Assessing the effectiveness of personnel training at the enterprise. Assessing the effectiveness of training for an employee of a modern hotel enterprise

Assessing the effectiveness of training programs is the final stage of managing personnel development in a modern organization. Increasingly, the cost of professional training is seen as an investment in the development of the organization's personnel. These investments should bring a return in the form of increased efficiency of the organization.

There are quantitative and qualitative methods for assessing learning outcomes.

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

Total number of students;

Types of forms of advanced training;

The amount of money allocated for development.

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

Qualitative methods for assessing the results of advanced training make it possible 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 during or at the end of the training course.
2. Assessment of professional knowledge and skills in a production situation.
3. Assessing 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 the classic exam form, “test situations”, etc. can be used.

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

Determining the impact of training on production parameters can be considered as the main assessment level that connects the results of training 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, defects, staff turnover), etc. However, at present, comprehensive 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. The size of the increment in additional net income after the implementation of training programs is taken as a criterion for the feasibility of investing in human capital. 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 investment of capital.

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

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

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

Criteria for assessing the effectiveness of training programs should be established before training and brought to the attention of students, trainers and managers of the professional training process in the organization. After completion of the training and its evaluation, the results are reported to the personnel management service, the managers of the trained employees and the employees themselves, and are also used in further planning of professional training.

Planning and forecasting the organization's human resource needs and identifying sources to satisfy these needs

The workforce planning process can be divided into four stages.

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

Second phase personnel planning - forecasting the organization's personnel needs. What divisions (departments, divisions, divisions) will arise as a result of the implementation of the strategy? What specialties will be 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 government agency(organizations) and available human resources. Is there a gap between what we need and what we currently have? What job positions are key to achieving your goals? Who in this moment ready to take on these key positions? Is the organization ready for the necessary personnel changes? Personnel planning, solving the problem of replenishing qualitative or quantitative personnel shortages, allows you to outline specific areas of personnel work. One of the approaches to assessing the personnel needs of a government body (organization) 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 needs- this is the need for a certain number of workers in different specialties.

The following approaches can be used to determine quantitative personnel requirements:

A method based on accounting for the time required to perform individual management functions or tasks;

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

Calculation method based on service standards;

Calculation method based on headcount standards;

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

Methods of expert assessments: simple expert assessment (when the need for personnel is assessed by the head of the relevant service) and extended expert assessment (when the need for personnel is assessed by a group of experts).

High-quality staffing needs- this is the need for workers of certain specialties, a certain level of qualification. To determine the qualitative need for personnel, various approaches can also be used, among which the main ones are the following:

Professional and qualification division of work on the basis of regulatory 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 and so on.;

Staffing table;

Analysis of documentation defining the professional qualifications of performers to perform specific job duties;

When determining personnel needs, expert opinions are often given decisive importance, allowing for a better understanding of what qualitative changes in personnel composition the organization needs to make to successfully achieve its goals. Experts can be either employees of the organization who have the necessary experience, knowledge and training, or external experts.

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

Third stage personnel planning - assessment of the state of internal human resources of a government body (organization). What are the capabilities of the staff in light of the goals set by the strategic plan? Do the 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, results of surveys and tests, results of periodic assessment of personnel performance (certifications, qualifying exams), job requirements, actual level of productivity, and much more. Since the own capabilities of a government 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 work force. Workers with what knowledge, skills and experience are easy to find on the foreign market? People with what characteristics are difficult to find? Which institutions (schools, 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, merit, competence, workload, etc.);

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

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

Assessing the adequacy of requirements and resources (currently and in the future), which adjusts the quantitative and qualitative needs for personnel.

Fourth stage personnel planning - preparation of plans, determination of time frames for solving the entire range of tasks to provide the company with the necessary personnel. The development of comprehensive action plans in personnel planning is aimed at reducing the gap between the current supply of human resources and the future needs of the organization.

When planning personnel, 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 attrition of personnel (illness, maternity leave, dismissal at will). In addition, as part of personnel planning, it is often necessary to plan for staff reductions. This is especially true for the public service in the conditions of the current stage administrative changes aimed at optimizing the number of civil servants.

Sources of covering staffing needs:

External

· educational establishments;

· commercial training centers;

· intermediary recruitment firms;

· employment centers;

· professional associations and associations;

· free labor market;

Domestic

§ own internal sources (retraining of employees).

Assessing the effectiveness of training is an important stage in the staff training process. Its purpose is to determine how an organization benefits from employee training, or to determine whether one form of training is more effective than another. Assessing the effectiveness of training for enterprise employees allows you to constantly work to improve the quality of training, getting rid of such curricula and forms of education that did not live up to the expectations placed on them. Russian managers often do not pay due attention to the effectiveness of staff training. The main reason why an enterprise should evaluate the effectiveness of training programs is to determine the extent to which the training objectives were ultimately achieved. The second reason training programs are evaluated is to ensure that changes in trainees' performance results as a result of the training. The procedure for assessing the effectiveness of training usually consists of four stages:

1. Determination of learning goals. The process of assessing the effectiveness of training begins already at the stage of planning training, when determining its goals. Learning objectives set the standards and criteria for assessing the effectiveness of training programs.
2. Data collection before training. This information reflects the level of knowledge, skills and work attitudes that employees had before training. These indicators can be of three types: indicators characterizing the professional knowledge, attitudes and working skills of workers; quantitative indicators of the work of individual employees, departments or the organization as a whole (productivity level, financial indicators, the number of customer complaints or claims received, etc.); quality indicators of the work of individual employees, departments or the organization as a whole (quality of goods and services, customer satisfaction, satisfaction of company employees, level of work morale, etc.).
3. Data collection during the training process and after training (using the same indicators and using the same tools as before the start of training).
4. Comparison of data obtained before, during and after training. For example, if the main goal of a training program was to increase labor productivity, and after completion of the training, labor productivity remained at the same level as before the training, then the organization faces the need to either make significant changes to this program or completely abandon it. If possible, the performance of trained workers is also compared with production indicators workers who did not undergo training (control group).

Assessing the effectiveness of training requires a lot of time and fairly highly qualified specialists conducting this assessment, so many organizations refuse such an assessment and simply rely on the fact that any employee training brings some benefit to the organization and ultimately pays off. The effectiveness of the training cannot always be assessed accurately enough. Firstly, a delayed effect is possible, that is, training will not give results immediately after its completion, but only after a certain time. A cumulative effect is also possible, when fairly high results can be expected after a series of trainings. And, in addition, the performance of individual employees, departments, or the entire company may improve for reasons that have nothing to do with training.

Evaluations of the effectiveness of professional training are divided into post-training and long-term. The former measure the effect of the training program immediately after its completion, the latter - after a certain period of time has elapsed - for example, IBM has adopted the practice of testing employees who have completed training 6 and 9 months after its completion.

To obtain a comprehensive picture of the effectiveness of the training provided, it is advisable to use both post-training and long-term assessment. The latter makes it possible to evaluate the long-term effect of the training program.

If training is aimed at developing a certain type of thinking and behavior of employees, and not at developing specific professional skills, then assessing its effectiveness seems to be an even more difficult task, since the results of such programs are designed for a long period and are associated with the behavior and consciousness of people that cannot be accurately measured. assessment. In such cases, the following methods can be used:

professional and psychological tests conducted before and after the implementation of the training program and showing how the knowledge and way of thinking of students have changed;

monitoring the reactions of employees during the training process;

assessment of the effectiveness of the program by the students themselves using questionnaires, surveys, discussions, and conversations.

The results of assessing the effectiveness of the training must be brought to the attention of both the trained themselves and their immediate supervisors and senior management of the company. Evaluating the effectiveness of professional training completes the organization's learning cycle and returns it to the original stage.

Ideally, the evaluation should confirm the feasibility of professional learning and demonstrate what it achieves for the organization. This information should be further analyzed and used in the preparation and conduct of similar training programs in the future. This practice allows you to constantly work to improve the effectiveness of training and eliminate the causes of its ineffectiveness.

Send your good work in the knowledge base is simple. Use the form below

Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.

Posted on http://www.allbest.ru/

Course work

Evaluation of training effectiveness

Introduction

That's all today more companies create a corporate training system. However, the relationship between it and business results is very complex, since the results are influenced by many different 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 that the personnel of the enterprise are qualified in a way that will allow them to efficiently perform the functions, tasks and work assigned to them.

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

Now in specialized 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 to evaluate the effectiveness of training. Each company individually uses a specific assessment method.

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

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

The objectives of this work are as follows:

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

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

3. consider assessing training needs;

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

5. describe the essence and methods of assessing 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 discussed 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 processes being studied, analysis and synthesis, which allow us to formulate the most essential features of the processes being studied.

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

training employee staff

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

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

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

Education is a specially organized, controlled process of interaction between teachers and students, aimed at mastering knowledge, skills and abilities, forming a worldview, developing mental strength and potential capabilities of students, developing and consolidating self-education skills in accordance with the goals.

Let's look at this definition in more detail.

Firstly, training is a specially organized process, that is, it does not arise on its own and cannot take place on its own; its effectiveness will be determined by many factors, first of all, 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, and their creative activities. However, the learning process can pursue many other goals. Each organization determines for itself the purpose for which it conducts the training process and what tasks it sets for itself.

Thirdly, the choice of teaching methods will be determined by the goals for 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.

Particular attention should be paid to two details in this definition:

The educational process consists of two elements: educational and self-educational processes. They are interconnected, cannot take place effectively without the other, and each of them determines the order in which the other is carried out.

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

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

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 conflict, and many others.

Developmental task - orientation educational process on human potential and their implementation. In the concept of developmental education, the student is considered not as an object of the teacher’s teaching influences, but as a self-changing object of teaching.

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

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 conditions external environment,

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: obtaining basic knowledge and skills by staff, as well as developing the qualities necessary to more effectively perform 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, shift senior management companies and many others. To carry out these changes, both a strategic development plan and an optimal organizational management structure are required, but, most importantly, qualified personnel are needed who are able to take responsibility and make decisions. This especially applies to management. 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 middle and lower management. That is, the learning process should first of all help managers overcome a number of qualities that hinder the implementation of changes: conservatism, adherence to the established order, strict adherence to the established order, and a tendency to maintain hierarchical relationships in an unchanged form.

Personnel development is a managed professional, personal and career. The ultimate goals of this process are to increase the professional level of employees in accordance with the goals of the organization and the formation of an internal personnel reserve. The following characteristics are fundamental when planning a career and creating a personnel reserve: the presence of the necessary knowledge, abilities and skills and the necessary personal qualities. Both can be developed through the implementation of one or another task of the educational process.

It is impossible to underestimate the impact of training on the formation and development of organizational culture. Organizational culture is a set of goals and values of the organization, civilized rules of behavior and moral principles workers Organizational culture has three levels: ideas about values, norms and rules of behavior, and specific behavior of employees. Information about each of them can be transmitted through both official and unofficial communication channels in the organization. The learning process is the basis of the official channel for disseminating information about the organization's culture. 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 using training. For this purpose, a variety of teaching methods and conditions can be used. For example, loyalty to an organization can be increased through the dissemination of information about its good deeds. Using training already during hiring can ensure a “painless” dismissal of an employee. By “painless” we mean such dismissal of an employee in which he will not have the 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 on various grounds.

Depending on the location, internal and external training are distinguished.

Internal training is carried out on the territory of the organization, external training is carried out with a visit to a special organization engaged in personnel training. Each of these two types of training has its own advantages and disadvantages. Choosing internal training will allow you to organize the training process on the job or in such a way that the time for which employees are separated is minimal; Another advantage of in-house training is that the organization does not have to pay for the building of a training center. The choice of external training, on the contrary, takes staff away from work, but this can also be considered with positive side. A change of environment and type of activity (from performing direct duties to training) can serve as a rest for the organization’s employees.

The form of classes includes lectures, seminars and trainings.

Lecture (from Latin lectio - reading) - systematic, consistent presentation educational material, any question, topic, section, subject, methods of science. The main requirements for the lecture: scientific, ideological, accessible, unity of form and content, emotional presentation, organic connection with other types of educational activities - seminars, practical training, etc.

A seminar (from the Latin seminarium - nursery, portable - school) is one of the main types of educational practical classes, consisting of students discussing messages, reports they have completed 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 train, educate) - systematic training or improvement of certain skills and behavior of training participants.

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

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

Open training (seminar, course of lectures) is a form of training in which the lesson is developed without taking into account the characteristics of organizations. Such classes can only be external and must involve a trainer. In open training, unlike corporate training, the entire team usually does not participate. Often it is enough to train two or three employees, who can then effectively convey the essence of the training to the rest of the team. But it should be taken into account that different level qualifications in a team can lead to mismatch. This situation creates great instability and can lead to conflicts.

By object, training can also be classified as training for senior management, training for middle management and training for direct performers. Training of different categories of workers should be based on completely different goals, so training performers will lead, first of all, to improving the quality of products and the economic and technical security of the organization; training of middle management facilitates easy implementation of changes in the company; training of senior management will change the general aspects of managing the organization.

It should be noted the following pattern inherent in modern Russian society. High motivation for education and self-education is characteristic of senior management, and it is gradually falling. Those. The lower the employee’s place in the organizational hierarchy, the lower his motivation for education and self-education. Thus, the more attention should be paid to the education of employees, the lower their position in the organization and in society and the lower the level of education they have.

According to the subject of training - with and without the involvement of a trainer. More often, classes are conducted with the assistance of a trainer (these are such methods of personnel training as on-the-job 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: changing workplaces, forming groups to share experiences, creating quality circles and other methods. Methods of personnel training are the methods by which mastery of the knowledge, skills and abilities of students is achieved.

Such a variety of types and forms of the learning process allows organizations to choose the type of learning that is most suitable 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 that must be achieved through the learning process. The wrong choice of type and form of training can negate the positive effect of the activities. The effectiveness of such investments in personnel will be negligible or may even reduce synergistic effect in the organization to zero or make it negative. And vice versa, right choice The type and form of the learning process can significantly improve the psychological climate in the organization and resolve interpersonal contradictions.

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

Setting learning goals,

Determination of training needs,

A set of preparatory activities,

Self-study,

Testing the acquired knowledge,

Evaluation of training effectiveness.

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

Performance standards must be specific. Specificity implies their clarity and absence of reasons for dispute. Performance standards should be measurable so that there is no disagreement about how successfully they are achieved (or not). Performance standards must be consistent. If employees disagree with the standards, considering them too difficult, they have an incentive to fail to prove that they are right. It is unwise to set tasks completely ignoring the opinions of the performers. Performance standards must be realistic and achievable. Performance standards must be related to time, that is, it is known by what point they should be achieved.

But in addition to the general characteristics of goals, learning goals are characterized by the following characteristics: goals serve as a guideline in developing the content of educational programs; 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 the organizers of the learning process; they serve as the basis for subsequent assessment of the effectiveness of training. They should also be brought to the attention of all employees of the target group. This is necessary so that people understand why they are being trained and feel responsible.

Determining training goals is a strategic point in organizing the training system in an organization. In particular, depending on the goals set, a general concept of educational programs is formed, and appropriate models and teaching technologies are developed. However, before starting to develop training programs, it is necessary to determine the training needs of the organization's personnel.

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

1. Assessing information about employees available in the personnel service (length of service, work experience, basic education, whether the employee has previously participated in training or advanced training programs, etc.);

2. Annual assessment of work results (certification). During the annual performance assessment (certification), not only strengths, but also weaknesses in the work of a particular person may be revealed. For example, low scores among employees of a certain professional group in the “professional knowledge” column indicate that a need for training has been identified for this category of employees.

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. Monitoring the work of personnel and analyzing problems that interfere efficient work. If errors and miscalculations regularly occur in the work of personnel, leading to bad work, defects, safety violations, unjustified big losses time, this information can be used to substantiate requests for personnel training and in preparing training programs.

5. Collection and analysis of requests for personnel training from department heads. Today this is one of the most common methods in Russian organizations for determining the need for employee training.

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

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

8. Individual requests and proposals from employees. If an employee is interested in acquiring certain knowledge and skills, he can submit an application to 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 acquiring new professional knowledge and developing skills 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, and can be selective, covering only a representative sample. If the number 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 regarding 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 measures is carried out. An obligatory part of it is the definition of content, forms and methods of teaching. The content should be determined by the tasks facing the organization in the short and medium term. TO the most important characteristics the material being studied includes its content, complexity and degree of structure. These three characteristics and learning goals determine the forms and methods of learning.

The set of preparatory activities also includes identifying a training company, drawing up training programs, groups of people sent for training, selecting teachers and other activities. All of them can be performed either by specialists of the organization itself or with the involvement of an external consultant.

Next comes the learning process itself. It is based on learning objectives, quality training needs and prepared programs. Conditions play an important role in the learning process: the room must be adapted or easily adaptable for conducting classes in it, must comply with temperature regime, lighting mode and others. During the learning process, ongoing monitoring of attendance, uninterrupted implementation of the curriculum and provision of students with everything necessary must also be ensured.

The next stage is testing the acquired knowledge. With external training, it is quite difficult to evaluate the knowledge acquired by employees, since the organization that conducted the training is interested in high rates of knowledge acquisition and may distort the assessment results, or they may be biased. In other cases, you can evaluate the knowledge gained. There are various methods for assessing knowledge, so, depending on the form and methods of training, employees can take a test, an exam, write some kind of work (for example, a business plan), a business game, practice can be carried out (for example, when developing skills in public performances, the form of assessment of acquired skills can be public speaking before the structural department of the organization).

The final stage of the staff training process is staff performance assessment. Its main purpose is to analyze the impact of training on the final results of the entire organization.

It is quite difficult to evaluate the effectiveness of the training process in terms of real profit, so it is possible to evaluate the effectiveness based on qualitative indicators. Thus, some programs are conducted not to gain knowledge, skills and abilities, but to develop a certain type of thinking and behavior.

To qualitatively assess 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.

Quantitative assessment is also possible. But it is also based on relative indicators, such as student satisfaction with the training program, assessment of learning material, and the effectiveness of meeting the company’s training needs, expressed as numbers from 0 to 1. Each indicator is assigned its own coefficient of importance, which may vary depending on the organization. Then the integral indicator is calculated as the arithmetic mean of the products of these indicators and the importance coefficients.

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

Every organization providing training strives to maximize its effectiveness. To achieve this goal, it is necessary to pay sufficient attention to each stage of the learning process. Failure to pay attention to any of the steps will most likely negate the results of this or future staff training processes in the organization.

So, the process of personnel training 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, improving the communication system in the organization, creating an organizational culture, increasing the level of loyalty to the organization. Insufficient attention to it or its improper organization can create many problems in the organization, which ultimately reduce the effectiveness of the organization. The many types, forms and methods of the educational process make it possible to choose the appropriate one or a set of suitable ones for each individual unique social organization.

2. Cpower and methods for assessing the effectiveness of personnel training

By calculating the costs of training and weighing them against the financial benefits to the company of a trained employee, testing the effectiveness of training can be extended to evaluation. However, the ease and accuracy of the assessment varies greatly:

The costs of off-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 if we are talking about physical rather than mental labor;

It is quite easy to estimate the costs of inadequate training, for example, the cost of defects, damaged raw materials, customer complaints, overtime to correct errors;

The benefits of training go beyond simply improving job performance.

Significant difficulties may arise when attempting to measure these benefits in financial terms.

Assessing the effectiveness of training is an important step in organizing training for the organization’s personnel. The following goals for determining efficiency can be distinguished:

Find out whether employees’ mood at work has changed;

Assess the depth of knowledge acquired by the employee;

Understand whether the money invested in employee training is rational;

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

The timing of assessment can influence the final learning outcome:

Assessment before the start of the training program;

Evaluation on the last day of the training;

Evaluation some time after the training.

IN Lately Increasingly, the cost of professional training is seen as an investment in the development of the organization's personnel. These investments should bring a return in the form of increased productivity of employees and 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 implementing specific training programs. The effectiveness of training is determined analytically or expertly, by comparing many elements according to the scheme (Figure 1).

Assessing the effectiveness of training programs is the final stage of managing personnel development in a modern organization. There are quantitative and qualitative methods for assessing learning outcomes. With the quantitative method, learning outcomes are assessed using indicators such as:

Total number of students;

Types of forms of advanced training;

The amount of money allocated for development.

Quantitative accounting of training results is necessary to prepare the social balance of the enterprise, but it does not allow assessing the effectiveness of professional training and its compliance with the goals of the enterprise.

Qualitative methods for assessing the results of advanced training make it possible 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 during or at the end of the training course.

2. Assessment of professional knowledge and skills in a production situation.

3. Assessing 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 investment of capital.

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

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

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

Monitoring the behavior of trained employees in the workplace;

Monitoring the reactions of students during the program;

Assessing the effectiveness of the program by students themselves using a survey or during an open discussion.

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

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

ROI (Return On Investment, Phillips, 1996);

4-level model developed by Donald Kirkpatrick.

ROI (from the English return on investment) is a financial ratio illustrating the level of profitability or unprofitability of a business, taking into account the amount of investment 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, profit / loss on accounting, profit/loss under management accounting or net profit/loss. The value of the investment amount can be assets, capital, the amount of principal of the business and other investments denominated in money.

Donald Kirkpatrick views assessment as an integral part of the training delivery cycle, which includes 10 stages:

Determining needs.

Setting goals.

Definition of subject content.

Selection of training participants.

Formation of an optimal schedule.

Selection of appropriate premises.

Selection of appropriate teachers.

Preparation of audiovisual media.

Program coordination.

Justify the existence of a training department by showing how the department contributes to achieving the goals and objectives of the organization.

Decide whether to continue or terminate the training program.

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

Kirkpatrick believes that in most cases, evaluation is carried out in order to understand how to increase 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 training content meet the needs of the participants?

Is the choice of teacher optimal?

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

Are the training conditions satisfactory?

Are participants comfortable with the class schedule?

Do audiovisual aids improve communication and maintain participant interest?

Was the coordination of the program satisfactory?

What else can be done to improve the program?

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

Kirkpatrick believes that in most cases, evaluation is limited to the use of post-training questionnaires - studying the immediate reaction of trainees to the training. He calls these questionnaires “smile-sheets,” meaning that participants most often use the questionnaires 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 carry it out

The management doesn't require this

People feel safe and do not see the need to “dig” deeper,

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

Four levels, according to Kirkpatrick, determine the sequence of 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 also produces more valuable information. No level can be skipped simply to concentrate on what the coach considers most important” (it should be noted that many experts do not agree with this statement by Kirkpatrick). Here are the famous four levels according to the author:

1. Reaction;

2. Learning;

3. Behavior;

4. Results.

Reaction. Evaluation at this level determines how program participants respond to the program. Kirkpatrick calls this a customer satisfaction score. When training is conducted internally, the response of participants is not always interpreted as customer satisfaction. The fact is that participation in such trainings is mandatory. People simply have no choice. The company's management determines the need for this training and obliges employees to take part in it. It would seem that in this case, we need to talk about the reaction of management. 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 one way or another share their impressions of the training with their management, and this information goes higher. Consequently, it influences decisions to continue training.

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

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

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

Participants' desire to change behavior.

Participants have knowledge of what and how to do.

The presence of an appropriate socio-psychological climate.

Reward participants for behavior change.

Speaking about the socio-psychological climate, Kirkpatrick refers primarily to the immediate supervisors of the training participants. He identifies five types of “climate”:

Prohibiting

Discouraging,

Neutral,

Supportive,

Demanding.

The manager’s position, accordingly, changes from a prohibition on changing behavior to a requirement 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 changes that occurred due to participants receiving training. As examples of results, Kirkpatrick cites increased productivity, improved quality, decreased accidents, increased sales, and decreased employee turnover. Kirkpatrick insists that results should not be measured in money.

He believes the changes listed above could, in turn, lead to increased profits. Kirkpatrick writes: “I laugh when I hear that professional trainers must be able to demonstrate the benefit to the client in terms of return on investment in training. I feel the same way about the relationship between training programs and profits. Just imagine all the factors that affect profit! And you can add them to the list of factors influencing return on investment.”

According to Kirkpatrick, assessment at this level is the most difficult and expensive. Here are a few practical recommendations, which can help in assessing the results:

If possible, use a control group (no training)

Carry out the assessment after some time so that the results become noticeable,

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

Conduct the assessment several times during the program,

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

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

Levels of training effectiveness assessment

Assessment level

Result type

Methods and methods of assessment

1. Level

Participants' opinions:

liked it or not

positive attitude,

willingness to apply

received knowledge,

increased cohesion

1. Evaluation form in

end of the training

2. Participant surveys

training done

company management

2. Level

learned

Getting specific

knowledge (so-called educational

result)

Promotion

professional

motivation

Overcoming Resistant

thinking stereotypes

1. Exams

3. Design work

5. Digital measurements

(results

pre-training questionnaire

compared with

results

post-training questionnaire)

3. Level

changes

behavior

Systemic application

received at the training

knowledge in the workplace

1. Included

work supervision

employee who has passed

training, on the job

2. Collection of material for

certification containing

description of examples

effective and

ineffective

behavior when

performance of official duties

responsibilities

3. Carrying out

specialized

interview

4. Evaluation method

"360 degrees"

4. Level

Changing results

company activities

Change in quality

indicators:

Increased degree

satisfaction

clients

Company fame

Improvement

psychological climate

Reduced turnover

Change in quantitative

indicators:

Sales volume

Profit rates

Coefficient

profitability, etc.

Studying

satisfaction

clients with help

Client questionnaires

Custom research

about the company's image

Personal observations

company management

Interest tracking

staff turnover

Calculation of economic

indicators

5. Level

return

investment

Return on investment in

education

This requires calculation

financial

coefficients such

Expense ratio

for training to general

expenses

Training costs

one employee

Income per

one employee per

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

Conclusion

Thus, personnel training 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 special attention manager organizing the learning process.

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

We can conclude that the main requirements to ensure the effectiveness of training boil down to the following tasks of the HR manager:

Learning requires motivation. People need to understand the goals of the program, how the training will improve productivity and their own job satisfaction.

Management must create a climate conducive to learning.

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

Students must feel feedback regarding learning outcomes; it is necessary to ensure positive reinforcement of the material covered.

Sources

1. Egorshin A.P. Fundamentals of HR Management: tutorial/ A.P. Egorshin. - Higher education. - M.: Infra-M, 2011. - 352 p.

2. Maslova V.M. Personnel management: 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. Efficiency of the personnel management system / Yu.G. Odegov. - M.: Alfa-Press, 2008. - 448 p.

5. Organizational personnel management / ed. AND I. Kibanova. - M.: Infra-M, 2009. - 640 p.

Posted on Allbest.ru

...

Similar documents

Forms of development of the organization's personnel. The main stages in organizing staff training. Assessing the effectiveness of training, evaluation methods. Determining training needs. Methods of training personnel outside the workplace. The importance of staff training.

presentation, added 03/24/2012

Concept active methods training. The meaning and principles of choosing a method of personnel training. Types of teaching methods. Development and implementation of teaching methods. First attempts to train employees. Formalization of training. Self-learning organization.

course work, added 01/13/2004

The importance of personnel training in the organization's development strategy. The process of vocational training, as well as evaluation of its effectiveness. Management of the learning and formation process efficient staff organizations using the example of JSC SB "Bank of China in Kazakhstan".

thesis, added 10/27/2015

Staff training strategy. Analysis of personnel training and development using the example of the IL Patio restaurant. Problems of the restaurant business, training planning. The process of training restaurant employees, assessing its effectiveness and conducting training events.

course work, added 02/26/2014

Professional staff training. Evaluation of training effectiveness. Internal knowledge sharing activities. Training as one of the methods of personnel training. Introduction of trainings using the example of the company "Detki" LLC. Implementation of strategic objectives.

course work, added 12/08/2010

The concept of active methods of personnel training. Analysis of active training methods for personnel of the Stavropol Regional Clinical Oncology Dispensary. Creation of a personnel training system at the enterprise. Recommendations for achieving efficiency.

course work, added 02/18/2013

Theoretical aspects, types and forms, goals and results of the training process, place of personnel training in the activities of the organization. Development of a project to increase the efficiency of the personnel training system at Star LLC and calculation of its economic efficiency.

thesis, added 12/22/2010

Personnel assessment: methods, criteria and legal aspects. Personnel assessment based on factor analysis of labor productivity. Labor rationing. Practical application of personnel assessment methods. Improving personnel assessment methods.

course work, added 05/28/2008

Goals and functions of personnel assessment, main objects and criteria, methods and stages of implementation. System effectiveness assessment internal control, drawing up an audit plan and program. Comments on employee competency profiles and audit report.

course work, added 06/19/2010

Conducting an audit of the training system to assess the effectiveness of the existing training system at the enterprise, as well as the organization’s ability to further development and increasing competitiveness in the market. Model of personnel training according to Mordovin S.K.

- the costs of off-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 if we are talking about physical rather than mental labor;
- it is quite easy to estimate the costs of inadequate training, for example, the cost of defects, damaged raw materials, customer complaints, overtime to correct errors;
- the benefits of training go beyond simply improving work efficiency.

Significant difficulties may arise when attempting to measure these benefits in financial terms.

Assessing the effectiveness of training is an important step in organizing training for the organization’s personnel. The following goals for determining efficiency can be distinguished:

- find out whether employees’ attitude towards work has changed;
- assess the depth of knowledge acquired by the employee;
- understand whether the money invested in employee training is rational;
- evaluate the economic result that the company received by training personnel.

The timing of assessment can influence the final learning outcome:

- assessment before the start of the training program;
- assessment on the last day of the training;
- assessment some time after the training.

Recently, more and more often, the costs of professional training are considered as an investment in the development of the organization’s personnel. These investments should bring a return in the form of increased productivity of employees and additional profits.

- total number students;
- number of students by category;
- types of forms of advanced training;
- the amount of funds allocated for development.

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

- if the increment is greater than zero (D
- if D > C, then investments in this program are inappropriate and it is necessary to look for other areas of investment of capital.

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

- tests conducted before and after training and showing how much the students’ knowledge has increased;
- monitoring the behavior of trained employees in the workplace;
- monitoring the reactions of students during the program;
- assessment of the effectiveness of the program by the students themselves using surveys or during open discussion.

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

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

- ROI (Return On Investment, Phillips, 1996);
- 4-level model developed by Donald Kirkpatrick.

- 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 accounting profit/loss or net profit/loss. The value of the investment amount can be assets, capital, the amount of principal of the business and other investments denominated in money.

Donald Kirkpatrick views assessment as an integral part of the training delivery cycle, which includes 10 stages:

- Determination of needs.
- Setting goals.
- Determination of subject content.
- Selection of training participants.
- Formation of an optimal schedule.
- Selection of appropriate premises.
- Selection of appropriate teachers.
- Preparation of audiovisual media.
- Program coordination.
- Program evaluation.

- Justify the existence of a training department by showing how the department contributes to achieving the goals and objectives of the organization.
- Decide whether to continue or terminate the training program.
- Get information on how to improve the training program in the future.

- To what extent does the content of the training meet the needs of the participants?
- Is the choice of teacher optimal?
- Does the teacher use the most effective methods to maintain the interest of participants, impart knowledge to them, and develop skills and attitudes?
- Are the conditions for training satisfactory?
- Are participants satisfied with the class schedule?
- Do audiovisual aids improve communication and maintain the interest of participants?
- Was the coordination of the program satisfactory?
- What else can be done to improve the program?

- it is not considered urgent or important,
- no one knows how to carry it out,
- management does not require this,
- people feel safe and do not see the need to “dig” deeper,
- there are many things that are more important to them or that they prefer to do.

1. Reaction;
2. Learning;
3. Behavior;
4. Results.

Firstly, people one way or another share their impressions of the training with their management, and this information goes higher. Consequently, it influences decisions to continue training.

- Participants' desire to change behavior.
- Participants have knowledge of what and how to do.
- Availability of an appropriate socio-psychological climate.
- Rewarding participants for behavior change.

Speaking about the socio-psychological climate, Kirkpatrick refers primarily to the immediate supervisors of the training participants. He identifies five types of “climate”:

- prohibiting,
- discouraging
- neutral,
- supportive,
- demanding.

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

- if possible, use a control group (those who did not receive training),
- carry out the assessment after some time so that the results become noticeable,
- conduct assessments before and after the program (if possible),
- carry out the assessment several times during the program,
- compare the value of the information that can be obtained through the assessment and the cost of obtaining this information (the author believes that conducting an assessment at level 4 is not always advisable due to its high cost).

Levels of training effectiveness assessment

Assessment level

Result type

Methods and methods of assessment

1. Level

Participants' opinions:

liked it or not

positive attitude,

willingness to apply

received knowledge,

increased cohesion

1. Evaluation form in

end of the training

2. Participant surveys

training done

company management

2. Level

learned

Getting specific

knowledge (so-called educational

result)

Promotion

professional

motivation

Overcoming Resistant

thinking stereotypes

1. Exams
2. Tests
3. Design work
4. Cases
5. Digital measurements
(results

pre-training questionnaire

compared with

results

post-training questionnaire)

3. Level

changes

behavior

Systemic application

received at the training

knowledge in the workplace

1. Included

work supervision

employee who has passed

training, on the job

2. Collection of material for

certification containing

description of examples

effective and

ineffective

behavior when

performance of official duties

responsibilities

3. Carrying out

specialized

interview

4. Evaluation method

"360 degrees"

4. Level

Changing results

company activities

Change in quality

indicators:

Increased degree

satisfaction

clients

- fame of the company
(image)
- improvement

psychological climate

Reduced turnover

Change in quantitative

indicators:

- sales volume
- profit margins
- coefficient

profitability, etc.

Studying

satisfaction

clients with help

Client questionnaires

Custom research

about the company's image

Personal observations

company management

Interest tracking

staff turnover

Calculation of economic

indicators

5. Level

return

investment

Return on investment in

education

This requires calculation

financial

coefficients such

Expense ratio

for training to general

expenses

Training costs

one employee

Income per

one employee per

It can be concluded that assessing the effectiveness of staff training is a central point in managing professional training in a modern organization.

The effectiveness of training - how to evaluate it correctly?

The question of the need for performance assessment training personnel is actively discussed in professional circles of trainers, consultants and HR managers. However, assessment models are different in many respects: some of them are aimed only at qualitative assessment of effectiveness training, part also includes quantitative assessment.

Many companies limit themselves to distributing so-called “happiness sheets” - questionnaires that include questions such as: did you like the training, did you like the trainer, how do you evaluate the effectiveness of the program? training, what else trainings would you like to pass? It is clear that the answers to these questions in no way improve the situation of HR managers, from whom management is increasingly demanding a report on the effectiveness of the training activities carried out. But this is ours. Several performance assessment models have been successfully used abroad for a long time. training. Some of them are known in our country, some are for our market training only exotic. Our company itself has more than once been faced with the need to evaluate the effectiveness of conducted business trainings and seminars, both with clients and in internal programs training.

We set out to show various models performance evaluation training programs.

Let's start by looking at the famous model Donald Kirkpatrick.

In 1959, American researcher Donald Kirkpatrick proposed a four-level performance assessment model training, which became widespread and is a classic today.

Let's look at the levels of D. Kirkpatrick's model in more detail.

First level - "Reaction of participants"

Aimed at identifying whether participants enjoyed the training. To assess this level, standard questionnaires are used. The main topics of questions in the questionnaires:

The usefulness of the acquired knowledge and skills for real work;

Interestingness of the program;

Complexity, accessibility of material delivery.

This is the level that is measured most often. Many Russian companies have already implemented this practice today. For example, in our company we use a questionnaire consisting of the following parts.

1. Which part training will be most useful for your work?

2. Which part training will be the least useful for your work?

3. Are there any topics that you would like to include in the training program?

4. What part of the training would you sacrifice to include topics that interest you?

5. How would you overall rate the training program?

6. How do you assess the balance between the individual parts? training program(video fragments, exercises, games, cases, lectures, discussions)?

7. How do you rate duration? training programs?

8. Was enough time allocated for games and discussions?

2. Assessment of the quality of the conduct training, pre- and post-training work (duration of the program, number of breaks, effectiveness of post-training assessment, quality of assessment of training needs, effectiveness of goal setting, etc.). The corresponding section of the questionnaire includes questions of the following type:

1. To what extent have your personal goals been achieved in training program?

2. Which of your personal goals were not achieved and why?

3. How do you evaluate the quality of post-training work?

4. Do you think there are enough breaks taken during training, for relaxation in the process training?

5. To what extent do you think the goals training have been achieved?

6. How do you evaluate the quality of the post-training work performed?

3. Assessments of the trainer and his skills (presentation skills, communication, feedback, style of conduct, etc.):

knowledge of the subject;
organization of training;
preparation for training;
style;
responsiveness, feedback;
creating a favorable climate.

4. Assessing the quality of the organization training(accommodation, delivery, training premises, quality of handouts and presentation materials):

1. How do you estimate the number of handouts issued?

2. How do you estimate the number of presentation materials (video, audio, slides, flipchart)?

3. How do you evaluate the quality of presentation materials (video, audio, slides, flipchart)?

4. How do you rate the placement of participants?

5. How do you rate the training space?

6. How do you evaluate the quality of service (food, coffee breaks)?

For each question, a specific rating scale is given, for example, from 1 to 6 points, where each point is accompanied by a verbal description.

Second level - "Training"

Determines how participants' knowledge has changed as a result of training and whether they have changed at all. To assess this level, specially designed tests, questionnaires and assignments are used that allow quantitative measurement of progress in the competence or motivation of participants.

It is also possible to conduct observation during the process training , in particular, during control exercises or role playing games, or after training events during the work process.

For example, we organize an assessment center, which includes business games that require the demonstration of certain skills, cases, and so-called “in-basket” exercises. Thus, secretaries are given an exercise in sorting out documents and correspondence, preparing materials for a meeting within a certain time, and answering calls from “difficult” clients.

Let's give an example of an "in-basket" exercise for employees who have completed training in personnel management. The exercise is based on a simulation test on personnel management.

Your task:

1. Consider the person depicted in the photograph.

2. Get acquainted with the description of the current problem that has arisen in relation to this person.

3. Select from the list the actions that you consider most appropriate in this case. If you don't find enough in the list necessary actions, then at least it is necessary to exclude actions that are completely inappropriate to use in this situation. For each case, you should not select the answer “YES” more than five times (and less than three).

Third level - "Application"

Identifies whether participants are applying what they learned during training knowledge and skills in the workplace? Are there any real changes in their work? Assessment at this level is usually carried out using tools developed according to the 360-degree principle. Another way is to use the organization's existing key performance indicator (KPI) system or balanced scorecard (BSC). In the case of sales training, you can, for example, compare the number of complaints or the number of transactions concluded before and after training . To assess changes in personnel behavior in the workplace, a special questionnaire is used. It was designed to study changes in work behavior as a result of training events. The topics presented in the questionnaire were discussed during training and therefore have a direct bearing on its effectiveness.

Fourth level - "Results"

Aimed at identifying changes in the company’s business performance as a result of training. This level is usually the most difficult to measure, especially considering the fact that other factors also influence business performance, and it is almost impossible to isolate their influence.

Thus, D. Kirkpatrick’s model, despite its simplicity and ease of use, suffers from a large degree of subjectivity and does not provide quantitative indicators of effectiveness training.

In 1991, another American, J. Phillips, added a fifth level of assessment to the Kirkpatrick model - ROI (return on investment in training). His model is now recognized by the American Association of Training and Development (ASTD) and is used throughout the world.

ROI calculation allows you to:

Quantify the improvement in productivity and quality of work as a result training employees;

Express in monetary equivalent the value of the time spent training;

Determine return on investment in educational Events;

Make informed decisions on the choice of training programs, comparing their effectiveness.

However, the procedure for calculating ROI is quite labor-intensive. Due to the difficulty of calculating ROI, it is recommended to measure this indicator only if the following indicators are met:

Long program duration training;

Importance of the program training to achieve corporate goals;

Visibility of the program (stages) training;

Large target audience;

High degree of interest among decision makers.

The formula for calculating ROI is as follows:

Let's give an example of calculating ROI for personnel management training, which we conducted for shop managers and section foremen of a manufacturing enterprise. A total of 15 people took part in the training.

Income from training, expressed in improving the quality of performance of duties, we calculated as the product of the average percentage of skills used in work and the salary of the corresponding employee. They amounted to a total of 21,900 USD. per month. Taking into account the adjustment procedure, this amount was:

21900 x (1-0.35)=14,235 USD

Moreover, as a result training staff turnover decreased by 14% to 13%, which corresponds to a reduction in the costs of recruiting, training and adaptation of approximately 23 people. Therefore, it is possible to calculate the income from the reduction in turnover:

13% of the company's workforce is approximately 23 people;

Average selection costs education and adaptation of workers amount to 928 USD.

Accordingly, the income from the reduction in turnover is equal to 21,804 c.u.

Total income from the event training, thus amounted to 36,039 USD.

Training costs for 15 employees:

Payment for the services of third-party trainers: 1700 USD. x 2 = 3400 USD

Rent of premises: 1000 USD

Payment for food: 1800 USD

Payment for delivery of employees: 400 USD

Participants' wages (for 2 days): 3000 USD

Coordinator's salary (during the preparation and conduct of the training): 120 USD.

Total: 9720 USD

The ROI indicator for the conducted personnel management training is equal to:

An interesting question is which R0I indicator is considered acceptable. Phillips himself claims that this figure can exceed 800%. Moreover, Tennessee Valley Authority, an ASTD-awarded company, calculated average ROI at 1000%. One way out in this situation may be to compare the obtained ROI value with a similar indicator for financial projects, as well as compare the dynamics of ROI training for different time periods. Thus, the R0I indicator we calculated significantly exceeded the similar indicator for other investment projects of the enterprise, which once again proves the effectiveness of investments in personnel.

In addition to calculating ROI, a payback period indicator is often calculated, reflecting the period during which the investment in training is repaid. The payback period is the inverse of ROI.

There is another assessment model training, practically unknown in Russia, is Bloom's Taxonomy. It consists of three parts - overlapping spheres, which are often called ZUN (knowledge, attitudes, skills).

Cognitive sphere (knowledge)

1. Recalling information

2. Understanding

3. Use in practice

4. Analysis of information (structure/elements)

5. Synthesis (creation/construction)

6. Evaluation (comparison)

Emotional sphere (attitudes)

1. Perception (awareness)

2. Answer (reaction)

3. Value assessment (understanding and action)

4. Articulation (combination, integration of similar skills)

5. Assimilation of a value system (adaptation of behavior)

Psychomotor sphere (skills)

1. Imitation (copying)

2. Management (following instructions)

3. Development of accuracy, clarity

4. Organization of a personal value system

5. Naturalization (bringing to automation, expert knowledge)

Each of the three spheres is based on the premise that all categories within each sphere are located strictly in in a certain order according to the degree of increasing complexity. These categories are successive levels of employee development in the process training. In general, in a practical sense, the model is similar to the D. Kirkpatrick model. It also requires the preparation of specific questions, tests or exercises for each of the components, but does not provide a financial assessment of effectiveness training.

Thus, to evaluate the effectiveness training You can use different models, each of which has its own advantages and disadvantages. The choice of one model or another depends entirely on the goals set by the specialist involved in the assessment. D. Kirkpatrick's model allows you to quickly get a visual representation of the effectiveness of training activities. The Bloom's Taxonomy model allows for more detailed assessment of effectiveness, as well as the choice of a specific strategy training employees. J. Phillips' model is aimed at assessing financial side training, namely, the effectiveness of investments in personnel. Therefore, today, it seems to us, the problem is not the need to evaluate effectiveness training or its absence, but in the choice of its specific algorithm.

Assessing the effectiveness of personnel training at the enterprise. Assessing the effectiveness of training for an employee of a modern hotel enterprise

Send your good work in the knowledge base is simple. Use the form below

Similar documents

Similar articles

Read also