Personnel management: theory and practice. Organization of training and additional professional education of personnel Text

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on the course "HR MANAGEMENT"

Topic: "PROFESSIONAL EDUCATION OF STAFF".

MOSCOW 200

1. Introduction

2. Professional education of staff

2.1. Professional education, its principles and directions

2.2. Goals and factors of development of the vocational education system

2.3. Vocational Training Methods

2.4. Worker training planning

3.Conclusion

4. List of used literature

1. Introduction

The development of knowledge and skills of each employee at any level should ideally be subordinated to a single set of values; goals and requirements adopted by the organization.

Today's conditions for the activities of organizations are as follows; that management must constantly think about the professional development of its staff. This is due to the following reasons:

1) the discrepancy between the qualifications of the organization's personnel and its needs adversely affects the results of its activities;

2) rapid obsolescence of knowledge; For example, an engineer of the nineteenth century. could not improve his qualifications during his life; at the beginning of the twentieth century. knowledge has been outdated for 30 years, today an engineer needs to update knowledge at least once every ten years. And some specialties (for example, programmers) require employees to constantly update their knowledge.

The organization of vocational training is one of the main functions of personnel management, and the cost of it is the largest (after salaries) item of expenditure for many Western companies. Leading organizations spend significant funds on vocational education, ranging from 2 to 10% of the salary fund. These costs are the organization's investment in the development of its employees, from which returns are expected in the form of increased labor productivity, an increase in the contribution of each employee in achieving organizational goals.

In large multinational corporations, there are special professional development departments headed by a director with the rank of director or vice president, which emphasizes his great importance for the organization. The importance of vocational training for modern organizations is also evidenced by the fact that goals in this area are included in personal plans, on the implementation of which the amount of remuneration of top managers of many corporations depends: presidents, regional vice presidents, directors of national companies.

Investment in vocational education contributes to the creation of a favorable climate in the organization, increases the motivation of employees and their dedication to the organization, and ensures continuity in management.

Training has a positive effect on the employee himself. By improving their qualifications and acquiring new skills and knowledge, employees become more competitive in the labor market and receive additional opportunities for professional growth both inside and outside the organization. Vocational education also contributes to the overall intellectual development of a person, expands his erudition and social circle, and strengthens self-confidence. The possibility of vocational training in one's own organization, highly valued by employees, has a great influence on the decision to apply for a job. Society as a whole also benefits from intra-organizational training, receiving more qualified workers and higher productivity of social labor without additional costs on its part.

Thus, in the organization there is a constant need for professional training of personnel.

2. PROFESSIONAL ABOUTSTAFF DEVELOPMENT

2.1. Professional education, its principlesand directions

Professional education of personnel is a type of management activity aimed at training personnel to perform new production functions, occupy new positions and solve new problems.

The organization's professional education is based on the following principles of training:

relevance - what is said during training should: be relevant to the professional or private life of the student. People do not perceive information on abstract and abstract topics well;

individuality - selection for each specific category of personnel of the most rational methods of training;

continuity - training should be carried out on a regular basis with a frequency depending on the specialization and official status of the employee concerned;

participation - students should actively participate in the learning process and use new knowledge and skills already in the course of learning;

repetition - helps new knowledge to gain a foothold in memory and turns acquired skills into a habit;

feedback - learning workers need to be given information about; how far they have progressed. Having this information allows them to adjust their behavior to achieve better results.

Personnel training has three main areas: basic, qualification and job training.

Basic training is multifunctional in nature and consists in studying theoretical courses at an educational institution or in a system of advanced training (further, mastery is improved on an individual basis).

Qualification training aims to periodically improve the skills of employees. At the same time, previously acquired knowledge is replenished, there is an acquaintance with the latest achievements in areas of professional interest to managers of the appropriate level.

Job training is a continuation of the basic one and is of a specific nature, introducing the employee into a new circle of his duties. It has been established that persons who have not undergone such training fully master a new area of activity in 2.5-3 years, while those who have undergone training for this need only one year. At the same time, training consists in mastering knowledge of a theoretical and applied nature, sufficient for a qualified performance of duties.

2.2. Goals and factors of systems developments vocational education

Why is employee training necessary?

Every organization needs qualified personnel. The higher the professionalism of the employee, the richer the practical experience, the deeper the theoretical knowledge, the more efficiently (higher quality and faster) he will do his job. Accordingly, the greater the value it will be for the enterprise. Therefore, it is quite logical to assume that training, retraining, and advanced training of employees are not a heavy burden that places an exorbitant financial burden on the shoulders of the employer, but a condition for the successful implementation of the plans that the organization faces.

The needs of the employer for personnel are recorded in the staffing table, which determines the size of the enterprise. It also contains a list of permanent staff positions and salaries.

Therefore, the decision on professional training and advanced training of employees should be preceded by an analysis of:

The real need of the organization for certain personnel;

Their qualification level;

The nature of production and its equipment (see examples 1, 2).

Example 1. If the current staffing table, in accordance with the technological requirements, provides for three turners of the 4th category and these places are filled, then there is no need to conduct professional training or advanced training for another turner of the third category. If, nevertheless, it arose (for example, production volumes increased, more complex types of turning work were required), then changes must be made to the staffing table first through the order.

Example 2. At the enterprise, due to the partial suspension of the activities of the production workshop for the installation of refrigeration equipment, the employer decided to retrain personnel. Some workers were sent for training, during which they mastered the additional profession of a mechanical assembly worker, after which they were transferred, with their consent, to the assembly shop. Thus, the plant management "killed three birds with one stone":

Have not lost qualified personnel (perhaps the situation with the equipment installation shop is temporary and after some time the production will start working in the same volume);

Solved the problem of lack of people in the assembly shop;

Demonstrated concern for employees, increasing their rating in their eyes.

Sometimes the employer is ready to create conditions and allocate funds for professional training, retraining and advanced training of the employee, taking into account the prospects for the development of the enterprise. This approach indicates that the organization pays great attention to the formation of a personnel reserve.

Targetand vocational education

The system of professional education of personnel involves the definition of goals and development factors. The objectives of vocational training form the basis for the creation of detailed training programs.

Identification of goals and factors influencing the need for development makes it possible to answer the following questions:

When and for how long should the training take place?

what are the most appropriate forms of education;

What is the most appropriate teaching method?

· who can offer optimal course content and provide quality training (ie how to choose a training organization).

Goals of the personnel professional development system:

· providing a personnel reserve (mainly training of future managers);

Motivational impact (formation of a motivating labor organization);

Innovative impact (involvement of employees in the field of innovation and invention);

flexibility (ensuring the interchangeability of workers in the workplace);

Identification (training is seen as a means of increasing the identification of workers with their organization);

Integration (development of cooperation skills, communication links, understanding of general and particular tasks of any activity);

· competitiveness; those. recognition of the employee by the internal and external environment (colleagues, management; external partners).

To adequately determine the needs of professional development, each of the parties involved in this process must understand what factors influence the needs of organizations in the development of personnel. These factors are:

The dynamics of the external environment (the influence of consumers, competitors, suppliers, the state);

· the development of equipment and technology, entailing the emergence of new products, services, production methods in changing the development strategy of the organization;

· Creation of a new organizational structure in the development of new activities.

The key point in the management of professional education of personnel is the definition of needs in this area. In essence, we are talking about identifying the discrepancy between the professional knowledge and skills that the organization's personnel must possess to achieve its goals (today and in the future) and the knowledge and skills that they actually possess. Determining the professional development needs of an individual worker requires a collaborative effort, management and the worker himself. Each of the parties brings its own vision of this issue, determined by its position in the organization and its role in the process of professional development.

The traditional method of determining the need for professional development is a business assessment of the staff, the result of which is an individual development plan for the employee, which is transferred to the management to evaluate it for: realism, feasibility, compliance with the needs of the organization and its financial capabilities and making adjustments. The combined employee development plans become a professional training program for the organization's personnel. This program defines the goals of professional development, the means to achieve them and the budget.

When answering the question of who to train in an organization, managers must understand that the vocational education system affects all employees of the organization. Another thing is that the forms, methods, terms of training and the regularity of training for each category of workers will be different.

For example, the regularity of professional development for:

· senior and middle managers is, as a rule, every three years;

lower-level managers - once every five years;

Leading specialists every two years;

· performers (excluding service personnel) every six to seven years.

Besides; there may be an unforeseen need for vocational training, for example, the adoption of a new Tax Code of the Russian Federation, the emergence of new technologies for the production of goods or services, new computer programs, etc.

When choosing the forms and methods of professional development of personnel, the organization should, first of all, be guided by the effectiveness of their impact on a specific group of students.

Studies show that the success of a vocational training program is 80% dependent on its preparation and 20% on the willingness and ability of trainees: Training will be equally ineffective if it is treated as paid leave or as a "punishment". Therefore, management should pay attention to creating appropriate motivation for the planned training, as it leads to active participation in the vocational training program as a result of:

desire to stay in the position;

Desire to take on a new position

· interest in salary increase;

interest in the very process of mastering new knowledge and skills;

· Desire to establish contacts with other participants of the training program.

Understanding how vocational education may be of interest to an employee allows you to properly present him with information about the upcoming training. In this case, the decisive role is played by the head of the department in which the employee sent to study works. As a rule, the leader understands his motivation better than others and has the ability to link interests with the upcoming course.

2.3. Vocational Training Methods

There are a large number of training methods, so it is important to choose the right method or group of training methods for each group of employees, based on training objectives, timing, financial resources and other criteria.

When developing educational programs, different teaching methods are used.

Production briefing is an explanation and demonstration of working methods directly at the workplace and can be carried out both by an employee who has been performing these functions for a long time, and by a specially trained instructor. The briefing is usually short, focused on the development of specific operations and is an effective means of developing simple technical skills.

Change of workplace (rotation) - gaining knowledge and gaining experience as a result of a systematic change of workplace. As a result, for a certain period of time, an idea is created about the versatility of activities and production tasks (special programs for young professionals).

Rotation is widely used by organizations that require employees to master several professions. This method ensures the complete interchangeability of employees of one department and avoids crisis situations in case of illness, layoffs, and a sudden increase in work.

Along with these advantages, rotation has one serious drawback that must be taken into account when planning vocational training - high costs associated with loss of productivity when moving an employee from one position to another. Apprenticeship and mentoring have been traditional methods of professional training for artisans since ancient times. Working with the master, young workers mastered the profession. This method is widespread even today, especially where practical experience plays an exceptional role in the training of specialists - medicine, management, winemaking. Apprenticeship consists in the presence of an experienced specialist who constantly monitors their development, providing assistance with advice and tips. The method of increasing complexity tasks is a special program of work actions, built according to their degree of importance, expanding the scope of the task and increasing complexity. The final step is the independent completion of the task.

Quality circle (working group) - employees of the organization develop specific solutions to management problems, united in working groups. The proposals developed in the working groups are transferred to the management of the organization, which considers the proposals, makes decisions on them and informs the working group about the acceptance or rejection of its proposals.

The lecture is a traditional and one of the most ancient methods of vocational training. This is the lecturer's monologue. The audience perceives the material by ear. The lecture is an unsurpassed means of presenting a large amount of material in a short time, allowing you to develop many new ideas. This method is extremely cost-effective since one teacher works with a large audience.

Practical situations make it possible, to a certain extent, to overcome the disadvantage of the lecture. This method involves the analysis and group discussion of specific situations that can be presented in the form of a description, video, etc. The basis is a discussion, a group discussion in which the students play an active role, and the instructor guides and controls their work.

Project team training involves collaborating for learning purposes in project teams that are created in an enterprise to develop large, time-bound tasks.

Business games are a teaching method that is closest to the real professional activity of trainees. The advantage of business games is that, being a model of a real organization, they simultaneously provide an opportunity to significantly reduce the operating cycle and thereby demonstrate to the participants what final results their decisions and actions will lead to. Business games are global (organization management) and local (negotiating, preparing business plans, etc.). This method allows students to perform various professional functions and thereby expand their own understanding of the organization and the relationship of workers.

The instructor can set the participants of the game a certain type of behavior, i.e. model it. Business games are useful in terms of developing practical skills (planning, holding meetings, negotiations), as well as behavioral skills (customer satisfaction, quality orientation, cooperation).

Participation in conferences, seminars is an active method of learning. Participation in discussions develops logical thinking and develops ways of behavior in various situations.

Internship is a method of training that allows you to master both theoretical knowledge and practical skills. An internship happens in the parent organization (for example, a bank branch sends employees to the head office for an internship), in financial structures (for example, a bank sends its employees for an internship at a brokerage office), abroad.

Self-study is the most common simple form of learning. An instructor, special equipment, a certain time are not required; The student learns when and how he likes. Organizations can greatly benefit from self-learning, provided that effective aids are developed and provided to employees: audio, video cassettes, textbooks, task books, training programs.

The main feature of independent learning is its individual character. A learning worker can determine the pace of learning, the number of repetitions, the duration of the lesson, i.e. to control the important parameters of the learning process, which are given in other types of learning. The individual nature of learning has one drawback - the student is left to himself.

Programmed staff training - phased presentation of material, and providing at each stage: feedback that allows you to control the correctness of the answer to the task.

Feedback is provided instantly, in real time. Modern development of computer technologies allows not only to reduce economic costs, but also to make this method practical and reliable.

The feedback effect can be multiplied by multimedia. Multimedia interactive video training is based on the use of a personal computer and a program that contains sound, text, graphics and animation components.

The high motivation of students, the high-speed mode of mastering the necessary knowledge, the visualization of the consequences of the chosen actions, the game interpretation of the material presented - all this makes it possible to conduct training in conditions of emotional comfort.

Some researchers note that when using programmed learning, the learning time is reduced by 30-50%, and memorization of the material is increased by 80%.

A variety of computerized learning is distance Internet learning, where a student can choose an educational program on an individual basis.

Despite the obvious promise of this method, its applicability is limited, because:

· in there are many types of professional activities, where training with the help of computer programs is unprofitable and costly;

· when using multimedia interactive video programs, a person works in virtual space. Practical activity often requires not only knowledge, but also real professional skills, physical effort, which cannot be learned while sitting at a computer;

· computerized training cannot serve as an alternative to communication trainings;

The age characteristics of students can influence the learning process using this method;

The quality of programs depends on the capabilities, experience, and professionalism of the developers.

In addition to the choice of teaching methods, ero results are influenced by:

control over the course of training;

creation of conditions; providing for the trained employee the opportunity to apply the acquired knowledge in practice.

Evaluation of training should answer questions related to the calculation of the effectiveness of the funds spent on training. The most difficult thing is to correlate investments in staff training with their payback.

2. 4 . planirovationtrainingIworkers

Let's imagine that the enterprise has a need for professional training of personnel. What should a HR specialist or an employee of a unit who is charged with training staff begin with?

1. Initially, it should be determined what type of training employees need:

Training of new workers (initial vocational training for persons hired by the enterprise and previously without a profession) (see example 3);

Retraining (retraining) of workers (learning new professions by released workers who cannot be used in their existing professions, as well as by persons who have expressed a desire to change their profession, taking into account the needs of production) (see example 4);

Professional development of employees (training aimed at the consistent improvement of their professional and economic knowledge, skills and abilities, the growth of skills in existing professions) (see example 5).

Example 3. An employee of the enterprise approached the personnel department of the plant with a request to hire his son, who recently turned 20 years old. Returning from the army, the guy was embarrassed to go to study at a vocational school, but he still had to get a profession. After an interview in the personnel department and a conversation with the foreman of the welding shop, the guy became interested in the work of a mechanical assembly fitter. The young man was assigned a mentor, a highly qualified workshop worker.

Within half a year, a new employee in the status of an apprentice was undergoing professional training at the enterprise as a mechanical assembly worker. Industrial training was carried out at the workplace, while he studied the theory on his own, sometimes turning to an engineer for clarification.

After passing the qualifying exam, he was awarded the 3rd category in the profession he had mastered.

Example 4. In connection with the partial re-profiling of production at the plant for the production of metal gratings, there was a need to reduce the number of five workers in the welding shop. However, at the same time, an additional 3 slingers were needed in the electroplating shop. Welders subject to dismissal were offered retraining in the personnel department for a profession that is more in demand at the enterprise on the basis of the Modul training and production plant. Since the management of the plant was interested in retaining proven personnel, it was ready to pay for the training of its employees, even taking into account the fact that the duration of retraining with a break from work exceeded 1 month. Two welders agreed to retraining, after which they continued their work at the enterprise in a new capacity.

Example 5. A new order for the manufacture of equipment for machines used in geological exploration expeditions forced the technical director of the Politron plant to revise the qualification level of workers. He could not complain about the professional skills of his subordinates - the personnel are proven, having a long work experience in this production. But the order will require the use of other types of welding work than those for which its employees were certified. The personnel department was urgently given the task of organizing an event to improve the qualifications of welders. Selected 4 people (the main criterion determining the choice was the category - not lower than 5, education - secondary technical, level of professional training) were sent to undergo additional training and certification at the training center. After training, welders, according to their skill level, had the right to be admitted to those types of welding work that were necessary for the manufacture of the ordered equipment.

The criteria for choosing the type of training are, on the one hand, income (upgrading qualifications leads to an increase in economic performance); c the other is the impressive spending on educational activities. Where income from vocational training is difficult to quantify, costs are relatively easy to quantify.

2. After deciding on the type of professional training, it is necessary to decide on its form. The choice of forms of education depends on the availability of financial and time resources in the organization: The following classification of forms of education has been adopted. The classification criterion in this case is the degree of relationship between the employee and the workplace. According to this criterion, the forms of education are divided into:

· in the workplace - in-house training;

outside the workplace - non-productive training.

The choice of the form of education is a multicriteria task.

She may be:

individual,

Brigade (group),

Course.

With individual training, the student masters the theoretical course independently. He can also take advantage of the advice of teachers, in the role of which are the relevant specialists of the organization. He undergoes on-the-job training individually under the guidance of a qualified worker who is not released from his main job - an instructor of on-the-job training.

In the brigade (group) form, students are united in special groups, which are included in the brigade, to master professional skills under the guidance of an industrial training instructor.

During the course preparation, the theoretical training of workers is carried out in a training group. Its number should vary from 10 to 30 people. Theoretical training is usually carried out:

in training centers,

Training and course combines,

At permanent courses organized by ministries and departments.

It is also possible to study theory in institutions of primary vocational education under an agreement between the enterprise and the school at the expense of the employer.

Typically, the course form is used to prepare for complex professions with a large amount of theoretical knowledge and the performance of various types of work that cannot be mastered independently at the workplace.

The choice of form may depend on:

learning conditions,

The complexity of the material being mastered,

The number of trainees.

Organizational training programs should provide for a flexible combination of all forms.

3. The next step in organizing employee training is to decide where the training will take place.

Training can be arranged:

Directly at the enterprise on their own,

In educational institutions (divisions) of advanced training and retraining of personnel,

In the system of primary and secondary specialized education.

When choosing a place of training, it is necessary to take into account:

The complexity of the received profession,

Duration of study,

The presence in the organization of educational and material base (laboratories, training grounds, workshops, workshops, specially equipped workplaces, visual aids),

In some cases, with the permission of higher organizations, it is permissible to create plans and programs at the enterprises themselves.

4. When planning the vocational training of an employee, the training specialist must take into account the requirements of the legislation regarding the regulation of the labor of women and minors.

According to Art. Art. 253 and 265 of the Labor Code of the Russian Federation, training for these categories is carried out only in those professions and in those industries in which the use of their labor is allowed.

5. After that, you need to decide on the duration of training.

It is clear that the employer (taking into account the problem of shortage of personnel) is interested in the minimum duration of training, but at the same time its quality remains at a high level.

In general, the terms of professional training, retraining and advanced training of employees are established by certain regulatory documents. Thus, in the Model Regulation on continuous professional and economic training of personnel of the national economy, approved by the Decree of the USSR State Committee for Labor, the USSR State Education, the Secretariat of the All-Union Central Council of Trade Unions of June 15, 1988 No. 369 / 92-14-147 / 20 / 18-22, which has not lost its legal forces, the terms of training and advanced training of workers are indicated.

When preparing a new employee, the terms of training do not exceed:

As a general rule - 6 months;

For individual complex professions - 12 months and are indicated in the List of professions approved by the State Education of the USSR.

The terms of training for advanced training are determined by its tasks. So, if the goal is to improve production skills and technical knowledge in order to obtain higher wage categories in accordance with the requirements of production, then its implementation takes place at production and technical courses, where the duration of training is set from 3 (if the training takes place off work) to 6 months. The theoretical course is given from 70 to 210 teaching hours.

If the enterprise has a need to study new machinery, equipment, technology, then at least 20 hours should be allotted for this in special-purpose courses.

The development of the necessary knowledge and industrial training must be carried out in accordance with Art. 203 of the Labor Code of the Russian Federation within the working hours established for workers of the appropriate age, profession. Therefore, the duration of vocational training, for example, for an employee aged 17, according to Art. 92 of the Labor Code of the Russian Federation, cannot exceed 36 hours a week, as well as workers employed in jobs associated with harmful and (or) dangerous working conditions (welders, painters, etc.).

Qualifying Exams

The degree of effectiveness of training or retraining is checked by means of qualification examinations. Moreover, they surrender regardless of the form or form in which the training took place. The purpose of qualification examinations is to determine the compliance of the knowledge, skills and abilities acquired by the examinees with the training program and the requirements of the qualification characteristics and, on this basis, establish for them:

Qualification categories;

In order to participate in the qualification exams, an employee must successfully complete a full course of theoretical and industrial training.

The qualification commission takes the qualification examination in the organization or educational institution. The basis for its creation and functioning at the enterprise is an order signed by the head, and in an educational institution - the order of the body in whose direct subordination it is.

The norms that regulate the work of the qualification commission may constitute a separate local act (Regulation on the qualification commission) or be an independent part of a legal document (Regulation on certification).

The qualifying exam is considered failed:

If the employee has not demonstrated the skills and knowledge required by the qualification;

If the production norms were not met during trial work;

If marriage was allowed through the fault of the examinee;

If labor safety requirements were violated or there was no knowledge about them.

An employee who has received an unsatisfactory final grade may be given additional terms of industrial training, after which the issue of re-admission to the qualification exam is decided.

The results of the examination and the decision of the commission are recorded in the conclusion and protocol. The personnel department prepares a draft order for the assignment of a rank, and after it is signed by the head of the organization, an entry is made in the work book.

Are we transferring or assigning a rank?

The assignment of a category, from a legal point of view, can be either a transfer or not.

According to Art. 72 of the Labor Code of the Russian Federation, a translation is considered:

Change in job function or

Changing the essential terms of the employment contract.

If, after assigning a new category to an employee, he is assigned to perform work in accordance with it, then in fact his labor function changes, which means that, from a legal point of view, this is a transfer.

Some HR specialists have a question whether, in the case of assignment of a category, it is necessary to draw up an additional agreement to the employment contract.

Changing the essential terms of the employment contract is possible only by agreement of the parties and only in writing. Accordingly, if the employee, after assigning him a rank, began to perform a different function than the one that was prescribed for him in the contract, then it is necessary to make an additional agreement in which the new conditions (qualification, content of work, salary) will be indicated.

However, advanced training, which did not entail any changes in his professional activity, can only be considered as an indicator that the employee has acquired new knowledge and skills. In this case, there is no need to make an additional agreement to the employment contract: the essential terms of the employment contract remain unchanged.

Additional Agreement No. 1

Dormash Limited Liability Company, hereinafter referred to as the "Employer", represented by General Director Sergey Viktorovich Semenov, acting on the basis of the charter, on the one hand, and Igor Anatolyevich Kvasov, on the other hand, entered into an additional agreement to the employment contract dated September 21 2003 No. 256 (hereinafter referred to as the Agreement) as follows.

1. Supplement clause 2.2 of the employment contract with the following paragraph: "From January 25, 2005, the Employee undertakes to perform the work of a turner of the fourth category."

2. Supplement clause 2.2 of the employment contract with the following paragraph: “From January 25, 2005, the employee is paid according to the current staffing table for a turner of the fourth category - 15 (fifteen) thousand rubles.”

3. The rest of the terms of the above employment contract, not affected by this Agreement, remain unchanged.

4. This Agreement shall enter into force on January 13, 2006 and is an integral part of the above employment contract.

5. This Agreement is made in two copies, identical in content, having the same legal force, one for each of the parties.

Employer: Employee:

CEO

Semenov Kvasov

S.V. Semenov --------------- I.A. Kvasov

3. Conclusion

The relevance of professional education and training of personnel of any organization (enterprise) in a market economy is undeniable. But, speaking about the economic and social efficiency of training, it should be noted that the training of qualified personnel is effective if the costs associated with it are in the long term lower than the costs of the organization to increase labor productivity due to other factors or the costs associated with mistakes in hiring a worker. strength. Since the calculation of the results achieved through the training of qualified personnel is associated with certain difficulties, the cost-effectiveness of training is calculated in the form of cost savings that can be accurately calculated. The training of qualified personnel affects important factors of social efficiency. Increasing professionalism has a positive effect on the guarantee of job retention, promotion opportunities, expansion of the external labor market and stabilization of the intraorganizational labor market, the size of the organization's income, staff satisfaction and the possibilities of employees in self-realization.

4. List of used literature

1. Personnel management of the organization / Textbook /A.Ya.Kibanov -2nd ed. - M.: INFRA-M, 2001.

2. Personnel management of the organization / Textbook / N.V. Fedorov - 2nd ed. - M.: KnoRus, 2005.

3. Organization management / Textbook / Ed. A.G. Porshneva, Z.P. Rumyantseva, N.A. Salomatina - 2nd ed., revised. and additional - M.: INFRA - M, 1999.

4. Paperwork in the personnel department. / A practical guide with sample documents / Andreeva V.I., 2nd ed. - M.: JSC "Business School "Intel-Sintez", 1998.

5. Personnel management of the organization. Workshop / Proc. allowance / Ed. AND I. Kibanova. - M.: INFRA-M, 1999.

Second question. Forms of employment of workers

The practical need to take into account the population makes it necessary to identify the types (structure) of employment, the distribution of the active part of labor resources by spheres and sectors of the economy.

There are also various forms of employment - organizational and legal methods, conditions of employment. Let us characterize the individual forms of employment.

According to the method of participation in social labor, employment of the population can be divided into employment for hire and self-employment.

Employment for hire is a relationship between the owners of the means of production and workers who have no means of production and sell their labor in exchange for a certain value in the form of wages.

According to the mode of working time, it is customary to allocate full-time employment and part-time (partial) employment. Full-time employment is based on statutory full-time work, which is currently 40 hours per week.

According to the regularity of labor activity, employment is divided into permanent, temporary, seasonal and casual. Permanent (regular) employment implies that the employee must work a certain number of hours every week, less often - every month; temporary employment has two varieties: employment for a fixed period (fixed term of the employment contract) and business trip employment (through the mediation of certain firms); seasonal employment involves work during a certain season, and, finally, casual employment means the performance of various short-term jobs in order to receive material remuneration without concluding an employment contract.

According to the legitimacy of employment, employment is divided into formal and informal. Formal employment is employment registered in the formal economy. Informal employment - employment that is not registered in the official economy, which has a source of jobs in the informal sector of the economy and its individual types.

According to the conditions of organization of labor processes, employment is divided into standard and non-standard. This division is based on the specifics of the organization of the labor process, which takes various forms. Standard (typical) employment is employment that involves the constant work of an employee for one employer in his production premises at a standard load during the day, week, year. Non-standard (flexible) employment goes beyond this and includes the following forms:

employment associated with non-standard working hours, such as a flexible working year, a compressed working week, flexible working hours, etc.;

employment related to the social status of workers: self-employed workers, helping family members;

employment at work with non-standard jobs and work organization: home work, "call workers", shift and forwarding employment;

employment in non-standard organizational forms: temporary workers, part-time jobs.

Employment is the activity of citizens associated with the satisfaction of personal and social needs, which does not contradict the legislation of the Russian Federation and, as a rule, brings them earnings, labor income.

In accordance with the Law on Employment, three signs of employment can be distinguished:) the presence of labor and socially useful activities;

b) legality of this activity;

c) as a rule, the availability of income, although there may not be any income, for example, a university student studying full-time. Citizens have the exclusive right to dispose of their abilities for productive, creative work, so employment can be expressed in various types of activities.

Types of employment show where a citizen is employed, that is, they indicate the form of employment of citizens.

According to the employment law, citizens are considered to be:

1) working under an employment contract, including those performing work for remuneration on a full or part-time basis, as well as having other paid work (service), including seasonal, temporary work, with the exception of public works;

) engaged in entrepreneurial activities, registered as an individual entrepreneur;

) employed in subsidiary crafts and selling products under contracts;

) performing work under civil law contracts, the subject of which is the performance of work and the provision of services, including under contracts concluded with individual entrepreneurs, as well as work under copyright agreements;

) who are members of production cooperatives (artels);

) elected, appointed or approved to a paid position;

) performing military service, alternative civilian service, as well as service in the internal affairs bodies, institutions and bodies of the criminal correctional system;

) taking a full-time course of study in general education institutions, institutions of primary vocational, secondary vocational and higher vocational education and other educational institutions, including training in the direction of the federal state employment service;

) temporarily absent from the workplace due to disability, vacation, retraining, advanced training, suspension of production caused by a strike, conscription for military training, involvement in activities related to preparation for military service, alternative civil service, performance of other state duties or other valid reasons;

) who are founders (participants) of organizations, with the exception of founders (participants) of public and religious organizations (associations), charitable and other foundations, associations of legal entities (associations and unions) that do not have property rights in relation to these organizations.

Based on this, one can distinguish two kinds employment:

) employment as labor activity;

) employment as a socially useful activity.

Labor activity is understood as work under an employment contract, under a civil law contract, activity under copyright agreements, it can also include entrepreneurial activity, service in the internal affairs bodies and in the armed forces. Socially useful activities, both income-generating and not income-generating, include training in general education and vocational schools; caring for children while women are on maternity leave; period of absence from work due to conscription for military training or involvement in activities related to preparation for military service.

The form of ensuring employment shows the means by which the state employment service helps to ensure that an unemployed citizen acquires the status of an employed person.

The main forms of employment are:

1. Informing about the labor market, that is, the employment service provides each unemployed person with information about the possibility of finding a job in his specialty, about the dynamics of the labor market.

Free job search.

Providing opportunities for advanced training, retraining or obtaining a new profession.

Employment on departure, that is, the provision of a job in another locality with compensation for the costs of moving, which contributes to the implementation of the territorial redistribution of labor.

Youth practice, that is, the employment of graduates of vocational schools who cannot find a job with partial coverage of the employer's salary costs at the expense of special funds.

Holding job fairs to provide temporary employment for teenagers.

Involvement in community service.

Quotas for jobs, that is, the establishment of a norm for the mandatory employment of citizens in need of increased social protection, for example, people with disabilities. Quotas allow providing employment to socially unprotected categories of citizens. A quota is the minimum number of jobs set as a percentage of the average number of employees of organizations, institutions, for hiring certain categories of citizens who are in particular need of social protection and who have difficulty finding work, whom the employer is obliged to employ in this organization, including the number of workers places where citizens of the specified category already work.

vocational training staff employment

9. Support for entrepreneurship and self-employment of citizens - employment service bodies provide an opportunity to gain knowledge about the basics of entrepreneurial activity.

Support for jobs, that is, the employer can conclude an agreement with the employment service that it does not make mass layoffs during a certain period of time, and the state, on a returnable or irrevocable basis, provides employees who are on forced leave without pay, benefits at the expense of the state employment fund. This form stimulates hidden unemployment and is negative.

Depending on the content of the main directions of state policy in the field of employment, two types of it can be distinguished:

) an active state policy in the field of employment;

) passive state policy in the field of employment.

An active policy is characterized by the presence of forms of employment aimed at finding a job as soon as possible, as well as retraining and vocational training for the unemployed, that is, the state establishes additional incentives for those who are trying to get a job.

Bibliography

1. Labor market: textbook, ed. Prof. V.S. Bulanova and prof. ON THE. Volgin. - M.: "Exam", 2000

2. Adamchuk V.V., Tomashov O.V., Sorokina M.E. Economics and sociology of labor. M.: Binom - Press, 2005

3. Socio-economic statistics: a textbook for universities, under. ed. B.I. Bashkatov 2002

K.V. Kopteva, O.A. Baksheeva* PROFESSIONAL TRAINING AS A BASIS FOR PERSONNEL DEVELOPMENT OF THE ORGANIZATION

The article presents an overview of the basic concepts and stages of the process of training and development of personnel. The systems of professional training and continuous improvement of the level of qualification of personnel are considered, which contribute to the development of the labor potential of each employee and the entire enterprise and the growth on this basis of the final social and economic results of human labor activity, as well as the constant increase of human capital and its rational use in production.

Key words: vocational training, lifelong learning process, learning effectiveness assessment, Donald Kirpatrick method, Jack Philips method, biparametric assessment method.

Personnel training is the main way to get professional education. This is a purposefully organized, systematically and systematically carried out process of mastering knowledge, skills, abilities and ways of communication under the guidance of experienced teachers, mentors, specialists, leaders.

So, Egorshin A.P. gives the following definition: personnel training is ensuring that the professional knowledge and skills of the employee correspond to the modern level of production and management.

Magura M.I. believes that staff training is the most important tool by which management is able to increase the potential of human resources and influence the formation of organizational culture.

In turn, A.Ya. Kibanov is of the opinion that learning is a purposefully organized, systematically and systematically carried out process of mastering knowledge, skills and abilities.

An analysis of the sources of scientific literature made it possible to determine that personnel training is a process of mastering the competencies necessary for the successful and effective performance of professional tasks.

Building a learning system is a laborious process, primarily due to costs, both temporary and financial. The training system is the organization of the educational process, which consists in stimulating the active educational and cognitive activity of students in mastering knowledge, skills and abilities.

The overall concept of the training system should include:

The structure of the training system, indicating its place in the overall personnel management system (connection with the processes of selection, adaptation, remuneration, material and non-material motivation, evaluation);

Target audience (management staff, personnel reserve, divisions and individual employees);

Goals and objectives training (compliance with the strategic goals of the company, the tasks of individual departments, plans for the individual development of employees);

Persons responsible for training (language manager, heads of departments - some of them could act as internal trainers);

Directions and methods of training (according to the needs and capabilities of the company);

Calculation of the budget for training;

Drawing up a plan and schedule of training for the year;

Development of documentation regulating the learning process.

Vocational training at an enterprise is a complex process consisting of several interrelated stages.

At the first stage, the need for personnel development is determined, for which certification is usually carried out and individual development plans are developed.

At the second stage, the training budget is formed. The personnel policy of an enterprise has a particularly strong influence on the amount of funds allocated for training, as well as on the choice of methods

Kopteva Ksenia Valerievna ( [email protected]), Baksheeva Olga Aleksandrovna [email protected]), Department of Marketing and Human Resources Management, Kursk State University, 305000, Russian Federation, Kursk, st. Radishcheva, 33.

Rice. 2. The system of training the personnel of the organization

and types of training to be funded. The main resources needed for training will be the funds allocated to cover the costs of training and the time spent on the training process.

In some organizations, staff training is not a priority. Therefore, in difficult times, the resources allocated to it are reduced in the first place. One way to convince management to increase training resources is to treat training as an investment rather than a sunk cost. This approach is characterized by the concept of "human capital", which was developed by G.S. Becker, Human Resources Specialist. Under this approach, training is valued in the same way as any other investment project.

At the third stage, the learning objectives are determined. The learning objectives are usually:

Maintaining the required level of personnel qualification, taking into account the requirements of the existing production and the prospects for its development;

Preservation and development of the professional potential of the enterprise;

Increasing the competitiveness of products based on the dissemination of knowledge and experience in the use of modern technology by personnel;

Support for innovative transformations of workplaces to ensure the growth of labor productivity and achieve a modern level of production;

Creation of conditions for professional growth, self-realization of employees on the basis of increasing motivation to work, using the latest programs, tools and training techniques.

At the fourth stage, the content of the programs is determined and the choice of teaching methods is carried out.

Training programs that take into account the needs of individual employees or groups of employees are usually developed by qualified training specialists. The general principles of training are assigned to the line manager.

When preparing a curriculum, it is necessary to be aware of the requirements that this work imposes on the person performing it. We should not forget that there are special requirements for personnel for selection and recruitment. This document has already attempted to summarize the skills, knowledge, and attitudes that an employee needs to perform this job.

Based on a preliminary analysis of tasks, specific functions or elements of the workflow should be identified that require improvement or development. The learning objectives form the basis for creating a detailed curriculum, the content of which depends on the number and type of learning objectives.

At the sixth and final stage, the new knowledge and skills obtained as a result of training are compared with the need for development identified at the first stage, and the effectiveness is evaluated.

learning efficiency. The learning outcomes are influenced by the direct participation of the manager in the entire cycle of the systematic learning model discussed above, starting with setting goals, drawing up curricula and monitoring the progress of training. However, in addition to this, another aspect is important: opportunities should be created for the practical application of the skills and knowledge acquired in the learning process. When checking the learning outcomes, it is necessary to make sure that everyone who has completed the training course has the conditions for applying the knowledge gained in the performance of daily duties.

What the employee has learned will only be useful when it is transferred from the classroom to the workplace. It may happen that, having returned to his workplace full of enthusiasm, he will not meet with support and will not be able to take advantage of the feedback - after a while the social environment will force him to return to the way he acted before. Thus, everything valuable that training has given is lost, and in the worst case, all motivating factors in the need for training are rejected.

Evaluation of training takes you back to the beginning of the training cycle, because with the help of such information it is possible to improve the curricula, making them more relevant to the set goals, focusing on the further training needs of employees.

Lifelong education is a process and principle of personality formation, which provides for the creation of such education systems that are open to people of any age and generation and accompany a person throughout his life, contribute to his constant development, involve him in a continuous process of mastering knowledge, skills, abilities and ways. behavior. Continuous education provides not only advanced training, but also retraining for changing conditions and stimulation of continuous self-education.

Vocational education as a process is one of the links of a unified system of continuous education, and as a result, a person’s readiness for a certain type of work activity, profession, confirmed by a document (certificate, diploma, certificate) of graduation from the corresponding educational institution.

Thus, the modern system of continuous education should consist of a number of successive stages, characterized by independent, but interrelated goals and means to achieve them. The first stage is the acquisition of general educational knowledge and the formation of professional skills; the second stage is the development of special, specific knowledge and the acquisition of experience in creative activity; the third stage is periodic renewal, deepening, expansion of professional knowledge, skills and abilities to improve labor efficiency in accordance with the requirements of market relations and ongoing changes in technology, technology and production organization.

The essence of the concept of continuing professional education, first developed by S.Ya. Batyshev, consists in constant adaptation of workers, periodic improvement of their qualifications, retraining of the workforce throughout their active working life within the framework of both formal and non-formal education systems based on high-quality basic training. In this system, the educational process should be built along an ascending line in such a way that each next step is a logical continuation of the previous one and represents a complete learning cycle (Fig. 2).

The functioning of the stepwise system of continuous education presupposes the presence of the following initial educational characteristics: general education; basic vocational training; specialized professional

Lifelong education system

Rice. 2. System of continuous development of labor potential

onal training; retraining and advanced training; staff adaptation.

The systems of professional training and continuous improvement of the level of qualification of personnel throughout the entire working period will contribute to the development of the labor potential of each employee and the entire enterprise and the growth on this basis of the final social and economic results of human labor activity, as well as the constant increase in human capital and its rational use in production .

Evaluation of personnel training effectiveness methods is the final stage of personnel development management in a modern organization. Increasingly, training costs are seen as an investment in the development of an organization's people. These investments should bring a return in the form of an increase in the efficiency of the organization.

Below are the main methods for assessing the effectiveness of training and staff development, namely: the Donald Kirpatrick method, the Jack Philips method, the biparametric assessment method and the evaluation of training effectiveness within the framework of integrated assessment systems such as BSC, KPI.

1. Methodology of Donald Kirpatrick. He proposed a short formula for describing the learning cycle: reaction - learning - behavior - results. The four levels determine the sequence in which the assessment of learning (training) is carried out. He noted that each level is important and affects the next level. As you move from level to level, the evaluation process becomes more difficult and time consuming, but it also provides more valuable information. No level can be skipped simply to focus on what the coach considers most important.

2. Jack Philips technique. Jack Philips suggests that economic efficiency should be considered as "return on investment in human capital". The formula he proposes is as follows:

RQJ _ D°*°d training- Costs „ ^qq (1)

Calculating ROI helps to get a number of benefits, in particular for company executives:

Assess the financial effectiveness of investments in employees;

Get a clear and reliable tool for determining the effectiveness of HR activities;

Make measurable the "human factor" and its impact on the company's business results.

HR managers:

Evaluate the effectiveness of HR activities in monetary terms;

Present the results of your work to the head of the company in the language of numbers accepted in the business;

Get a tool to identify successful and ineffective programs.

3. Method of biparametric estimation. McGee proposes a biparametric assessment, that is, it considers the effectiveness and efficiency of training; he also introduces the concepts of effectiveness and efficiency and, as their optimal combination, the concept of learning productivity. For our part, when deciding on the assessment of the feasibility and effectiveness of training, we offer a consistent approach to solving this issue, that is, abandon the idea of developing a universal tool for measuring the effectiveness of training in an organization, and “select a methodology for measuring effectiveness”, taking into account the specifics of training activities, the range of which is quite wide . Determining the comparative effectiveness of training activities can also help determine the effectiveness of training that was conducted on identical programs in different structural divisions of the organization, which is necessary and useful when building a corporate standardized training system.

4. Evaluation of the effectiveness of training in the framework of integrated assessment systems such as BSC, KPI. When evaluating individual areas of a company's development, modern management uses complex assessment systems that include a number of partial indicators that reflect the effectiveness of departments, within the framework of which models, integrated assessment methods are successfully used, for example, when determining the contribution of certain departments to the overall performance. Among the above models, one can note the applicability of each of them for solving the problems of assessing the effectiveness of personnel training, highlighting a certain set of target indicators for the department responsible for training, allowing to evaluate this particular division of the company. For example, by highlighting some quantitative and qualitative indicators of this unit, assuming that personnel training activities will affect these indicators, we will be able to evaluate the effectiveness of these activities in the complex and for each individual episode related to training. Having clearly defined the correlation of these indicators with the performance indicators of the departments that have been trained, we will be able to analyze the effectiveness of the training of personnel in general at the enterprise.

Bibliographic list

1. Zaitseva Yu.A. On-the-job training and evaluation of its effectiveness: Personnel development management. M.: Exam, 2011. 208 p.

2. Egorshin A.P. Personnel Management. Nizhny Novgorod: NIMB, 2008. 352 p.

3. Magura M.I. Organization of training of the company's personnel: textbook M .: CJSC "Business School" Intel-Sintez "", 2002. 192 p.

4. Kibanov A.Ya. Fundamentals of personnel management: a textbook. M.: Infra-M, 2008. 304 p.

5. Basovsky L.E. Management: textbook. M.: INFRA-M, 2005. 216 p.

6. Vesnin V.R. Personnel Management. M.: Prospekt, 2009. 688 p.

7. Kelperis I. Advanced training in the process of personnel management // Personnel management. No. 7. 2007. P. 56.

8. Bukhalkov M.I. Personnel management: development of labor potential: textbook. allowance. M.: Infra-M, 2005. 192 p.

9. Personnel management: a course of lectures / R.S. Se-degov, Brass. 2nd ed. Minsk: Academy of Management under the President of the Republic of Belarus, 2009. 174 p.

10. Oparina N.N. Evaluation of the effectiveness of training and development of top managers // Reference book of the personnel officer. 2011. No. 12. July: http://www.pro-personal.ru/ioita1/744/308511.

K.V. Kopteva, O.A. Baksheeva* PROFESSIONAL TRAINING AS A BASIS FOR THE DEVELOPMENT OF STAFF OF ORGANIZATION

In the article an overview of the key concepts and steps in the process of training and development of staff is presented. Systems of professional training and continuous improvement of staff skills, contributing to the development of labor potential of each employee and all enterprise and growth on this basis of final social and economic results of labor activity of a person, as well as a constant increase of human capital and its rational use in the production are viewed.

Key words, professional training, lifelong learning process, assessment of effectiveness of training, method of Donald Kirkpatrick, method of Jack Phillips, method of biparametric assessment.

* Kopteva Kseniya Valeryevna ( [email protected]), Baksheeva Olga Alexandrovna ( [email protected]), the Dept. of Marketing and Personnel Management, Kursk State University, Kursk, 305000, Russian Federation.

Vocational training in production management during a "recession" and crisis has a number of features. In it, a significant place is occupied by an orientation towards human potential, which ensures the implementation of production activities that satisfy the needs of the consumer. The personnel management strategy requires a focus on the development of new approaches to advanced training.

Professional training of personnel should not be considered as a secondary function in production activities. It plays an important role in achieving the strategic goals of the organization, the implementation of which requires skills, innovative skills, knowledge in the field of related professions. This is dictated by the new requirements for performers in terms of their abilities and professional capabilities to meet the requirements and standards of competitive products. In this regard, enterprises are creating a new model for the development and use of human resources. Its main features include a focus on a highly qualified proactive workforce integrated into a system that requires a continuous process of enrichment with knowledge and qualifications.

The theory that considers personnel as costs has been replaced by the theory of human resource management, according to which personnel is one of the company's resources that must be effectively managed, create conditions for its development, enrichment, invest in it, fully using its potential, focused on the continuity of professional education.

Achieving high performance results of the enterprise is necessary for people to be able to work efficiently, and this is achieved by replenishing the skills, abilities, attitudes necessary to perform the work.

Professionally, with knowledge of didactics, methodically trained specialists are able to conduct the learning process. The growing needs for training in the modern world, the expansion of areas requiring training, the different levels of basic knowledge and skills of students require the use of differentiated ways and methods of teaching professional experience.

Personnel training ensures that the professional knowledge and skills of the employee meet the modern requirements of production and management and includes the following blocks:

1.Professional training. It is carried out at the level of primary, secondary, higher training of workers and specialists. The term of study is from 1 to 6 years.

2. Training. It is implemented at professional courses, at schools of managers, at advanced training departments at business institutes. The term of study is up to 1 year.

3. Personnel retraining. It is produced in educational institutions where workers master a second profession, and employees a specialty. The term of study is from 2 months. up to 2 years.

4. Postgraduate additional education. Serves for obtaining the highest professional or scientific qualification in postgraduate or doctoral studies. The term of study is from 2 to 4 years.

The factors predetermining the choice of the form of training are: models of service career, plans for advanced training, due to the strategic development of the company, the philosophy of the enterprise, the terms of the contract agreement, models of jobs.

Personnel training model and its content

The learning process in the modern concept is seen as an investment of innovation in human capital, which is the most effective form of its use.

The learning model is used to organize the professional training process.

Determination of training needs can be identified through analysis at the level of a particular unit. The following questions can be its object: the level of marriage, waste, the number of customer complaints; accident pass; the ability of a colleague to replace an absent performer.

Valuable is the analysis carried out at the level of the job itself, considering the functions and actions performed by the employee in the course of a particular job. The job description can serve as a useful material for highlighting and describing the knowledge, skills, attitudes necessary to perform each of the tasks that make up the task at the required level. However, in addition to identifying areas of training, it is necessary to take into account the opinion of the employees themselves.

Resource allocation will be determined by the objectives of the training, the length of time, the location of the training, the content of the work program, as well as obtaining the intended effectiveness.

Drawing up curricula and programs (UP and P). When compiling UE and P, it is necessary to know what requirements this work imposes on personnel: knowledge, skills, attitudes used by them. It is advisable to take into account the data of the reports, the information obtained during the selection interviews, the conclusions of the qualifying interviews.

Thus, specific functions and elements of the workflow will be identified that require improvement and development. This will determine the purpose of the training.

Teaching methods. In practice, two groups of methods are used: training in the RM and training outside the RM.

Teaching methods and their content

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1. MODERN FEATURES OF ORGANIZATION STAFF TRAINING

The professional development of personnel is of particular importance today and is becoming an essential condition for the successful functioning of any organization. Taking into account the specifics of the Russian market: rapid and frequent changes in both internal and external conditions for the functioning of enterprises, it can be stated that the development of a vocational training system in an organization determines not only the success of its development, but also its survival. Training is a consciously conducted activity aimed at improving the capabilities of personnel required to perform work now, or to develop the potential of employees necessary to perform work in the future.

The accelerated development of scientific and technological progress and the rapid obsolescence of professional knowledge and skills are not the only factors that determine the significantly increased role of vocational training in helping the organization to meet the tightening requirements of the market. Staff training is an urgent need. Technique, knowledge and technology are developing so rapidly that the amount of information is doubling every five years. Now in the process of working life it is impossible to use only the knowledge that was acquired in a specialized professional or higher educational institution.

Back in the 50s of the last century, experts from the Japanese Center for Increasing Labor Productivity in the document “Ten Years for Productivity” noted that industry and management are primarily human resources and the main problem is how to provide industries and management structures with qualified personnel. . Later, in the 1970s, the concept of continuous education was developed in developed countries. In recent times, it has become one of the most effective tools to meet the challenges of meeting rapidly growing technical capacity and personnel. The concept assumes that the process of professional development becomes permanent, a specialist within the framework of the activity itself and at special courses acquires new knowledge necessary to maintain their own performance.

The largest American corporations annually spend more than $60 billion on education and training. About 8 million employees are trained at their enterprises - about the same as in US universities. According to American experts, at present more than 75% of organizations and firms implement professional training programs for their personnel.

The experience of the most successful domestic and foreign companies shows that investments in personnel give a quick and high return. Today, $1 invested in human resource development brings between $3 and $8 in revenue. Studies by the American Society for the Advancement of Learning and Development indicate that in the 90s of the twentieth century. the growth of the US economy by increasing the level of professional training of workers amounted to 2.1%, due to population growth - 0.4%, due to an increase in capital - 0.5%. In the United States, an improvement in the quality of the labor force determines at least 14% of the increase in real national income.

Other studies conducted in 3200 American companies by R. Zemsky and S. Shamakole (Pennsylvania State University) showed that a 10% increase in staff training costs gives an increase in labor productivity by 8.5%, while the same increase in capital investment – only by 3.8%.

At the same time, it is important that investing in the development of personnel brings the organization more profit than investing in the improvement of production capacities, i.e., the human resource can be defined as a key factor in the efficient use of all other resources available to the management of a production organization.

Effective management of personnel development has other, no less important, positive consequences for the organization: unlocking the potential of employees, uniting and improving the socio-psychological climate of the team; growth of motivation; strengthening the commitment of employees to the organization; ensuring continuity in management; attraction of new employees; the formation of desirable patterns of behavior and an appropriate organizational culture that contributes to the successful achievement of organizational goals, etc.

As the experience of the best companies shows, the implementation of these “additional” tasks in the course of training is no less important than the set of tasks related to transferring knowledge to students and developing the necessary professional skills.

Advanced training involves the use of various forms and methods of training (Table 1).

Within the framework of vocational education, preserving and innovative training programs are distinguished, which differ in the purpose of their implementation.

The purpose of " preserving" learning is the assimilation of fixed views, methods and rules. This ensures the effective activity of trainees in regular and (or) repetitive situations. This type of program is especially effective for transferring new knowledge to replace obsolete ones and filling gaps in the knowledge and skills of employees in order to maintain the existing system of activities.

Table 1

Basic forms and methods of personnel training

Form/method of teaching

a brief description of

Learning outside the workplace

Planned training (training), as a rule, in a specialized educational institution or training center of the training system. Occurs at least once every five years

Parallel on-the-job and off-the-job training

Short-term professional development. It is carried out as needed, but at least once a year at the place of work or in educational institutions of the advanced training system

Education at a university or other specialized educational institution

Training in a specialty or a special curriculum based on the application of the organization or on the personal initiative of the employee

Production seminars

Participation, at least once a month, in the work of permanent seminars on production and economic issues

Internship

Formation and consolidation in practice of professional knowledge, skills and abilities by studying best practices at related enterprises, in leading scientific organizations, universities, etc.

Participation in the project team

Acquisition of new knowledge and production experience in the course of participation in work on various stages of the project

Mentoring

The acquisition of production experience by young employees and their adaptation in the work team with the help of a specially assigned mentor from among the most experienced employees of the organization

self-education

Independent systematic training of an employee according to an individual plan approved by his immediate supervisor and under his control

innovative learning – forward-looking learning that focuses on preparing the organization for a new environment. The development of innovative training programs is preceded by a forecast of the organization's need to change the professional and personnel potential based on the corresponding changes in the external environment, in the technology of activity and in the management system. Innovative learning tends to deal with problems that may be so unique that it will not be possible to learn through trial and error.

An analysis of the practical activities of personnel services made it possible to identify seven main areas of work in the organization of personnel training (Fig. 1).

Rice. one. The main areas of work in the organization of personnel training

In order for training to meet the interests of the organization, even at the preparatory stage, it is necessary to understand the strategic interests of the organization related to the work of training personnel. This will allow us to formulate specific goals, without which training loses its direction and meaning for both performers and organizers of training. The formulated goals of vocational training:

Serve as a guideline in the development of the content of training programs;

Provide a fairly accurate definition of the requirements for students and the allocation of the main priorities in training;

They are the basis for evaluating the effectiveness of training programs, courses, seminars;

Provide a better match between learning needs, content and teaching methods.

The need for training of various categories of personnel of the organization is determined both by the requirements of the work and (or) the interests of the organization, and by the individual characteristics of employees. The formation of the need for training is influenced by the following factors: age, work experience, level of abilities, peculiarities of work motivation, etc. The need for training may arise in response to current problems and (or) may be associated with the plans of the organization.