p.

8. Spivak V. A. Personnel management: textbook. manual / V. A. Spivak. - M .: Eksmo, 2009 .-- 336 p. - (Training course: concise and accessible).

9. Travin VV, Dyatlov VA Management of enterprise personnel: textbook. - M .: - Delo, 2009 - 227s.

10. Shekshnya S. V. Personnel management of a modern organization: textbook. - M .: - "Business School", 2007 - 368s.

Annex 1

Table 1. Forms of training personnel at various levels in a business organization

Level in the organizational hierarchy	Forms of education

Top leaders
	Special programs for executives
	Internships
	Business Forum
	Conferences
	Consulting

	Self-study
Middle managers
	Business seminars
	Business Forum
	Conferences
	Internships


	Self-study
Operations managers	Short-term professional development
	Business seminars
	Business trainings
	Basic higher education
	Self-study
Specialists	On-the-job training
	Mentoring

	Basic higher education
	Self-study
Performers	On-the-job training
	Mentoring
	Business trainings for business skills

Appendix 2

Table 2. Classification of trainings

	Base	Types of training
	By the form of holding	Individual; group
	By the composition of the participants	Real groups; quasi-real groups; groups of strangers
	By composition	Homogeneous groups; heterogeneous groups
	By the level of change	Subjective; personal
	By organization	Fragmented; programmed; marathon
	By goals and objectives	Communicative; intellectual; regulatory; training of special skills

Appendix 3

Table 3. Organizational structure of LLC "Detki"

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