In the context of dynamically developing technologies, the introduction of new programs, basic education does not provide adequate qualifications for staff, and there is a need to acquire new knowledge and skills. Vocational training and retraining of personnel is becoming a necessity. The staff training system comes to the rescue.

There are three main types:

• professional training of personnel;
• retraining of personnel (retraining);
• professional development of personnel.

Let's consider each type in more detail.

Staff training

Vocational training is aimed at training and development of personnel, as a result of which the trainee acquires qualifications, acquires special knowledge and skills. Accordingly, his value as a specialist increases.

Retraining

When it is necessary to acquire new necessary skills, knowledge or abilities, to master another profession, or when professional requirements for performing a particular job change, then retraining is your option.

Training

This kind is called professional development. It is necessary for those employees who want to improve the level of knowledge, seek promotion, or in situations where there are increased requirements for work.

Basic Methods

Methods are those that are used directly at the employee's workplace, on the job. That is, he continues to perform duties outside the workplace when he goes to classes that are held outside the organization. As practice shows, the second option gives better results and is more efficient.

Personnel training at the enterprise (workplace) is carried out by the following methods:

1. Copy. The method is based on the trainee repeating the actions of a more experienced specialist, copying them. The more accurately he repeats, the faster he will develop a new skill.
2. Production instruction. It is carried out with each newly hired employee during employment. It includes information about the upcoming functionality, introduces the new position, and makes it easier to understand the immediate responsibilities.
3. Mentorship. The method is relevant where practical skills are required. An experienced employee takes patronage over a young specialist. The employee learns at his workplace, receiving the support of a mentor. First, he tells how to do it, then shows, helps to take the first steps in the work. Prompts if problem situations arise, and then checks how the trainee has mastered the acquired skills.
4. Rotation. To gain new experience, the trainee is temporarily transferred to another workplace. This is typical for enterprises that practice full interchangeability of employees.
5. Delegation. Delegation is understood as a temporary transfer of authority from one person to another in order for the latter to obtain new knowledge and experience. For example, if the manager needs to go on a business trip, and he wants to temporarily delegate authority to another person. But in order for this to pass painlessly, he needs to gradually train this person, for which they give some instructions related to the execution of powers.
6. Increasing task method. It is typical for this method to gradually complicate the tasks assigned to the employee.

Education outside the workplace

Studying outside the workplace is considered the most effective. These are frontal classes (lectures), active educational events - conferences and seminars, teamwork, communication with experts, and so on. Let's take a closer look at the main ones.

Lectures

This method is used when a large amount of information needs to be conveyed quickly in a compact form. Lectures are a great way to gain theoretical knowledge, in which training is conducted by experts. This method has advantages and disadvantages. For example, the lack of feedback and the inability to determine how well the students learned the material, the advantages include low financial costs and the submission of a large amount of information in a relatively short time.

Seminars and conferences

This method is more active than lectures, because in the process of learning there is an opportunity for collective discussion of various aspects of the topic, which improves logical thinking. In addition, unlike lectures, classes are held in small groups, it is possible to analyze difficult moments, using both the experience of the teacher and the students. Based on the results, an assessment of the effectiveness of staff training is given.

business games

The game format involves acting out a situation in which students are offered to solve a task.

Trainings

Corporate training of personnel in a team or training involves setting a single task for a group, which they must solve together. For the most effective work with the team, the leader also needs to participate in such classes.

Selfeducation

With this method, the employee independently studies the proposed material. Training takes place in the form of studying audio or video lessons, working with special programs. The advantages of this method include: own pace of passage, lack of reference to a specific place and time of study, saving money and time. The disadvantages are the lack of control, the inability to ask questions about the studied material, decreased motivation.

How to organize staff training

In order to properly organize everything, a staff training program is drawn up, which includes certain steps, following which we will achieve optimal results. I propose to draw up an example of a training plan for personnel at the enterprise.

Step 1. Determine the purpose of the study, what are you waiting for. What is the purpose of the . Perhaps this is an increase in the motivation of employees or the creation of a personnel reserve, an increase in productivity and quality of work, or the preparation of employees for a change in direction of activity.

Step 2. We choose and approve the format of study. What forms of staff training will be used. It is important to determine this because this factor affects the efficiency of the process. The form is remote or in the form of direct contact directly with the instructor. Choose based on the convenience and specifics of each organization.

Step 3. Create or select training courses. Some companies have their own training centers where training programs are developed. If there are no such centers in your organization, contact special firms that are professionally engaged in the development of this product.

Step 4. We find and prepare trainers. For the event, you need a specialist in training and development of personnel - a trainer. It is necessary to periodically check the level of his training and timely send for advanced training. If there is no such person in the organization, then he is invited from outside. But before you opt for someone, be sure to read the reviews, request documents confirming the qualifications and level of professionalism.

Step 5. We train employees of the enterprise. We start with the approval of the schedule and program. Training organizations will provide a sample staff training program. The leader should not withdraw from the process. The process is necessarily controlled, for example, by the HR director: employees will be trained more responsibly, knowing that the management has its finger on the pulse. Based on the results of the passage, a personnel training protocol is drawn up.

Step 6. We consolidate and evaluate the material covered. To determine whether the interventions were useful and effective, check the knowledge gained by the employees. This is best done in the form of tests, which will identify and correct weaknesses in retraining. If the employee disagrees with the test results, the employer will have visual confirmation of his results upon appeal.

Step 7. We analyze the results and summarize. Based on the results, employees are given questionnaires that will show the level of satisfaction with the course. Additionally, personnel are being reshuffled, wages are being changed, and a personnel reserve is being formed. By this, the employer encourages its employees to further professional development.

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

Coming together is a start.

Sticking together is progress.

Working together is success

Henry Ford

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

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

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


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

Literature
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2. Doroshenko Yu.A. Lebedev O.V. Live investments. Human capital as a priority object of investment // "Creative Economy", No. 5. - 2007. - p.11.
3. Neudachina N.V., Ulanova A.M., Khukhoreva A.V. Multidimensional model for evaluating the effectiveness of corporate training. http://arborcg.org/downloads/publication/
4. Ozhegov S.I., Shvedova N.Yu. Explanatory dictionary of the Russian language. - M., 2007. - p. 943.
5. Private N.N. Continuing professional education as a factor in the innovative development of production: Ph.D. dis. cand. economy Sciences. - M., 2011.
6. Serykh O. Modern technologies and methods of intra-corporate staff training // Business Network. - M., 2008.
7. Solovieva I.A., Zakiryanov R.I. Development of an integrated multi-criteria model for assessing the system of training and development of human resources of an organization // Internet journal "Naukovedenie". - Volume 8. - No. 2 (2016). http://naukovedenie.ru/
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The structure of corporate personnel training consists of preparing a business training plan, selecting appropriate programs and methods, agreeing on a list of tasks and appointing responsible persons. How to organize the process correctly, learn from the materials of the article.

From the article you will learn:

How to organize corporate staff training, types and methods

The structure of corporate staff training is developed taking into account the dynamic process of obtaining new knowledge. Previously acquired skills and knowledge become obsolete over time. It contributes to:

changes in the labor market and in the economy;

change of technological process;

equipment upgrade.

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

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

Relatively recently, all types of training were trusted to external providers. Today, most large organizations are developing their own corporate training structure for personnel, equipping specialized classes or organizing trainings that allow them to gain the full range of new knowledge and skills on the job. If it is necessary to improve the skills of employees of the company, they conclude a direct contract with specialized centers or educational institutions that have state accreditation

Types of corporate staff training

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

The types of corporate staff training include:

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

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

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

Types of educational process using gamification with characteristic features and techniques of business games allows you to quickly master the implemented methods. The best employees receive prizes, badges. Trainings offer to choose on their own. The most successful implementations allow you to receive memorable valuable gifts.

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

Corporate training: what is it?

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

Corporate personnel training as a system

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

Tasks of organizing corporate training

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

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

What forms of corporate staff training are used?

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

But this method also has some disadvantages:

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

Varieties of corporate training

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

Companies may use the following types of training:

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

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

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

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

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

Are there stereotypes about corporate training?

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

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

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

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

Advantages and disadvantages of corporate training

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

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

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

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

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

Conclusion

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

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

Corporate staff training

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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